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Sample records for grade elementary school

  1. Receipt of special education services following elementary school grade retention.

    Science.gov (United States)

    Silverstein, Michael; Guppy, Nicole; Young, Robin; Augustyn, Marilyn

    2009-06-01

    To estimate the proportion of children who receive an Individualized Education Program (IEP) following grade retention in elementary school. Longitudinal cohort study. Children retained in kindergarten or first (K/1) grade and third grade, presumably for academic reasons, were followed up through fifth grade. Presence or absence of an IEP. A total of 300 children retained in K/1 and 80 retained in third grade were included in the study. Of the K/1 retainees, 68.9% never received an IEP during the subsequent 4 to 5 years; of the third-grade retainees, 72.3% never received an IEP. Kindergarten/first-grade retainees in the highest quintile for socioeconomic status and those with suburban residence were less likely to receive an IEP than retained children in all other socioeconomic status quintiles (adjusted odds ratio, 0.17; 95% confidence interval, 0.05-0.62) and in rural communities (0.16; 0.06-0.44). Among K/1 retainees with persistently low academic achievement in math and reading, as assessed by standardized testing, 38.2% and 29.7%, respectively, never received an IEP. Most children retained in K/1 or third grade for academic reasons, including many of those who demonstrated sustained academic difficulties, never received an IEP during elementary school. Further studies are important to elucidate whether retained elementary schoolchildren are being denied their rights to special education services. In the meantime, early-grade retention may provide an opportunity for pediatricians to help families advocate for appropriate special education evaluations for children experiencing school difficulties.

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

    Science.gov (United States)

    Basar, Murat; Gürbüz, Mehmet

    2017-01-01

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

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

    Science.gov (United States)

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

  4. Motivation: The Value of Developing Intrinsic Motivation in Elementary School Students in Grades Four through Six

    Science.gov (United States)

    Gerstner, Gary M.

    2017-01-01

    This study sought to fill the gap in the literature concerning intrinsic motivation in elementary students in Grades 4-6 by examining 155 elementary school students and in-depth interviews with three elementary grade teachers. This study used data collected from the self-report survey called the Children's Academic Intrinsic Motivation Inventory…

  5. Exploring the Effects of Concreteness Fading across Grades in Elementary School Science Education

    Science.gov (United States)

    Jaakkola, Tomi; Veermans, Koen

    2018-01-01

    The present study investigates the effects that concreteness fading has on learning and transfer across three grade levels (4-6) in elementary school science education in comparison to learning with constantly concrete representations. 127 9- to 12-years-old elementary school students studied electric circuits in a computer-based simulation…

  6. English Language Arts Scores among Sixth Grade Students Enrolled on an Elementary versus Middle School Campus

    Science.gov (United States)

    Johnson, La-Trice

    2013-01-01

    A K-12 school district located in southern California was faced with overcrowding at 1of its middle schools for the 2011-2012 school year. This project study was designed to explore if an elementary or middle school campus was best in supporting students' academics while they were in transition to 6th grade middle school. Maslow's hierarchy of…

  7. Are Boys That Bad? Gender Gaps in Measured Skills, Grades and Aspirations in Czech Elementary Schools

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    Mateju, Petr; Smith, Michael L.

    2015-01-01

    This article examines gender gaps in academic performance (grades in mathematics and reading) between boys and girls of ninth-grade elementary schools in the Czech Republic. Our analysis is based on 2003 data from the Programme for International Student Assessment, encompassing the academic performance and family background of ninth-grade pupils.…

  8. Math Grades and Intrinsic Motivation in Elementary School: A Longitudinal Investigation of Their Association

    Science.gov (United States)

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

    2017-01-01

    Background: It is often argued that the negative development of intrinsic motivation in elementary school strongly depends on the presence of school grades because grades represent extrinsic consequences and achievement feedback that are supposed to influence intrinsically motivated behaviour. However, only a few studies have tested this…

  9. Elementary School Student Burnout Scale for Grades 6-8: A Study of Validity and Reliability

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    Aypay, Ayse

    2011-01-01

    The purpose of this study is to develop an "Elementary School Student Burnout Scale for Grades 6-8". The study group included 691 students out of 10 schools in Eskisehir. Both Exploratory Factor Analysis and Confirmatory Factor Analysis were conducted on the data (Burnout stem from school activities, burnout stem from family, feeling of…

  10. Math grades and intrinsic motivation in elementary school: A longitudinal investigation of their association.

    Science.gov (United States)

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

    2017-06-01

    It is often argued that the negative development of intrinsic motivation in elementary school strongly depends on the presence of school grades because grades represent extrinsic consequences and achievement feedback that are supposed to influence intrinsically motivated behaviour. However, only a few studies have tested this hypothesis. Therefore, we investigated the role of school grades in inter- and intra-individual changes in elementary school students' intrinsic motivation from when grades were first introduced until the end of elementary school, when students in Germany receive recommendations for a secondary school type on the basis of their prior performance in school. A sample of 542 German elementary school students (t 1 : M = 7.95 years, SD = 0.57) was followed for 2 years from the end of Grade 2 to the end of Grade 4. At seven measurement occasions, children's math grades and their domain-specific intrinsic motivation were assessed. Latent growth curve models showed differences in trajectories of intrinsic motivation across students rather than uniform development. Moreover, students' trajectories of grades and intrinsic motivation were only weakly associated. A latent cross-lagged model revealed that reciprocal effects between the two constructs over time were small at best. Contrary to theoretical considerations, our results indicate that negative performance feedback in the form of grades does not necessarily lead to a decrease in intrinsic motivation. This calls into question the common opinion that a perception of being less competent, as reflected by poor grades, is responsible for weakening students' intrinsic motivation. © 2017 The British Psychological Society.

  11. Psychomotor assessment of 2nd grade children of elementary school

    Directory of Open Access Journals (Sweden)

    Joyce Carvalho Silvério

    2016-06-01

    Full Text Available The psychomotor is a multidisciplinary science that incorporates motor, affective and cognitive aspects. This study aimed to measure the psychomotor skills to see if the results are within the expected for the age group studied and investigate whether there are differences between the performance of boys and girls. 91 children participated in this research. 59.3% were boys (M = 7.16 years, SD = 0.37 of the 2nd year of elementary school in a public school in the state of Minas Gerais-Brasil. The results of psychomotor tests of Oliveira (2014 indicated that the profile of children was within the expected range, according to the stages of development of psychomotor skills. The only statistically significant difference between the sexes appeared in the psychomotor skills "body schema", with higher average of children. It is suggested that more studies will be developed with children of different types of institutions to confront these findings.

  12. The Great Depression and Elementary School Teachers as Reported in "Grade Teacher" Magazine

    Science.gov (United States)

    Field, Sherry L.; Bellows, Elizabeth

    2012-01-01

    This study focuses on elementary school teachers during the Great Depression and the role that they played to sustain everyday school activity. The authors draw evidence primarily from the pages of "Grade Teacher" magazine, through teachers' letters written to its editor, Florence Hale, and her responses to them. Opportunities to study…

  13. Direct behavior rating as a school-based behavior screener for elementary and middle grades.

    Science.gov (United States)

    Chafouleas, Sandra M; Kilgus, Stephen P; Jaffery, Rose; Riley-Tillman, T Chris; Welsh, Megan; Christ, Theodore J

    2013-06-01

    The purpose of this study was to investigate how Direct Behavior Rating Single Item Scales (DBR-SIS) involving targets of academically engaged, disruptive, and respectful behaviors function in school-based screening assessment. Participants included 831 students in kindergarten through eighth grades who attended schools in the northeastern United States. Teachers provided behavior ratings for a sample of students in their classrooms on the DBR-SIS, the Behavioral and Emotional Screening System (Kamphaus & Reynolds, 2007), and the Student Risk Screening Scale (Drummond, 1994). Given variations in rating procedures to accommodate scheduling differences across grades, analysis was conducted separately for elementary school and middle school grade levels. Results suggested that the recommended cut scores, the combination of behavior targets, and the resulting conditional probability indices varied depending on grade level grouping (lower elementary, upper elementary, middle). For example, for the lower elementary grade level grouping, a combination of disruptive behavior (cut score=2) and academically engaged behavior (cut score=8) was considered to offer the best balance among indices of diagnostic accuracy, whereas a cut score of 1 for disruptive behavior and 8 for academically engaged behavior were recommended for the upper elementary school grade level grouping and cut scores of 1 and 9, respectively, were suggested for middle school grade level grouping. Generally, DBR-SIS cut scores considered optimal for screening using single or combined targets including academically engaged behavior and disruptive behavior by offering a reasonable balance of indices for sensitivity (.51-.90), specificity (.47-.83), negative predictive power (.94-.98), and positive predictive power (.14-.41). The single target of respectful behavior performed poorly across all grade level groups, and performance of DBR-SIS targets was relatively better in the elementary school than middle

  14. Fifth-Grade Turkish Elementary School Students' Listening and Reading Comprehension Levels with Regard to Text Types

    Science.gov (United States)

    Yildirim, Kasim; Yildiz, Mustafa; Ates, Seyit; Rasinski, Timothy

    2010-01-01

    The aim of this study was to examine fifth grade elementary school students' listening and reading comprehension levels with regard to text types. This study was conducted on 180 fifth grade elementary school students in Sincan-Ankara in the spring semester of the academic year 2008-2009. The comprehension test was administered to students. The…

  15. Physical Education and Health Education for Wyoming Elementary Schools, Grades Kindergarten-Six.

    Science.gov (United States)

    Woods, John B., Ed.

    GRADES OR AGES: K-6. SUBJECT MATTER: Physical education and health education. ORGANIZATION AND PHYSICAL APPEARANCE: There are 10 main sections--1) the elementary school program--organization and administration; 2) movement exploration and education; 3) rhythmic activities; 4) games; 5) stunts, tumbling, trampoline, and apparatus; 6) individual,…

  16. Indiana Third Grade Reading ISTEP+ Scores Comparisons in a Public Elementary School to a Public Elementary Charter School

    Science.gov (United States)

    Gray, Cassandra D.

    2011-01-01

    The purpose of this study was to determine if there was a difference with student achievement at third grade in reading with a traditional public school as compared to a public charter school; both schools were a part of the Southwest Region School Corporation. This quasi-experimental study compared third grade ISTEP+ scale scores in…

  17. The Receipt of Special Education Services Following Elementary School Grade Retention

    Science.gov (United States)

    Silverstein, Michael; Guppy, Nicole; Young, Robin; Augustyn, Marilyn

    2009-01-01

    Objective To estimate the proportion of children who receive an Individualized Education Program (IEP) following grade retention in elementary school. Design/setting Descriptive analysis of a nationally representative, longitudinal cohort. Participants Children retained in K/1 and 3rd grade for presumed academic reasons, followed through fifth grade. Outcome measure Presence or absence of an IEP. Results 300 children retained for presumed academic reasons in K/1, and 80 in 3rd grade were included in the study. Of the K/1 retainees, 68% never received an IEP over the subsequent four to five years; of the 3rd grade retainees, 73% never received an IEP. K/1 retainees in the highest SES quintile and suburban K/1 retainees were less likely to receive an IEP than retained children in all other SES quintiles (aOR 0.17; 95% CI 0.05-0.62) and in rural communities (aOR 0.16; 95% CI 0.06-0.44), respectively. Among K/1 retainees with persistent low academic achievement in reading and math (as assessed by standardized testing), 37% and 28%, respectively, never received an IEP. Conclusions The majority of children retained in K/1 or 3rd grade for academic reasons, including a many of those who demonstrate sustained academic difficulties, never receive an IEP during elementary school. Further studies are important to elucidate whether retained elementary school children are being denied their rights to special education services. In the meantime, early grade retention may provide an opportunity for pediatricians to help families advocate for appropriate special education evaluations for children experiencing school difficulties. PMID:19487611

  18. Profile formation of academic self-concept in elementary school students in grades 1 to 4.

    Directory of Open Access Journals (Sweden)

    Isabelle Schmidt

    Full Text Available Academic self-concept (ASC is comprised of individual perceptions of one's own academic ability. In a cross-sectional quasi-representative sample of 3,779 German elementary school children in grades 1 to 4, we investigated (a the structure of ASC, (b ASC profile formation, an aspect of differentiation that is reflected in lower correlations between domain-specific ASCs with increasing grade level, (c the impact of (internal dimensional comparisons of one's own ability in different school subjects for profile formation of ASC, and (d the role played by differences in school grades between subjects for these dimensional comparisons. The nested Marsh/Shavelson model, with general ASC at the apex and math, writing, and reading ASC as specific factors nested under general ASC fitted the data at all grade levels. A first-order factor model with math, writing, reading, and general ASCs as correlated factors provided a good fit, too. ASC profile formation became apparent during the first two to three years of school. Dimensional comparisons across subjects contributed to ASC profile formation. School grades enhanced these comparisons, especially when achievement profiles were uneven. In part, findings depended on the assumed structural model of ASCs. Implications for further research are discussed with special regard to factors influencing and moderating dimensional comparisons.

  19. ICT media design for higher grade of elementary school mathematics learning using CS6 program

    Science.gov (United States)

    Zainil, M.; Prahmana, R. C. I.; Helsa, Y.; Hendri, S.

    2017-12-01

    Technological innovation contributes to the emerging of new possibilities to change the learning process. The development of technology could bring the higher quality of education through the integration of technology in the learning. The purpose of this research is to create an interactive multimedia using CS6 program for mathematics learning in higher grade of elementary school. It was a development research using ADDIE model which consists of analysis, design, and evaluation stages. It has successfully developed interactive multimedia in a form of learning CD used in the material of plane figures and solid figures. The prototype has been validated and then tested for the 4th grade of elementary schools. Two schools were involved and the students taught by utilizing the prototype, and then, in the end of learning, they are examined to determine the learning result. There were 72% of the students passed the examination as they classified at good and excellent categories. Finally, the use of CS6 program is promising to help the students learning plane and solid figure in mathematics learning.

  20. Problems Faced By Elementary School Second Grade English Subject Matter Teachers

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    Belgin Bal Incebacak

    2017-11-01

    Full Text Available The objective of thisstudy isto determine the problems experienced by subject matter teachers while instructing English lessons in the second grade of elementary school. What are the problemsfaced by English subject matter teachers when they instruct in 2nd grade lessons? In this research the descriptive modeling, which is one of the qualitative research methods, was employed. In accordance with this objective, we worked with 8 subject matter teachers from 5 different schoolsinAtakum and Ilkadim districtslocated in downtown Samsun, through easily accessible case sampling. The semi-structured “English Course Interview Form’’was applied to the teachers. In the study, descriptive survey model was employed, since it was aimed to reveal the current status of qualitative research methods.According to the results obtained from the research, the content was configured and presented under 5 themes. They were categorized as: 1. the problems experienced in classroom management, 2. the problems in physical and cognitive readiness, 3. the problems experienced in the learning and teacher process, 4. the problems seen in counseling, 5. the problems experienced in assessment and evaluation. In conclusion, the teachers stated that they had problems with managing the classroom, especially with the second grade students, whom are younger than others. It is observed that the change for teaching English at a younger age has been appropriate. Our teachersstated that they required in-service training so as to adapt to this aforementioned change.

  1. Community Solutions to Solid Waste Pollution. Operation Waste Watch: The New Three Rs for Elementary School. Grade 6. [Second Edition.

    Science.gov (United States)

    Virginia State Dept. of Waste Management, Richmond. Div. of Litter & Recycling.

    This publication, the last in a series of seven for elementary schools, is an environmental education curriculum guide with a focus on waste management issues. It contains a unit of exercises selected for sixth grade students focusing on community solutions to solid waste pollution. Waste management activities included in this unit seek to…

  2. An Assessment of Nutrition Education in Selected Counties in New York State Elementary Schools (Kindergarten through Fifth Grade)

    Science.gov (United States)

    Watts, Sheldon O.; Pinero, Domingo J.; Alter, Mark M.; Lancaster, Kristie J.

    2012-01-01

    Objective: To assess the extent to which nutrition education is implemented in selected counties in New York State elementary schools (kindergarten through fifth grade) and explore how nutrition knowledge is presented in the classroom and what factors support it. Design: Cross-sectional, self-administered survey. Setting: New York State elementary…

  3. A Comparative Study of Teachers' Attitudes and Practices regarding Homework in the Elementary, Middle, and High School Grades

    Science.gov (United States)

    Peltier, Courtney Pisarich

    2011-01-01

    The purpose of this study was to examine the attitudes and practices of elementary, middle, and high school teachers regarding homework. In addition, the study sought to find if there was a relationship between the teachers' attitudes and practices of homework, as well as finding the differences between the grade levels. The questionnaire used…

  4. Shoring Up Math and Science in the Elementary Grades: Schools Enlist Specialists to Teach Science Lessons

    Science.gov (United States)

    Jacobson, Linda

    2004-01-01

    As science gets squeezed in the elementary curriculum, at least two Florida districts are trying a new approach to keeping hands-on lessons a part of pupils' experiences. This article reports how Broward and Palm Beach county districts have increased the number of science specialists working in their elementary schools--teachers who, like physical…

  5. ESCOLEX: a grade-level lexical database from European Portuguese elementary to middle school textbooks.

    Science.gov (United States)

    Soares, Ana Paula; Medeiros, José Carlos; Simões, Alberto; Machado, João; Costa, Ana; Iriarte, Álvaro; de Almeida, José João; Pinheiro, Ana P; Comesaña, Montserrat

    2014-03-01

    In this article, we introduce ESCOLEX, the first European Portuguese children's lexical database with grade-level-adjusted word frequency statistics. Computed from a 3.2-million-word corpus, ESCOLEX provides 48,381 word forms extracted from 171 elementary and middle school textbooks for 6- to 11-year-old children attending the first six grades in the Portuguese educational system. Like other children's grade-level databases (e.g., Carroll, Davies, & Richman, 1971; Corral, Ferrero, & Goikoetxea, Behavior Research Methods, 41, 1009-1017, 2009; Lété, Sprenger-Charolles, & Colé, Behavior Research Methods, Instruments, & Computers, 36, 156-166, 2004; Zeno, Ivens, Millard, Duvvuri, 1995), ESCOLEX provides four frequency indices for each grade: overall word frequency (F), index of dispersion across the selected textbooks (D), estimated frequency per million words (U), and standard frequency index (SFI). It also provides a new measure, contextual diversity (CD). In addition, the number of letters in the word and its part(s) of speech, number of syllables, syllable structure, and adult frequencies taken from P-PAL (a European Portuguese corpus-based lexical database; Soares, Comesaña, Iriarte, Almeida, Simões, Costa, …, Machado, 2010; Soares, Iriarte, Almeida, Simões, Costa, França, …, Comesaña, in press) are provided. ESCOLEX will be a useful tool both for researchers interested in language processing and development and for professionals in need of verbal materials adjusted to children's developmental stages. ESCOLEX can be downloaded along with this article or from http://p-pal.di.uminho.pt/about/databases .

  6. The Ecological Context of Chronic School Absenteeism in the Elementary Grades

    Science.gov (United States)

    Sugrue, Erin P.; Zuel, Timothy; LaLiberte, Traci

    2016-01-01

    Chronic school absenteeism among elementary school-age students is gaining attention from researchers and policymakers because of its relationship to long-term negative educational outcomes. Current literature on effective interventions, however, is limited in terms of the number of studies that have found even marginally effective interventions,…

  7. Factor structure of internet addiction test for students in senior grades of elementary school

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    Popović-Ćitić Branislava

    2013-01-01

    Full Text Available One of the actual issues in the field of Internet use disorders is related to the validity and reliability of measurement instruments. The aim of this study was to examine, on non-clinical population of younger adolescents, the factor structure of the Internet Addiction Test - IAT, as one of the oldest and most widely used instruments in this field. The sample consisted of 814 Belgrade elementary school students, from fifth to eighth grade, with the average age of 12.9 years. Using exploratory factor analysis, two factors were extracted, together accounting for 46.32% of the total variance. The first factor, which accounted for 38.47% of the total variance, appeared to measure inability to control Internet use and consequences that arise as a result of excessive Internet use, while the second factor accounted for 7.85% of the variance and appeared to measure preoccupation to the Internet, responses to deprivation and replacement of real to virtual social relationships. The reliability of the whole scale, expressed by Cronbach alpha coefficient of internal consistency, was 0.91. High reliability coefficients are retained on the subscale that represent the factor, so coefficient of reliability for the first scale was 0.87, and 0.85 for the second. These findings were discussed in the context of possible modifications of the instrument and compared with the results of international research studies testing the validity and reliability of the IAT in specific national samples.

  8. Developing Worksheet (LKS) Base on Process Skills in Curriculum 2013 at Elementary School Grade IV,V,VI

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    Subhan, M.; Oktolita, N.; Kn, M.

    2018-04-01

    The Lacks of students' skills in the learning process is due to lacks of exercises in the form of LKS. In the curriculum of 2013, there is no LKS as a companion to improve the students' skills. In order to solve those problem, it is necessary to develop LKS based on process skills as a teaching material to improve students' process skills. The purpose of this study is to develop LKS Process Skills based elementary school grade IV, V, VI which is integrated by process skill. The development of LKS can be used to develop the thematic process skills of elementary school students grade IV, V, VI based on curriculum 2013. The expected long-term goal is to produce teaching materials LKS Process Skill based of Thematic learning that is able to develop the process skill of elementary school students grade IV, V, VI. This development research refers to the steps developed by Borg & Gall (1983). The development process is carried out through 10 stages: preliminary research and gathering information, planning, draft development, initial test (limited trial), first product revision, final trial (field trial), product operational revision, Desemination and implementation. The limited subject of the this research is the students of SDN in Dharmasraya grade IV, V, VI. The field trial subjects in the experimental class are the students of SDN Dharmasraya grade IV, V, VI who have implemented the curriculum 2013. The data are collected by using LKS validation sheets, process skill observation sheets, and Thematic learning test (pre-test And post-test). The result of LKS development on the validity score is 81.70 (very valid), on practical score is 83.94 (very practical), and on effectiveness score is 86.67 (very effective). In the trial step the use of LKS using One Group Pretest-Posttest Design research design. The purpose of this trial is to know the effectiveness level of LKS result of development for improving the process skill of students in grade IV, V, and VI of elementary

  9. Fifth Grade Elementary Students' Conceptions of Earthquakes

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    Savasci, Funda; Uluduz, Hatice

    2013-01-01

    This study intends to investigate the fifth grade students' conceptions of earthquakes. Twenty two grade 5 students (11-12 years old) from five different elementary schools in Istanbul voluntarily participated in the study. Data were collected from semi-structured interviews with each participant. Six interview questions were designed by…

  10. Effects of Engineering Design-Based Science on Elementary School Science Students' Engineering Identity Development across Gender and Grade

    Science.gov (United States)

    Capobianco, Brenda M.; Yu, Ji H.; French, Brian F.

    2015-04-01

    The integration of engineering concepts and practices into elementary science education has become an emerging concern for science educators and practitioners, alike. Moreover, how children, specifically preadolescents (grades 1-5), engage in engineering design-based learning activities may help science educators and researchers learn more about children's earliest identification with engineering. The purpose of this study was to examine the extent to which engineering identity differed among preadolescents across gender and grade, when exposing students to engineering design-based science learning activities. Five hundred fifty preadolescent participants completed the Engineering Identity Development Scale (EIDS), a recently developed measure with validity evidence that characterizes children's conceptions of engineering and potential career aspirations. Data analyses of variance among four factors (i.e., gender, grade, and group) indicated that elementary school students who engaged in the engineering design-based science learning activities demonstrated greater improvements on the EIDS subscales compared to those in the comparison group. Specifically, students in the lower grade levels showed substantial increases, while students in the higher grade levels showed decreases. Girls, regardless of grade level and participation in the engineering learning activities, showed higher scores in the academic subscale compared to boys. These findings suggest that the integration of engineering practices in the science classroom as early as grade one shows potential in fostering and sustaining student interest, participation, and self-concept in engineering and science.

  11. An Assessment of nutrition education in selected counties in New York State elementary schools (kindergarten through fifth grade).

    Science.gov (United States)

    Watts, Sheldon O; Piñero, Domingo J; Alter, Mark M; Lancaster, Kristie J

    2012-01-01

    To assess the extent to which nutrition education is implemented in selected counties in New York State elementary schools (kindergarten through fifth grade) and explore how nutrition knowledge is presented in the classroom and what factors support it. Cross-sectional, self-administered survey. New York State elementary schools in selected counties. New York State elementary school teachers (n = 137). Hours spent teaching nutrition; nutrition topics, methods of teaching, education resources, and aspects of the school environment that may influence nutrition education. Crosstabs with a chi-square statistic and ANOVA. Eighty-three percent of teachers taught some nutrition (9.0 ± 10.5 hours) during the academic year. Teachers taught lessons about finding and choosing healthy food (61%), relationship between diet and health (54%), and MyPyramid (52%) most often. Suburban teachers (12.4 ± 12.5 hours) taught significantly (P = .006) more hours of nutrition than rural teachers (4.2 ± 3.9 hours). Teachers at schools with fewer than 80% nonwhite students taught significantly (P = .02) more (10.4 ± 11.4 hours) compared to schools with greater than 80% nonwhite students (5.6 ± 6.4 hours). Teachers reported that nutrition education is important and that they are willing to teach nutrition. Efforts should be made that support integrated nutrition topics, methods of instruction, and availability of resources. Copyright © 2012 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

  12. Mathematics Anxiety Among 4th And 5th Grade Turkish Elementary School Students

    OpenAIRE

    Fulya Yüksel-Şahin

    2008-01-01

    Using a sample of 4th and 5th graders, this study investigated whether students’ mathematics anxiety differed significantly according to a group of variables. A total of 249 students participated in the study. “The Mathematics Anxiety Scale for Elementary School Students” and “The Personal Information Form” were used for data collection. Independent samples t-tests, Oneway Anova and Schefee test were used to analyze the data. Results showed that students’ mathematics anxiety differed signific...

  13. Living in Space. Book II. Levels D, E, F for Grades 4, 5, 6. Operation Liftoff: Elementary School Space Program. A Resource Guide with Activities for Elementary School Teachers.

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    Andrews, Sheila Briskin; Kirschenbaum, Audrey

    This guide contains teacher background information and activities for students which deal with space travel and is designed to encourage elementary school students to take a greater interest in mathematics and science. The activities in this guide are to be used with grades 4 to 6 and cover the topics of food, clothing, health, housing,…

  14. Living in Space. Book 1. Levels A, B, C for Grades 1, 2, 3. Operation Liftoff: Elementary School Space Program. A Resource Guide with Activities for Elementary School Teachers.

    Science.gov (United States)

    Andrews, Sheila Briskin; Kirschenbaum, Audrey

    This guide contains teacher background information and activities for students that relate to space travel and is designed to encourage elementary school students to take a greater interest in mathematics and science. The activities in this guide are to be used with grades 1 to 3 and cover the topics of food, clothing, health, housing,…

  15. An Evaluation of Factors Affecting Decision Making Among 4th Grade Elementary School Students with Low Socio-Economic Status

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    Alper KAŞKAYA

    2017-06-01

    Full Text Available Decision making is one of the most important life skills. While making correct, timely, accurate and appropriate decisions lead to positive changes in one’s life, making incorrect decisions may have a negative impact. It is an important issue to examine what the 4th grade students in primary school have about the decision-making ability to be achieved in adolescence and what qualities 4th grade primary students should have for this skill. Evaluation of 4th grade elementary school students for developmental characteristics and qualifications they need to have to be able to gain appropriate decision making ability by puberty emerges as an important issue. Even though age 9-10 is not a period when important or life changing decisions are made, it is still considered the period that individuals start to make real decisions in their life. In this age period, we believe that attempts can be made to help children use their decision making ability more effectively by identifying factors affecting this behavior. In this regard, the aim of this study is to determine factors that have impact on children’s decision making process. This study is designed as a case study and conducted according to qualitative research approach. The study was conducted with 34 elementary school students and 3 teachers. Student interview forms developed by researchers were used to collect the data. In accordance with the data obtained, interviews were conducted with the teachers. The content analysis is included during data analysis process. In our study, we have shown that TV-media, family- close family/friends, neighborhood, the teaching process and some developmental characteristics are found to have affected children’s decision making.

  16. Fitness, fatness, and academic performance in seventh-grade elementary school students

    Science.gov (United States)

    2014-01-01

    Background In addition to the benefits on physical and mental health, cardiorespiratory fitness has shown to have positive effects on cognition. This study aimed to investigate the relationship between cardiorespiratory fitness and body weight status on academic performance among seventh-grade students. Methods Participants included 1531 grade 7 students (787 male, 744 female), ranging in age from 12 to 14 years (Mage = 12.3 ± 0.60), from 3 different cohorts. Academic performance was measured using the marks students had, at the end of their academic year, in mathematics, language (Portuguese), foreign language (English), and sciences. To assess cardiorespiratory fitness the Progressive Aerobic Cardiovascular Endurance Run, from Fitnessgram, was used as the test battery. The relationship between academic achievement and the independent and combined association of cardiorespiratory fitness/weight status was analysed, using multinomial logistic regression. Results Cardiorespiratory fitness and weight status were independently related with academic achievement. Fit students, compared with unfit students had significantly higher odds for having high academic achievement (OR = 2.29, 95% CI: 1.48-3.55, p academic achievement (OR = 3.65, 95% CI: 1.82-7.34, p academic achievement in seventh-grade students independent of the different cohorts, providing further support that aerobically fit and normal weight students are more likely to have better performance at school regardless of the year that they were born. PMID:25001376

  17. Designing of Holistic Mathematic Education Model Based-"System Among" at Low Grade Elementary School

    Science.gov (United States)

    Hayati, R.; Fauzan, A.; Iswari, M.; Khaidir, A.

    2018-04-01

    The purpose of this study was to develop a model of Holistic Mathematics Education (HME) among systems based on low-grade primary school students so that students have a solid foundation when entering a higher behavior. This type of research is desaign research developed by Plomp to have three stages, namely the preliminary research, development or prototyping phase, and assessement Phase. This research resulted in a model Holistic Mathematics Education (HME) -based system is among the primary school students low grade consists of 10 stages, namely 1) Recap through the neighborhood, 2) Discussion groups by exploiting the environment, 3) Demonstration Group, 4) Exercise individuals, 5) mathematical modeling, 6) Demonstration of individuals, 7) Reflections, 8) impressions and messages, and giving meaning, 9) Celebrations and 10) A thorough assessment. Furthermore, this model also produces 7 important components that should be developed teacher, namely 1) constructivism, 2) the nature of nature, 3) independence, 4) parable, 5) inquiry, 6) cooperation, and 7) strengthening. This model will produce a model in the form of books, student books and teacher's guide book as a support system that can help users in its application.

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

    Science.gov (United States)

    Kilic, Abdurrahman

    2012-01-01

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

  19. Departmentalize Elementary Schools

    Science.gov (United States)

    Chan, Tak Cheung; Jarman, Delbert

    2004-01-01

    In elementary schools today, most students receive their education in a single classroom from one teacher who is responsible for teaching language arts, social studies, math, and science. The self-contained classroom organization is predicated on the assumption that an elementary school teacher is a Jack (or Jill)-of-all-trades who is equally…

  20. Gender representations in the illustrations of the 6th Grade Language Textbook used in Greek Elementary School

    Directory of Open Access Journals (Sweden)

    Nikolaos Karintzaidis

    2016-12-01

    Full Text Available This study explores the way in which the two sexes are presented in education and particularly in the illustration of the language textbook used in the 6th Grade of Greek elementary school. In a society where gender equality is constitutionally enshrined and displayed as an educational policy objective, it attempts to examine if school textbook images respond to the demands of social reality, or perpetuate outdated gender stereotyped educational practices. The visual communication system that school textbooks use has the same rhetoric in of the conveyance of ideological and cultural messages as the linguistic system. Therefore, students receive plenty of information from both communication systems about the roles and stereotypes that are considered appropriate for each sex. In the past, several studies have analyzed the linguistic system, while this is the first attempt at an organized and systematic analysis of the visual system in language textbooks, and specifically the one in 6th Grade. Both content analysis, as a measurement technique, and semiotics, as a visual analysis method, were used as a research method. The analysis of data showed that (a the presentation of the two sexes in the illustration of this language textbook is not objectively compared with social changes, (b apart from the quantitative inequality that exists in the presentation of the two sexes, there also appears to be a big difference in qualities such as behavioral characteristics, occupations, and activities, and (c there is a reduction in the representation of outdated gender stereotypes, which is not necessarily positive, as the diversity of roles they undertake in the modern social sphere is not emphasized. Keywords: textbook, illustration, representation, gender roles, stereotypes, semiotics

  1. Counseling in the Elementary Feeder Schools.

    Science.gov (United States)

    Dunham, Virginia

    This brief paper presents the concept of transition counseling between a junior high school and its feeder school(s), designed to make the change from elementary into junior high less traumatic. Aside from routine sixth grade counseling, the counselors expanded their base of counseling to include all types of problems as well as all grade levels.…

  2. Effects of Engineering Design-Based Science on Elementary School Science Students' Engineering Identity Development across Gender and Grade

    Science.gov (United States)

    Capobianco, Brenda M.; Yu, Ji H.; French, Brian F.

    2015-01-01

    The integration of engineering concepts and practices into elementary science education has become an emerging concern for science educators and practitioners, alike. Moreover, how children, specifically preadolescents (grades 1-5), engage in engineering design-based learning activities may help science educators and researchers learn more about…

  3. Olympiads for Elementary Schools.

    Science.gov (United States)

    Lenchner, George

    1985-01-01

    The goals and history of the Mathematical Olympiads for Elementary Schools are described. Teams, levels, and gender are discussed, as well as teacher training, administration, scoring, and awards. Sample problems are included. (MNS)

  4. Eating habits, physical activity, nutrition knowledge, and self-efficacy by obesity status in upper-grade elementary school students.

    Science.gov (United States)

    Ha, Seong Ah; Lee, Seo Yeon; Kim, Kyung A; Seo, Jung Sook; Sohn, Cheong Min; Park, Hae Ryun; Kim, Kyung Won

    2016-12-01

    Childhood obesity has increased in recent decades in Korea. This study was designed to examine differences in the eating habits, physical activity (PA), nutrition knowledge, and self-efficacy of children by obesity status. Subjects were 5th-grade children from 70 elementary schools in 17 cities nationwide. Two-stage stratified cluster sampling was employed. Survey questionnaire included items related to general characteristics, eating habits, PA, nutrition knowledge and self-efficacy. Excluding incomplete responses, 3,531 data were analyzed using SPSS. Subjects were categorized into overweight·obesity (OW) and normal weight (NW) groups based on body mass index percentiles for age by sex. A total of 21.5% of subjects was overweight or obese. There were significant differences in gender, perceived stress, perception of body shape, body satisfaction, and interest in weight control between the OW and NW groups ( P eating habits, the OW group ate breakfast ( P eating habits, PA, and self-efficacy between OW and NW children. Obesity management programs for children need to focus on increasing self-efficacy, modifying eating habits, and increasing PA.

  5. Teacher's Resource Book for Balloons and Gases. Grade 6. Revised. Anchorage School District Elementary Science Program.

    Science.gov (United States)

    Anchorage School District, AK.

    This resource book introduces sixth-grade children to the physical and chemical properties of gases. The unit begins with an investigation of acids and bases. Students then generate carbon dioxide, oxygen, and hydrogen, and investigate the properties of each. The unit culminates with an activity involving an unknown gas. Students conduct tests to…

  6. PARK-IT! Elementary School Land Laboratories in Toledo City Parks. Curriculum Activity Guide, Grades K-1.

    Science.gov (United States)

    DuFour, Marilyn Berry; Courter, Linda Kothera; Garvin, Dennis M.

    The project PARK-IT! represents a unique partnership between a public elementary school and a city park in which students and teachers utilize a small naturalized area of the park as a Land Laboratory, and in return become its stewards. The project also includes this curriculum activity guide which can assist teachers in using the Land Lab with…

  7. PARK-IT! Elementary School Land Laboratories in Toledo City Parks. Curriculum Activity Guide, Grades 2-3.

    Science.gov (United States)

    DuFour, Marilyn Berry; Courter, Linda Kothera; Garvin, Dennis M.

    The project PARK-IT! represents a unique partnership between a public elementary school and a city park in which students and teachers utilize a small naturalized area of the park as a Land Laboratory, and in return become its stewards. The project also includes this curriculum activity guide which can assist teachers in using the Land Lab with…

  8. PARK-IT! Elementary School Land Laboratories in Toledo City Parks. Curriculum Activity Guide, Grades 4-6.

    Science.gov (United States)

    DuFour, Marilyn Berry; Courter, Linda Kothera; Garvin, Dennis M.

    The project PARK-IT! represents a unique partnership between a public elementary school and a city park in which students and teachers utilize a small naturalized area of the park as a Land Laboratory, and in return become its stewards. The project also includes this curriculum activity guide which can assist teachers in using the Land Lab with…

  9. School grade and sex differences in domain-specific sedentary behaviors among Japanese elementary school children: a cross-sectional study

    Directory of Open Access Journals (Sweden)

    Kaori Ishii

    2017-04-01

    Full Text Available Abstract Background It is vital to reduce the proportion of sedentary behavior in children. Understanding the duration and behavioral context is needed. The present study examined school-grade and sex differences in domain-specific sedentary times and concurrence with screen-time guidelines among Japanese elementary school children. Methods A total of 625 children (330 boys were surveyed in 2010 and 2014. Using a questionnaire, data regarding participants’ grade (first through third grades: lower grades; fourth through six grades: higher grades, sex, weight, and height were collected in addition to the time spent per day engaging in each specific sedentary behavior separately: (1 reading or listening to music, (2 TV or video viewing, (3 TV game use, (4 internet use excluding class, (5 homework, and (6 car travel. Two-way analysis of covariance and logistic regression analyses, adjusted for BMI and moderate to vigorous physical activity, were used to examine school-grade and sex differences in sedentary behaviors and the independent risk of exceeding recommended total daily screen time (< 2 h. Results On 625 children, mean minutes (SD of sedentary behavior per week in (1 – (6 were 90.3 (123.4, 535.0 (356.6, 167.3 (222.1, 23.9 (70.9, 264.9 (185.3, and 33.4 (61.2 in weekdays and 42.1 (70.0, 323.9 (232.0, 123.0 (96.4, 15.8 (49.9, 74.4 (96.4, and 71.3 (84.9 in weekends, respectively. There were differences in the minutes of sedentary behavior between participants of 2010 and 2014; e.g., TV game use and homework in weekdays and weekdays and car travel in weekends. Boys spent more time in TV game use, and girls spent more time reading, listening to music, doing homework, and car travel. Higher-grade students spent more time reading or listening to music, using a computer, and doing homework. Higher-grade students were 2.09 times (95% CI: 1.32 − 3.30 in whole week, 2.08 times (95% CI: 1.45 − 3.00 in weekday, and 1.88 times (95% CI: 1.29

  10. Eating habits and eating behaviors by family dinner frequency in the lower-grade elementary school students

    Science.gov (United States)

    Lee, Seo Yeon; Ha, Seong Ah; Seo, Jung Sook; Sohn, Cheong Min; Park, Hae Ryun

    2014-01-01

    BACKGROUND/OBJECTIVES Recently, there has been an increased interest in the importance of family meals on children's health and nutrition. This study aims to examine if the eating habits and eating behaviors of children are different according to the frequency of family dinners. SUBJECTS/METHODS The subjects were third-grade students from 70 elementary schools in 17 cities nationwide. A two-stage stratified cluster sampling was employed. The survey questionnaire was composed of items that examined the general characteristics, family meals, eating habits, eating behaviors, and environmental influence on children's eating. The subjects responded to a self-reported questionnaire. Excluding the incomplete responses, the data (n = 3,435) were analyzed using χ2-test or t-test. RESULTS The group that had more frequent family dinners (≥ 5 days/week, 63.4%), compared to those that had less (≤ 4 days/week, 36.6%), showed better eating habits, such as eating meals regularly, performing desirable behaviors during meals, having breakfast frequently, having breakfast with family members (P eating only what he or she likes (P dinners also consumed healthy foods with more frequency, including protein foods, dairy products, grains, vegetables, seaweeds (P eating behaviors (e.g., eating fatty foods, salty foods, sweets, etc.) were not significantly different by the frequency of family dinners. CONCLUSIONS Having dinner frequently with family members was associated with more desirable eating habits and with healthy eating behaviors in young children. Thus nutrition education might be planned to promote family dinners, by emphasizing the benefits of having family meals on children's health and nutrition and making more opportunities for family meals. PMID:25489408

  11. Eating habits and eating behaviors by family dinner frequency in the lower-grade elementary school students.

    Science.gov (United States)

    Lee, Seo Yeon; Ha, Seong Ah; Seo, Jung Sook; Sohn, Cheong Min; Park, Hae Ryun; Kim, Kyung Won

    2014-12-01

    Recently, there has been an increased interest in the importance of family meals on children's health and nutrition. This study aims to examine if the eating habits and eating behaviors of children are different according to the frequency of family dinners. The subjects were third-grade students from 70 elementary schools in 17 cities nationwide. A two-stage stratified cluster sampling was employed. The survey questionnaire was composed of items that examined the general characteristics, family meals, eating habits, eating behaviors, and environmental influence on children's eating. The subjects responded to a self-reported questionnaire. Excluding the incomplete responses, the data (n = 3,435) were analyzed using χ(2)-test or t-test. The group that had more frequent family dinners (≥ 5 days/week, 63.4%), compared to those that had less (≤ 4 days/week, 36.6%), showed better eating habits, such as eating meals regularly, performing desirable behaviors during meals, having breakfast frequently, having breakfast with family members (P eating only what he or she likes (P healthy foods with more frequency, including protein foods, dairy products, grains, vegetables, seaweeds (P eating behaviors (e.g., eating fatty foods, salty foods, sweets, etc.) were not significantly different by the frequency of family dinners. Having dinner frequently with family members was associated with more desirable eating habits and with healthy eating behaviors in young children. Thus nutrition education might be planned to promote family dinners, by emphasizing the benefits of having family meals on children's health and nutrition and making more opportunities for family meals.

  12. EXAMINATION OF EFFECTS OF ARTISTIC GYMNASTICS ON MORPHOLOGICAL CHARACTERISTIC OF 3TH & 4TH GRADE PUPILS OF ELEMENTARY SCHOOLS

    Directory of Open Access Journals (Sweden)

    Vesko Milenković

    2008-08-01

    Full Text Available In this work, the subject of the research is only one segment of the anthropological area, which refers to the appearance of appropriate morphological characteristic. Assessment of the examinees’ morphological characteristics was conducted by the help of 13 anthropometrical measures, chosen according to the International Biologic Program (IBP, in order to cover the four dimensional area defined as longitudinal dimensionality, transversal dimensionality, volume and mass of the body and the subcutaneous fat tissue.During the 2005/06 academic year, a research was conducted so as to determine the effects of current program of physical education teaching on motor abilities flexibility of female pupils. The research involved a total sample of 107 girls from the 3th and 4th grade of elementary school. The subjects were classified in experimental and control groups. The experimental group was made of 59 students and they were practicing according to planning instruction where the artistic gymnastics had the primary part. The control group of 48 students was practicing according to official instructional plan and program for P.E. of the Republic of Serbia. At the beginning of the academic year, initial (first measurement was performed, followed by experimental final (second measurement at the end of experiment. The multi-variant procedures were used in this research ant those were: MANOVA, MANOCOVA and the discriminative analysis. After the experimental treatment, i.e. at the final testing, significant differences were found with female pupils in experimental and control groups concerning the 8 tests for the evaluation of morphological characteristic. The basic conclusion is that the female pupils of experimental group achieved significantly higher teaching effects than the control group, in view of partly increased morphological characteristics, being the result of the effects of the experimental treatment, as well as other external and internal

  13. Handwriting Instruction in Elementary Schools: Revisited!

    Science.gov (United States)

    Asher, Asha; Estes, Joanne

    2016-01-01

    Handwriting is an essential literacy and communication skill developed through a variety of instructional methods in elementary school. This study explored the consistency in handwriting instruction across grade levels in a Midwest public school district 15 years after the school initially implemented a uniform handwriting program. Additionally,…

  14. Prioritizing Elementary School Writing Instruction: Cultivating Middle School Readiness for Students with Learning Disabilities

    Science.gov (United States)

    Ciullo, Stephen; Mason, Linda

    2017-01-01

    Helping elementary students with learning disabilities (LD) prepare for the rigor of middle school writing is an instructional priority. Fortunately, several standards-based skills in upper elementary school and middle school overlap. Teachers in upper elementary grades, specifically fourth and fifth grades, have the opportunity to provide…

  15. Observations on English education in elementary schools

    OpenAIRE

    カドゥアー, ドナルド; 藤澤, 良行; カドゥアー, ドナルド; フジサワ, ヨシユキ; Donald, KADUHR; Yoshiyuki, FUJISAWA

    2009-01-01

    This paper examines English-language teaching in the People's Republic of China through visitations to some elementary school grades in two large urban centres, Beijing and Dalian, in March 2008. Observations of English classes in China for students in grades 1 to 6, provide the basis of what we feel needs to be addressed for the implementation of English-language teaching in lower levels of Japanese elementary schools (grade 5 and above) from 2011. After giving a brief overview of the develo...

  16. Addressing Priorities for Elementary School Mathematics

    Science.gov (United States)

    Venenciano, Linda; Dougherty, Barbara

    2014-01-01

    Findings from international assessments present an opportunity to reconsider mathematics education across the grades. If concepts taught in elementary grades lay the foundation for continued study, then children's introduction to school mathematics deserves particular attention. We consider Davydov's theory (1966), which sequences…

  17. DEPARTMENTALIZATION IN ELEMENTARY SCHOOLS.

    Science.gov (United States)

    American Association of School Administrators, Washington, DC.

    THE RESULTS OF A SURVEY CONCERNED WITH DEPARTMENTALIZATION IN ELEMENTARY SCHOOLS ARE REPORTED IN STATISTICAL TABLES WHICH ARE ACCOMPANIED BY DESCRIPTIVE COMMENTARY. FOR THE PURPOSE OF THE SURVEY, THE DEFINITION OF DEPARTMENTALIZATION IS RESTRICTED TO INCLUDE ONLY THOSE SITUATIONS IN WHICH STUDENTS RECEIVE INSTRUCTION IN THE VARIOUS ACADEMIC…

  18. Elementary School Mathematics Priorities

    Science.gov (United States)

    Wilson, W. Stephen

    2009-01-01

    This article first describes some of the basic skills and knowledge that a solid elementary school mathematics foundation requires. It then elaborates on several points germane to these practices. These are then followed with a discussion and conclude with final comments and suggestions for future research. The article sets out the five…

  19. An Evaluation of Factors Affecting Decision Making among 4th Grade Elementary School Students with Low Socio-Economic Status

    Science.gov (United States)

    Kaskaya, Alper; Calp, Sükran; Kuru, Oguzhan

    2017-01-01

    Decision making is one of the most important life skills. While making correct, timely, accurate and appropriate decisions lead to positive changes in one's life, making incorrect decisions may have a negative impact. It is an important issue to examine what the 4th grade students in primary school have about the decision-making ability to be…

  20. Elementary school on the move– moving in elementary school

    Directory of Open Access Journals (Sweden)

    Reiner Hildebrandt-Stramann

    2008-06-01

    Full Text Available Elementary school in Germany has changed during the last five years because, among other reasons, movement has entered it. The title's pun calls attention for two lines of work that characterize school pedagogy contemporary discussion. One of these lines is related to the last 15 years changing process at elementary school: it states that elementary school must be a learning and living place for children. The other line is related to movement pedagogy processes, which has been achieving higher and higher dimensions. Elementary school must be seen from movement point of view and must be transformed in a place for movement.

  1. System Thinking Skills at the Elementary School Level

    Science.gov (United States)

    Assaraf, Orit Ben-Zvi; Orion, Nir

    2010-01-01

    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…

  2. Rural Elementary School Teachers' Technology Integration

    Science.gov (United States)

    Howley, Aimee; Wood, Lawrence; Hough, Brian

    2011-01-01

    Based on survey responses from more than 500 third-grade teachers, this study addressed three research questions relating to technology integration and its impact in rural elementary schools. The first analyses compared rural with non-rural teachers, revealing that the rural teachers had more positive attitudes toward technology integration. Then…

  3. THE POSITION OF INTEREST IN SPORTS AND RECREATION OF 7th GRADE ELEMENTARY SCHOOL STUDENTS IN THE FACTOR ANALYSIS OF DIFFERENT INTEREST

    Directory of Open Access Journals (Sweden)

    Vladimir Milošević

    2013-07-01

    Full Text Available Personal interests carry a great potential and are usually a drive to act. Therefore they usually point towards the activity of an individual in his interest area. An insight into the position of the interest in sports and recreation among other interests can be obtained by inspecting the interests of 7th grade elementary school students from Sremska Mitrovica and Jagodina. The sample consisted of 736 7th grade elementary school students of both genders. A non-experimental study of the students’ interests was done using a questionnaire that consisted of 5 interest indicators: job preference, self-estimation of affinity, use of free time, direct self-estimation of interests and reaction to key words-stimuli. Each indicator had 30 items that asses 30 interests. A t test was used to inspect the level of interest in sports and recreation. Also, factor analysis was done for each indicator separately. The reason for this approach is that there is no real confirmation that these 5 indicators are well suited for assessing the interests of young persons in the time we live in. Students’ interest in sports and recreation is about 4 on the scale of 1 to 5, on each of the indicators. The data shows that the interest of 7th grade elementary school students in sports and recreation is closely linked to interest in military, these two interests belong to the same factor regardless of the way the interests are assessed, that is, they belong to the same factor on each of the 5 indicators. The interest in adventure belongs to the same factor as the interest in sports and recreation on 4 out of 5 indicators, and interest in humor, interest in travel and hedonistic interest on 3 out of 5 indicators. These results might indicate that the motives for engaging in sports and recreation are unstable, because this composition of relatedness of the interests can be interpreted as the factor of fun. If that is so, these findings alert to the importance of building a

  4. Reading motivation in elementary school students

    OpenAIRE

    Sonja Pečjak; Nataša Bucik

    2005-01-01

    Reading motivation is one of the crucial factors of reading and consequently also learning efficiency of students. The purpose of the contribution is to establish the connection between dimensions of reading motivation and reading achievement in elementary school students. Participating in the study were 1073 third-grade and 1282 seventh-grade students. We used the questionnaire of reading motivation which consists of two factors: the reading competence factor and the interest and perceived r...

  5. Elementary School Philosophy: A Response

    Science.gov (United States)

    Wartenberg, Thomas E.

    2012-01-01

    This article is a response to criticism of my book "Big Ideas for Little Kids." The main topics addressed are: Who is the audience for the book? Can people without formal philosophical training can be good facilitators of elementary school philosophy discussions? Is it important to assess attempts to teach philosophy in elementary school? Should…

  6. Thomas Edison Accelerated Elementary School.

    Science.gov (United States)

    Levin, Henry M.; Chasin, Gene

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

  7. Teaching Shakespeare in the Elementary Grades.

    Science.gov (United States)

    Clatanoff, Doris A.

    Often regarding the "great books" as too difficult for elementary school age children to comprehend, teachers have given students reading assignments that are less than challenging and have risked causing them to dislike reading because it is relatively uninteresting. However, it is possible to expose very young children to works such as…

  8. Marketing School Music: It's Elementary.

    Science.gov (United States)

    Anderson, Jill Kuespert

    1992-01-01

    Explores methods of promoting elementary school music programs. Suggests inviting visitors to the class as a means of increasing awareness of school music. Recommends sending press releases to school newsletters and local newspapers. Reminds teachers to make use of educational access channels on area cable television systems. (SG)

  9. Cultural Astronomy in Elementary and Secondary School

    Science.gov (United States)

    Jafelice, Luiz Carlos

    2015-07-01

    This work is addressed to educators and geography, science, biology and physics teachers who deal with elementary, middle and high school education. It discusses the importance of adopting the anthropological perspective regarding issues that are considered within the astronomy area. It also presents practical proposals for those who intend to introduce cultural astronomy in elementary, middle and high school education - from the beginning of the 1st grade in Elementary school to the end of the 3rd grade in Secondary school, in formal as well as in informal education. This work is proposed within the context of the holistic and transdisciplinary environmental education. Our approach values above all the experience and aims at a humanistic education that includes epistemological and cultural diversities. The suggested practical proposals can be also beneficially used to address works that include contents related to Brazilian indigenous and Afro-descent cultures in the school curriculum, as the new law requires. The guidelines presented here were tested in real school situations.

  10. The nature of phonological awareness throughout the elementary grades: An item response theory perspective

    NARCIS (Netherlands)

    Vloedgraven, J.M.T.; Verhoeven, L.T.W.

    2009-01-01

    In the present study, the nature of Dutch children's phonological awareness was examined throughout the elementary school grades. Phonological awareness was assessed using five different sets of items that measured rhyming, phoneme identification, phoneme blending, phoneme segmentation, and phoneme

  11. Self-Contained versus Departmentalized Settings in Urban Elementary Schools: An Analysis of Fifth-Grade Student Mathematics Performance

    Science.gov (United States)

    Jack, Diamond Marie

    2014-01-01

    Student achievement in mathematics, particularly in urban areas, is a consistent concern in the United States. Research suggests that teachers either are under qualified or have a negative perception of themselves as mathematics teachers. Departmentalization on the elementary level is an organizational structure that may benefit urban students and…

  12. Prevalence of Speech Disorders in Elementary School Students in Jordan

    Science.gov (United States)

    Al-Jazi, Aya Bassam; Al-Khamra, Rana

    2015-01-01

    Goal: The aim of this study was to find the prevalence of speech (articulation, voice, and fluency) disorders among elementary school students from first grade to fourth grade. This research was based on the screening implemented as part of the Madrasati Project, which is designed to serve the school system in Jordan. Method: A sample of 1,231…

  13. Written narrative practices in elementary school students.

    Science.gov (United States)

    Romano-Soares, Soraia; Soares, Aparecido José Couto; Cárnio, Maria Silvia

    2010-01-01

    Promotion of a written narratives production program in the third grade of an Elementary School. To analyze two written narrative practice proposals in order to verify which resources are more efficient in benefitting the textual productions of third grade Elementary School students. Sixty students were selected from two third grade groups of a public Elementary School in São Paulo (Brazil). For the analysis, students were divided into two groups (Group A and Group B). Fourteen children's storybooks were used. In Group A, the story was orally told by the researchers in a colloquial manner, keeping the narrator role and the original structure proposed by the author. In Group B, the story was fully read. The book was projected onto a screen and read aloud so the students could follow the reading and observe the corresponding illustrations. Voice changing resources in the characters' dialogues were used. In the overall comparison, statistically significant results were found for moment (initial and final assessments) and for interaction between groups. It was observed that both groups presented substantial development from initial to final assessment. The Written Narratives Promotion Program based on the shared reading of children's storybooks constituted a more effective strategy than telling the stories using a single reader.

  14. Elementary School Students Perception Levels of Problem Solving Skills

    Science.gov (United States)

    Yavuz, Günes; Yasemin, Deringöl; Arslan, Çigdem

    2017-01-01

    The purpose of this study is to reveal the perception levels of problem solving skills of elementary school students. The sample of the study is formed by totally 264 elementary students attending to 5th, 6th, 7th and 8th grade in a big city in Turkey. Data were collected by means of "Perception Scale for Problem Solving Skills" which…

  15. Perceptions of Elementary School Students: Experiences and Dreams about the Life Studies Course

    Science.gov (United States)

    Baysal, Z. Nurdan; Tezcan, Özlem Apak; Araç, Kamil Ersin

    2018-01-01

    This study seeks to identify elementary school students' views and perceptions of the Life Studies course through verbal and visual instruments. It employs a descriptive phenomenological research design. The study surveyed second- and third-grade students attending one private elementary school and two state elementary schools. The data was…

  16. The Enhancement of Narrative Writing Skills through the Use of Accordion Book for 1st Grade Students in Lesanpuro 1 Elementary School, Malang

    Directory of Open Access Journals (Sweden)

    Ratna Trieka Agustina

    2017-09-01

    Full Text Available Based on the interviews with the 1 st -grade teachers at Lesanpuro 1 Elementary School, it is found that the students have difficulties in writing a narrative story. Due to the learning activity that is not concrete, students tend to have difficulty to produce ideas because the teachers seldom use the help of media and writing example. So, from this study, it is important to do an action by using the accordion book. In this case, teachers become the model of writing by using the accordion book as its media. This research outlines two cycles in the observation. The results from the first cycle revealed that the writing ability of students who are above average is increased by 31,33 % and 37,33 % for the average students, then, as for the students who are considered to be below average, their writing skills are increased by 29 %. Furthermore, the second cycle showed that the writing ability of students who are below average is increased by 41,67 %, average students by 35,67 %, and above average by 39,67 %. Thus, it is expected that the teachers could create an interesting and innovative media so that students will enjoy the learning activity.

  17. Cooperation in Japan. Grades Kindergarten-Third. Elementary Literature Series, Part 1.

    Science.gov (United States)

    Mukai, Gary

    The Stanford Program on International and Cross-Cultural Education (SPICE) represents a long-term effort by Stanford University to improve international and cross-cultural education in elementary and secondary schools. This volume of the elementary literature series focuses on the primary grades; utilizes primary source literature from Japan;…

  18. Information and communication technology: students' health education in 1st- to 6th-grade South Korea elementary schools.

    Science.gov (United States)

    Lee, Eunjoo; Park, Hyejin; Whyte, James; Jeong, Eunhoe

    2013-09-01

    The purposes of this study were to (1) identify school nurses' awareness of information and communication technology (ICT) use in students' health education and (2) explore the barriers or reasons for the adoption of ICT in school nursing practice, while (3) presenting strategies to speed ICT diffusion and dissemination into practice. For data collection, 209 primary school nurses in K province of Korea were selected and e-mailed the questionnaires. Collected data were analyzed as frequency, percentages, and chi-square tests. The major reasons to adopt ICT were increasing school nurses' confidence in providing health education and improving teaching methods using diverse multimedia. The major barriers to utilization of ICT were lack of time for preparation of educational materials, lack of software availability, and lack of computer skills of school nurses and students. Several strategies were suggested to speed the diffusion of ICT into students' health education, such as integrating a health education course into regular curriculum. It is important to identify barriers and reasons for adoption of ICT in school nursing. In addition, strategies should be emphasized that result in more rapid diffusion of these technologies in school nursing practice. © 2013, American School Health Association.

  19. Information and Communication Technology: Students' Health Education in 1st- to 6th-Grade South Korea Elementary Schools

    Science.gov (United States)

    Lee, Eunjoo; Park, Hyejin; Whyte, James; Jeong, Eunhoe

    2013-01-01

    Background: The purposes of this study were to (1) identify school nurses' awareness of information and communication technology (ICT) use in students' health education and (2) explore the barriers or reasons for the adoption of ICT in school nursing practice, while (3) presenting strategies to speed ICT diffusion and dissemination into practice.…

  20. It's Not a Math Lesson--We're Learning to Draw! Teachers' Use of Visual Representations in Instructing Word Problem Solving in Sixth Grade of Elementary School

    Science.gov (United States)

    Boonen, Anton J. H.; Reed, Helen C.; Schoonenboom, Judith; Jolles, Jelle

    2016-01-01

    Non-routine word problem solving is an essential feature of the mathematical development of elementary school students worldwide. Many students experience difficulties in solving these problems due to erroneous problem comprehension. These difficulties could be alleviated by instructing students how to use visual representations that clarify the…

  1. McGraw-Hill: Filmstrips, Records, 8mm Film Loops, Transparencies, Globegraphic System for Elementary Grades, Junior & Senior High School, College.

    Science.gov (United States)

    McGraw-Hill Films, New York, NY.

    This catalog lists audiovisual aids available from McGraw-Hill, with prices for individual items and for sets. Approximately 250 series of filmstrips are listed under subject headings. About half of these are intended for elementary schools use, and half are intended for secondary sch ols and colleges. Some filmstrips come with sound recordings,…

  2. 34 CFR 300.13 - Elementary school.

    Science.gov (United States)

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false Elementary school. 300.13 Section 300.13 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND... DISABILITIES General Definitions Used in This Part § 300.13 Elementary school. Elementary school means a...

  3. PERCEPTIONS OF THE ELEMENTARY SCHOOL COUNSELOR.

    Science.gov (United States)

    BRADEN, BILLY; AND OTHERS

    FACTORS ASSOCIATED WITH THE ROLE AND FUNCTION OF THE ELEMENTARY SCHOOL COUNSELOR AS THEY WERE PERCEIVED BY SELECTED ELEMENTARY SCHOOL COUNSELORS, ELEMENTARY SCHOOL PRINCIPALS, COUNSELOR EDUCATORS, AND STATE SUPERVISORS IN THE SOUTHERN ASSOCIATION FOR COUNSELOR EDUCATION AND SUPERVISION (SACES) REGION WERE IDENTIFIED. THREE INSTRUMENTS WERE…

  4. Preferences Regarding School Sexuality Education among Elementary Schoolchildren's Parents

    Science.gov (United States)

    Dake, Joseph A.; Price, James H.; Baksovich, Christine M.; Wielinski, Margaret

    2014-01-01

    Background: A comprehensive review of the literature failed to find any studies to assess elementary school parents' preferred philosophical approach to teaching sexuality education and sexuality education topics discussed by parents. All previous research reported parent data for grades K-12 or grades 9-12 only. Methods: A random sample of 2400…

  5. Play Therapy in Elementary Schools

    Science.gov (United States)

    Landreth, Garry L.; Ray, Dee C.; Bratton, Sue C.

    2009-01-01

    Because the child's world is a world of action and activity, play therapy provides the psychologist in elementary-school settings with an opportunity to enter the child's world. In the play therapy relationship, toys are like the child's words and play is the child's language. Therefore, children play out their problems, experiences, concerns, and…

  6. Cooperative Learning in Elementary Schools

    Science.gov (United States)

    Slavin, Robert E.

    2015-01-01

    Cooperative learning refers to instructional methods in which students work in small groups to help each other learn. Although cooperative learning methods are used for different age groups, they are particularly popular in elementary (primary) schools. This article discusses methods and theoretical perspectives on cooperative learning for the…

  7. Upper Elementary Grades Bear the Brunt of Accountability

    Science.gov (United States)

    Anderson, Lorin W.

    2009-01-01

    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…

  8. EXAMINATION OF EFFECTS OF ARTHYSRIC GYMNASTICS TEACHING OF PHYSICAL EDUCATION ON FUNCTIONALL ABYLITIES OF 3RD & 4TH GRADE PUPILS OF ELEMENTARY SCHOOLS

    Directory of Open Access Journals (Sweden)

    Dragana Aleksić

    2010-03-01

    Full Text Available In this work, the subject of the research is only one segment of the anthropological area, which refers to the appearance of appropriate morphological characteristic. The research involved a total sample of 107 girls from the 3th and 4th grade of elementary school. The subjects were classified in experimental and control groups. The experimental group was made of 59 students and they were practicing according to planning instruction where the arthystic gymnastics had the primary part. The control group of 48 students was practicing according to official instructional plan and program for P.E. of the Republic of Serbia. The battery for the evaluation of functional abilities consists of the following tests: vital capacity by spirometer, Lorenc`s test and heart puls in peace. Research data was processed using SPSS standard statistics procedure. There were calculated: Basic statistics parameters (mean, standard deviation, Min/Max numeric score, interval of confidence, coefficient of variation, Descriptive statistic parameters, Kolmogorov-Smirnov test for the evaluation of normality of test result distribution of applied variables. The multi-variant procedures were used in this research ant those were: the multi-variant analysis of the variable (MANOVA and the discriminative analysis. Also, the mono-variant procedures were used and those were: the variable analysis (ANOVA and the interval of entrust. After the experimental treatment, i.e. at the final testing, significant differences were found with female pupils in experimental and control groups concerning the two of four tests for the evaluation of functional abilities.

  9. A Survey on the Relation between the Rate of Watching and Playing Computer Game and Weight Disorder Regarding first Grade Students in Elementary School in Karaj in 2012

    Directory of Open Access Journals (Sweden)

    K. Kabir

    2013-10-01

    Full Text Available Background: Life style changes have been considered in different ways in urban communities. Apartment housing, lack of physical activities, both parents being employed, entertainment devices relying on monitor display screens being within reach, leads our children to a sedentary life style. Obesity is just one of the side effects of this kind of living while children's confrontation with computer is decreasing to a lower age. There have been lots of surveys related to the duration of time spending on these entertainments with high school students but no research have been carried out on elementary school students in Iran. Methods: This cross-sectional study was carried on a sample of 450 male and female students attending the assessment center to register in the first grade in Karaj city. Results & conclusion: Therefore, in this survey, the average time new comers spent in front of a monitor screen was taken into account .The result showed that some part of child's daily activities was allocated to electronic devices having a monitor screen. Our findings showed that the allocated time for watching TV was 2.6 hours per day, for satellite programs: 0.49 hours per day, for Computer operating: 0.9 hours per day, Computer games: 0.38, and play station: 0.14hours per day and in total they used electronic devices 4.6 hour per day. Moreover, in this study, the BMI of each case has been calculated and the spread rate of weigh disorders was studied. About the weight disorders, we found that 15.8 % of students in this survey were low weight, 69.8 % were in normal ranges, 8.9 % were overweight and 5.4% were obese. In this survey, the relation between weight disorder and the rate of using electronic monitor screens was also studied. however, we couldn’t find any relevance between the two variables, probably the weight disorders must be affected by many other factors. We considered demographic variables as well as other variables which may affect weight

  10. The Needs for Multicultural Knowledge in Instructional Material on Theme 7 "Beautiful Diversity in My Country" Grade 4th Elementary School

    Directory of Open Access Journals (Sweden)

    Latifatul Jannah

    2017-08-01

    Full Text Available The aims of research consist of the following (1 to know need analysis of Curriculum 2013 instructional materials in elementary school (2 to develop instructional material based on multicultural values.The study employs descriptive qualitative method which the data are collected by interview,  observation, and document analysis.The observation and interview results about instructional materials of Curriculum 2013 in some elementary school in Surakarta consist of the following (1 teachers need additional materials in order to deliver suitable material of Curriculum2013 for students. (2 teachers get difficulties in selecting suitable additional material. (3 teachers need additional material which can develop students good characters by adding Indonesian multicultural knowledge in all subjects. By enriching and developing multicultural values for students so it can be integrated in instructional materials such as tolerance, nationalism, and spirit of unity in diversities.

  11. ADHD in elementary school

    OpenAIRE

    NOVÁČKOVÁ, Gabriela

    2013-01-01

    Aim of this thesis is to look at the problematics of attention deficit hyperactivity disorder and show the attitude towards children in the school environment. ADHD and other connected terminology is explained in the theoretical part of the thesis. Possible causes of ADHD are described in the following chapters. Because pupils in lower secondary schools are in their puberty, this stage is described from the psychological point of view. Analysis of symptoms of ADHD in various stages of life fo...

  12. Processamento fonológico e desempenho escolar nas séries iniciais do ensino fundamental Phonological processing and school performance in early grades of elementary school

    Directory of Open Access Journals (Sweden)

    Sabrina Mª Pimentel da Cunha Pinto Tenório

    2012-02-01

    ógico correlacionaram-se positivamente com o desempenho escolar.PURPOSE: to characterize school performance and phonological processing of First and Second Grade students according to the following variables: gender; writing, arithmetic, and reading performance; lexical phonological access; phonological short-term memory; and phonological awareness, investigating the presence of correlations between groups and among variables. METHOD: eighty-eight students (boys and girls with ages between 05 years and 08 years, without speech or learning complaints, took part in the study. Participants had their performance assessed on: writing, reading and arithmetic tasks; subtests of the School Performance Test (Stein, 1994; lexical access; short term phonological memory; and skills related to phonological processing. Data were tabulated and analyzed through Mann-Whitney U test for comparison of school performance variables and phonological processing. Spearman coefficient was used to check the correlation among such variables. The confidence interval adopted was 95%. RESULTS: most students showed lower performance on School Performance Test' subtests, with higher mean accuracy as for reading. No significant difference was observed between boys and girls. In the First Grade group, good to moderate positive correlations between lexical access and phonological awareness; reading and writing and phonological awareness; arithmetic and phonological awareness were observed. In the Second Grade group, good to moderate positive correlations among writing, reading and arithmetic; phonological awareness, lexical access, phonological memory and phonological awareness were observed. CONCLUSIONS: second grade students showed better performance on writing, reading and phonological awareness. In contrast to performance on writing, reading and arithmetic, performance on lexical access and phonological memory did not differ between grades. Good to moderate positive correlations between school performance and

  13. EXAMINATION OF EFFECTS OF DEVELOPMENT GYMNASTICS TEACHING OF PHYSICAL EDUCATION ON STATIC STRENGTH OF 3TH & 4TH GRADE PUPILS OF ELEMENTARY SCHOOLS

    Directory of Open Access Journals (Sweden)

    Dragana Aleksić

    2011-09-01

    Full Text Available In this work, the subject of the research is only one segment of the anthropological area, which refers to the appearance of appropriate motor abilities-coordination. Static strength Static strength is ability to retain in nonmetrics contraction of muscle that body is preserved in certain position. Static work as physical work doesn’t exist in static strength, because development doesn’t exist, but quality of static work the muscle should start with physiology’s opinion of work. Static work is used for demonstration the power during that last.The battery for the evaluation of static strength consists of the following tests: MVIS, MIPR, MINS. During the 2005/06 academic year, a research was conducted so as to determine the effects of current program of physical education teaching on motor abilities coordination of female pupils. The research involved a total sample of 102 girls from the 3th and 4th grade of elementary school. The subjects were classified in one experimental and one control group. The experimental group was made of 54 studentsand they were practicing according to planning instruction where the artistic gymnastics had the primary part. The control group of 48 students was practicing according to official instructional plan and program for P.E. of the Republic of Serbia. At the beginning of the academic year, initial (first measurement was performed, followed by experimental final (second measurement at the end of experiment. The multi-variant procedures were used in this research ant those were: the multi-variant analysis of the variable (MANCOVA, MANOVA. Also, the mono-variant procedures were used and those were: the variable analysis (ANCOVA, ANOVA and the interval of entrust. After the experimental treatment, i.e. at the final testing, significant differences were found with female pupils in the experimental and control groups concerning the one of three tests for the evaluation of static strength. The basic conclusion is

  14. Bullying in Elementary School

    DEFF Research Database (Denmark)

    Eriksen, Tine L. Mundbjerg; Nielsen, Helena Skyt; Simonsen, Marianne

    2014-01-01

    Bullying is a widespread social phenomenon that is thought to have detrimental effects on life outcomes. This paper investigates the link between bullying and later school performance. We rely on rich survey and register-based data for children born in a region of Denmark during 1990–92, which...... allows us to carefully consider possible confounders including psychological factors. We implement an IV strategy inspired by Carrell and Hoekstra (2010) where we instrument victim status with the proportion of peers from troubled homes in one’s classroom. We show that bullied children suffer in terms...

  15. Suburban School Opens Elementary Campus in the Heart of Memphis: St. George's Independent School, Memphis, Tennessee

    Science.gov (United States)

    Stewart, Sarah

    2016-01-01

    St. George's has nearly 1,150 students on three campuses: an elementary campus in Germantown and a middle/upper school campus in Collierville, both suburbs of Memphis, and a second elementary campus in Memphis. The Memphis campus serves 140 students in pre-K-5th grade. All Memphis campus students receive financial aid based on need, and…

  16. Relating Building and Classroom Conditions to Student Achievement in Virginia's Elementary Schools

    OpenAIRE

    Lanham III, James Warren

    1999-01-01

    The relationships between student achievement and a number of variables relating to building and classroom conditions in Virginia elementary schools were examined. A systematic random sample of 300 schools was selected from all elementary schools in Virginia with grades three and five. Data on building condition, classroom condition, and demographics were collected with "An Assessment of Building and Classroom Conditions in Elementary Schools in Virginia." Building prin...

  17. Sexual Harassment of Girls in Elementary School: A Concealed Phenomenon within a Heterosexual Romantic Discourse

    Science.gov (United States)

    Gadin, Katja Gillander

    2012-01-01

    The aim of this study was to enhance the understanding of young girls' experiences of peer sexual harassment in elementary school and of normalizing processes of school-related sexualized violence. Six focus group interviews with girls in Grade 1 through 6 were carried out in an elementary school in the northern part of Sweden. A content analyses…

  18. Scientific Investigations of Elementary School Children

    Science.gov (United States)

    Valanides, Nicos; Papageorgiou, Maria; Angeli, Charoula

    2014-02-01

    The study provides evidence concerning elementary school children's ability to conduct a scientific investigation. Two hundred and fifty sixth-grade students and 248 fourth-grade students were administered a test, and based on their performance, they were classified into high-ability and low-ability students. The sample of this study was randomly selected and included 80 students, 40 fourth-grade and 40 sixth-grade students of low and high abilities. Students were specifically instructed to investigate the functioning of a device, to think aloud prior and after any experiment with the device, and to keep a record of their experimental results. The results showed that students were inclined to mainly collect evidence from the experimental space and failed to control variables during their investigation. The majority of the students had difficulties with effectively organizing collected data and failed to coordinate hypotheses with evidence. The significant interaction effect that was found between grade level and ability in terms of students' investigation ability indicates that the existing gap between high- and low-ability students becomes bigger as students become older. Undoubtedly, ongoing research efforts for identifying patterns of children's cognitive development will be most valuable as they can have important implications for the design of teaching scenarios and inquiry-based science activities conducive to accelerating students' cognitive growth and scientific investigation abilities.

  19. The Effect of Interest in Reading on Mastery of English Vocabulary with Fifth Grade Elementary Students

    Directory of Open Access Journals (Sweden)

    Herlina Herlina

    2016-09-01

    Full Text Available The aim of this research is to find out whether there was a positive relationship between students’ interest in reading and their mastery of English vocabulary for fifth grade elementary school students at the lab school in Jakarta. This research used a quantitative method applying a co-relational approach. The population for this research was fifth grade elementary school students from three lab schools. A simple random sampling was used to select a sample of 60 students as respondents from these schools: Lab school Rawamangun in East Jakarta, Lab school Setia Budi in South Jakarta and Lab school Kebayoran also in South Jakarta. Data was collected using a questionnaire with 30 questions requiring answers on a Likert scale and 32 test items were given to each respondent. The conclusion from this research is that there was a positive and significant relationship between interest in reading and mastery of English vocabulary amongst the sample fifth grade elementary school students from these lab schools in Jakarta. Hence, students who had high interest in reading, their mastery of English vocabulary also increased.

  20. A Case Study of Violence Prevention in an Elementary School

    Science.gov (United States)

    Crawford, Diane Lynn

    2013-01-01

    This case study was initiated to explore how 6 fourth-grade student mediators implemented an inner-city elementary school's violence prevention program based on peer mediation in the context of psychosocial theory. The participants were trained in conflict resolution to intervene with disputants who experienced unresolved disagreements. To…

  1. Exploring Categorical Body Mass Index Trajectories in Elementary School Children

    Science.gov (United States)

    Moreno-Black, Geraldine; Boles, Shawn; Johnson-Shelton, Deb; Evers, Cody

    2016-01-01

    Background: Studies of body mass index (BMI) change have focused on understanding growth trajectories from childhood to adolescence and adolescence to adulthood, but few have explored BMI trajectories solely in elementary (grades K-5) school children. This report complements these studies by exploring changes in obesity status using analytic…

  2. Development and Validation of Nature of Science Instrument for Elementary School Students

    Science.gov (United States)

    Hacieminoglu, Esme; Yilmaz-Tüzün, Özgül; Ertepinar, Hamide

    2014-01-01

    The purposes of this study were to develop and validate an instrument for assessing elementary students' nature of science (NOS) views and to explain the elementary school students' NOS views, in terms of varying grade levels and gender. The sample included 782 students enrolled in sixth, seventh, and eighth grades. Exploratory factor analysis…

  3. Effect of retention in elementary grades on grade 9 motivation for educational attainment.

    Science.gov (United States)

    Cham, Heining; Hughes, Jan N; West, Stephen G; Im, Myung Hee

    2015-02-01

    This study investigated the effect of grade retention in elementary school on students' motivation for educational attainment in grade 9. We equated retained and promoted students on 67 covariates assessed in grade 1 through propensity score weighting. Retained students (31.55%, nretained=177) and continuously promoted students (68.45%, npromoted=384) were compared on the bifactor model of motivation for educational attainment (Cham, Hughes, West & Im, 2014). This model consists of a General factor (student's overall motivation for educational attainment), and three specific factors: student perceived Teacher Educational Expectations, Peer Educational Aspirations, and Value of Education. Measurement invariance between retained and promoted groups was established. Retained students scored significantly higher than promoted students on each specific factor but not on the General factor. Results showed that the retained and promoted students did not significantly differ on the General factor. The retained students had significantly higher scores on each specific factor than those of the promoted students. The results suggested that grade retention may not have the negative effects so widely assumed in the published literature; it is an expensive intervention with minimal evidence of benefits to the retained student. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  4. Elementary School Teachers and Teaching with Technology

    Science.gov (United States)

    Varol, Filiz

    2013-01-01

    This study aims to identify the relationship between elementary school teachers' ICT engagement with their attitudes towards technology. To this end, one hundred elementary school students were asked to fill out questionnaires related to their ICT knowledge, usage, and attitude towards technology. The results show that teachers' ICT knowledge and…

  5. College and Career Readiness in Elementary Schools

    Science.gov (United States)

    Pulliam, Nicole; Bartek, Samantha

    2018-01-01

    This conceptual article will provide an in-depth exploration of the relevant literature focused on college and career readiness interventions in elementary schools. Beginning with a theoretical framework, a rationale is provided for early intervention by elementary school counselors. While professional guidelines and standards exist supporting…

  6. Hypermedia-Based Problem Based Learning in the Upper Elementary Grades: A Developmental Study.

    Science.gov (United States)

    Brinkerhoff, Jonathan D.; Glazewski, Krista

    This paper describes the application of problem-based learning (PBL) design principles and the inclusion of teacher and study scaffolds to the design and implementation of a hypermedia-based learning unit for the upper elementary/middle school grades. The study examined the following research questions: (1) Does hypermedia-based PBL represent an…

  7. The Predictors of Internet Addiction Behaviours for Taiwanese Elementary School Students

    Science.gov (United States)

    Lan, Chu M.; Lee, Yu H.

    2013-01-01

    Although there has been considerable research which has explored factors related to internet addiction, few studies have investigated elementary school students' involvement in this behaviour pattern. Participants in the present study were 1045 children in grades 3 to 6 from elementary schools in Taiwan. Students completed surveys on their use of…

  8. Elementary School Students' Mental Models about Formation of Seasons: A Cross Sectional Study

    Science.gov (United States)

    Türk, Cumhur; Kalkan, Hüseyin; Kiroglu, Kasim; Ocak Iskeleli, Nazan

    2016-01-01

    The purpose of this study is to determine the mental models of elementary school students on seasons and to analyze how these models change in terms of grade levels. The study was conducted with 294 students (5th, 6th, 7th and 8th graders) studying in an elementary school of Turkey's Black Sea Region. Qualitative and quantitative data collection…

  9. Peer and Teacher Preference, Student-Teacher Relationships, Student Ethnicity, and Peer Victimization in Elementary School

    Science.gov (United States)

    Wang, Feihong; Leary, Kevin A.; Taylor, Lorraine C.; Derosier, Melissa E.

    2016-01-01

    We examined the effects of peer preference and teacher preference for students, students' perceived relationship with their teacher and student ethnicity on peer victimization in late elementary school. Participants were students in the third through fifth grades in four public elementary schools in a southern state. Using hierarchical linear…

  10. Promoting Elementary School Students' Autonomous Reading Motivation: Effects of a Teacher Professional Development Workshop

    Science.gov (United States)

    De Naeghel, Jessie; Van Keer, Hilde; Vansteenkiste, Maarten; Haerens, Leen; Aelterman, Nathalie

    2016-01-01

    Responding to the declining trend in reading motivation in and beyond the elementary school years, the authors aimed to enhance late-elementary school students' autonomous reading motivation. Toward this end, the authors evaluated the influence of a teacher professional development grounded in self-determination theory on fifth-grade students' (n…

  11. Project A+, Elementary Technology Demonstration Schools, 1991-92: The Second Year.

    Science.gov (United States)

    Nichols, Todd; Frazer, Linda

    The Elementary Technology Demonstration Schools program, where four elementary schools were equipped with computer hardware and software, was made possible by grants from IBM and Apple, Inc. The goals of the program were, in 3 years, to reduce by 50% the number of students not in their age appropriate grade level and those students not achieving…

  12. Predicting Handwriting Legibility in Taiwanese Elementary School Children.

    Science.gov (United States)

    Lee, Tzu-I; Howe, Tsu-Hsin; Chen, Hao-Ling; Wang, Tien-Ni

    This study investigates handwriting characteristics and potential predictors of handwriting legibility among typically developing elementary school children in Taiwan. Predictors of handwriting legibility included visual-motor integration (VMI), visual perception (VP), eye-hand coordination (EHC), and biomechanical characteristics of handwriting. A total of 118 children were recruited from an elementary school in Taipei, Taiwan. A computerized program then assessed their handwriting legibility. The biomechanics of handwriting were assessed using a digitizing writing tablet. The children's VMI, VP, and EHC were assessed using the Beery-Buktenica Developmental Test of Visual-Motor Integration. Results indicated that predictive factors of handwriting legibility varied in different age groups. VMI predicted handwriting legibility for first-grade students, and EHC and stroke force predicted handwriting legibility for second-grade students. Kinematic factors such as stroke velocity were the only predictor for children in fifth and sixth grades. Copyright © 2016 by the American Occupational Therapy Association, Inc.

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

    Science.gov (United States)

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

    2013-01-01

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

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

    Science.gov (United States)

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

    2010-12-01

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

  15. Effect of Retention in Elementary Grades on Grade 9 Motivation for Educational Attainment

    Science.gov (United States)

    Cham, Heining; Hughes, Jan N.; West, Stephen G.; Im, Myung Hee

    2014-01-01

    This study investigated the effect of grade retention in elementary school on students’ motivation for educational attainment in grade 9. We equated retained and promoted students on 67 covariates assessed in grade 1 through propensity score weighting. Retained students (31.55%, nretained = 177) and continuously promoted students (68.45%, npromoted = 384) were compared on the bifactor model of motivation for educational attainment (Cham, Hughes, West, & Im, 2014). This model consists of a General factor (student’s overall motivation for educational attainment), and three specific factors: student perceived Teacher Educational Expectations, Peer Educational Aspirations, and Value of Education. Measurement invariance between retained and promoted groups was established. Retained students scored significantly higher than promoted students on each specific factor but not on the General factor. Results showed that the retained and promoted students did not significantly differ on the General factor. The retained students had significantly higher scores on each specific factor than the promoted students. The results suggested that grade retention may not have the negative effects so widely assumed in the published literature; it is an expensive intervention with minimal evidence of benefits to the retained student. PMID:25636258

  16. Radiation education in elementary school

    International Nuclear Information System (INIS)

    Harima, Yoshiko; Matsuda, Teruo; Ootake, Shigehiro; Ikeda, Masamichi

    1999-01-01

    Lessons to measure natural radiation have been given at the fourth elementary school of Hikari-gaoka, Nerima-ku, Tokyo, for three years. The Method of Lessons: After hearing a brief explanation about natural radiation and usage of a simple instrument of gamma ray named 'Hakaru-kun' by a lecturer (Fig. 1), every child participates to measure dose rate at several measured points within the range of school campus (Figs. 5 - 14). They calculate the average value of measured dose rate (Fig. 2) and affix tags written the average value (Fig. 3). In addition, by looking at the photographs, through the imaging plate, of radiations released from vegetables and pork, they are surprised at the fact that all the food have such activities. Finally, they watch marks of alpha particles released from the ore of samarskite in a cloud chamber. The alpha particles fly in alcohol vapor over saturated cooled with dry ice (Fig. 15). They express their impression of lesson for finding out the existence of natural radiation in their reports. (Table 1 and Fig. 4). (author)

  17. One Point of View: Elementary School Mathematics Specialists: Where Are They?

    Science.gov (United States)

    Dossey, John A.

    1984-01-01

    A plea is made for the mathematics education community to support the need for elementary school mathematics specialists. Roles of such specialists in primary as well as intermediate grades are listed. (MNS)

  18. The Influence of Personalization of Online Texts on Elementary School Students' Reading Comprehension and Attitudes toward Reading

    Science.gov (United States)

    Ertem, Ihsan Seyit

    2013-01-01

    The purpose of this research was to examine the role of personalized and non-personalized online texts on elementary school fifth grade students' comprehension and their attitudes toward reading. Participants were 47 fifth-grade students from a rural elementary school in north Florida. The subjects were randomly assigned into two (personalized…

  19. Assessment of elementary school safety restraint programs.

    Science.gov (United States)

    1985-06-01

    The purpose of this research was to identify elementary school (K-6) safety belt : education programs in use in the United States, to review their development, and : to make administrative and impact assessments of their use in selected States. : Six...

  20. Elementary construction of graded lie groups

    International Nuclear Information System (INIS)

    Scheunert, M.; Rittenberg, V.

    1977-06-01

    We show how the definitions of the classical Lie groups have to be modified in the case where Grassmann variables are present. In particular, we construct the general linear, the special linear and the orthosymplectic graded Lie groups. Special attention is paid to the question of how to formulate an adequate 'unitarity condition'. (orig.) [de

  1. Reading motivation in elementary school students

    Directory of Open Access Journals (Sweden)

    Sonja Pečjak

    2005-02-01

    Full Text Available Reading motivation is one of the crucial factors of reading and consequently also learning efficiency of students. The purpose of the contribution is to establish the connection between dimensions of reading motivation and reading achievement in elementary school students. Participating in the study were 1073 third-grade and 1282 seventh-grade students. We used the questionnaire of reading motivation which consists of two factors: the reading competence factor and the interest and perceived reading importance factor. The findings of the study are the following: third-graders are more competent and more interested in reading compared to seventh-graders. The same is true for girls in both educational levels. Reading competence , interest and perceived reading importance reflect also in the actual reading behaviour of students – students who are more competent and more interested in reading read more frequently, for longer periods and more often autonomously decide to read compared to their less motivated peers. Higher reading motivation has implications also for higher reading efficiency. Namely, good readers are more competent, show higher interest and perceive reading as more important compared to average and bad readers.

  2. The Effect of Coping Knowledge on Emergency Preparedness in Elementary School Students

    Science.gov (United States)

    Kim, Shin-Jeong; Kang, So-Ra; Lee, Seung-Hee; Kang, Kyung-Ah

    2014-01-01

    The purpose of this study was to examine the effect of coping knowledge for emergency preparedness in Korean elementary school students. A school-based coping education program was provided seven times to 271 fourth- and fifth-grade students in two urban schools by researchers with the school nurses. The Process Model of Stress and Coping and…

  3. Sleep Habits of Elementary and Middle School Children in South Texas.

    Science.gov (United States)

    Surani, Salim; Hesselbacher, Sean; Surani, Saherish; Sadasiva, Sreevidya; Surani, Zoya; Surani, Sara S; Khimani, Amina; Subramanian, Shyam

    2015-01-01

    Background. Sleep difficulties, including insufficient sleep and inadequate sleep hygiene, have been prevalent among children. Sleep deprivation can lead to poor grades, sleepiness, and moodiness. We undertook this study to assess the prevalence of sleep abnormalities among elementary and middle school students in South Texas and how the groups compare with one another. Method. After approval from the appropriate school district for a sleep education program, a baseline survey was taken of elementary and middle school students, using the Children's Sleep Habit Questionnaire-Sleep Self-Report Form, which assessed the domains of bedtime resistance, sleep onset delay, sleep anxiety, sleep duration, night awakening, and daytime sleepiness. Results. The survey was completed by 499 elementary and 1008 middle school children. Trouble sleeping was reported by 43% in elementary school, compared with 29% of middle school children. Fifty percent of middle school children did not like sleeping, compared with 26% in elementary school. Bedtime resistance, sleep onset delay, and nighttime awakening were more common among elementary school students. Daytime sleepiness was more common among the middle school children when compared to elementary school children. Conclusions. Sleep abnormalities are present in elementary school children with changes in sleep habits into middle school.

  4. Sleep Habits of Elementary and Middle School Children in South Texas

    Directory of Open Access Journals (Sweden)

    Salim Surani

    2015-01-01

    Full Text Available Background. Sleep difficulties, including insufficient sleep and inadequate sleep hygiene, have been prevalent among children. Sleep deprivation can lead to poor grades, sleepiness, and moodiness. We undertook this study to assess the prevalence of sleep abnormalities among elementary and middle school students in South Texas and how the groups compare with one another. Method. After approval from the appropriate school district for a sleep education program, a baseline survey was taken of elementary and middle school students, using the Children’s Sleep Habit Questionnaire-Sleep Self-Report Form, which assessed the domains of bedtime resistance, sleep onset delay, sleep anxiety, sleep duration, night awakening, and daytime sleepiness. Results. The survey was completed by 499 elementary and 1008 middle school children. Trouble sleeping was reported by 43% in elementary school, compared with 29% of middle school children. Fifty percent of middle school children did not like sleeping, compared with 26% in elementary school. Bedtime resistance, sleep onset delay, and nighttime awakening were more common among elementary school students. Daytime sleepiness was more common among the middle school children when compared to elementary school children. Conclusions. Sleep abnormalities are present in elementary school children with changes in sleep habits into middle school.

  5. Seroepidemiology of pertussis among elementary school children in northern Taiwan.

    Science.gov (United States)

    Kuo, Ching-Chia; Huang, Yhu-Chering; Hsieh, Yu-Chia; Huang, Ya-Ling; Huang, Yu-Chiau; Hung, Yung-Tai

    2017-06-01

    Pertussis has been considered a vaccine-preventable "childhood disease", but a shift in age distribution has been reported worldwide. We conducted a seroepidemiological study in 2013 in Taiwan to elucidate the seroprevalence of pertussis among elementary school children. With a multilevel randomized method, which included 14 variables (4 population variables, 4 socio-educational variables, and 6 medical facilities' variables), the 29 executive districts of New Taipei City, Taiwan, were categorized into five strata. From each stratum, the number of school children as well as the number of elementary schools were proportionally selected. Enzyme immunoassay was applied for pertussis immunoglobulin-G measurement. A total of 936 children from 14 schools were recruited. Most participants (98.89%) received at least three doses of acellular diphtheria-tetanus-pertussis vaccine. The overall seropositive rate for pertussis was 33.97%. The seropositive rate was highest for students in Grade 1 (49.36%) and then declined with time, except for Grade 6 students. Students from Grade 1 to Grade 4 had a significant higher seropositive rate (37.18% vs. 27.56%, p = 0.002) than those from Grade 5 to Grade 6, but a lower geometric mean titer (18.71 NovaTec Unit/mL vs. 20.04 NovaTec Unit/mL, p = 0.20). For the class grades, geometric mean titers were positively correlated with seroprevalence (p Taiwan were seropositive for pertussis, a rate lower than expected. Seroprevalence declined with increasing class grades except for Grade 6. The current national immunization program may not provide adequate protection for children against pertussis. Copyright © 2015. Published by Elsevier B.V.

  6. The Perpetration of School Violence in Taiwan: An Analysis of Gender, Grade Level and School Type

    Science.gov (United States)

    Chen, Ji-Kang; Astor, Ron Avi

    2009-01-01

    Using a nationally representative sample in Taiwan, this study aims to describe the prevalence of perpetration of school violence in Taiwan. The study explores how gender, age and school type relate to students' perpetration of violence in an Asian culture context. The sample included 14,022 students from elementary to high schools in grades 4 to…

  7. Confronting Barriers to Teaching Elementary Science: After-School Science Teaching Experiences for Preservice Teachers

    Science.gov (United States)

    Cartwright, Tina; Smith, Suzanne; Hallar, Brittan

    2014-01-01

    This qualitative study examines the transition of eight elementary preservice teachers into student teaching after participating in a science methods course that included a significant amount of teaching after-school science to elementary grade students. These eight participants had a chance to practice teaching inquiry-based science and to reform…

  8. Southern Association of Colleges and Schools Accreditation:Impact on Elementary Student Performance

    Directory of Open Access Journals (Sweden)

    Darlene Y. Bruner

    2004-07-01

    Full Text Available Currently, 848 Georgia public elementary schools that house third- and fifth-grades in the same building use the Southern Association of Colleges and Schools (SACS accreditation as a school improvement model. The purpose of this investigation was to determine whether elementary schools that are SACS accredited increased their levels of academic achievement at a higher rate over a five-year period than elementary schools that were not SACS accredited as measured by the Iowa Test of Basic Skills (ITBS. Independent variables included accreditation status, socioeconomic status (SES of schools, and baseline scores of academic achievement. Dependent variables included mathematics and reading achievement scores. There was a statistically significant difference found when examining the SES of schools and baseline scores of the elementary schools. SACS accredited elementary schools had higher SES and higher baseline scores in third- and fifth grade mathematics and reading. However, the multiple regression model indicated no statistically significant differences in gain scores between SACS accredited and non-SACS accredited elementary schools in third- and fifth-grade mathematics and reading achievement during the five year period examined in this study.

  9. Longitudinal Analysis of the Trajectories of Academic and Social Motivation across the Transition from Elementary to Middle School

    Science.gov (United States)

    Madjar, Nir; Cohen, Veronique; Shoval, Gal

    2018-01-01

    School transitions are important phases in students' educational experiences. The current study aimed to explore the trajectories of academic and social motivation across the transition from elementary to middle school. Participants (N = 415) were sampled from six elementary schools; 55% transitioned after sixth grade (transition) and 45% remained…

  10. Play Therapy Practices among Elementary School Counselors

    Science.gov (United States)

    Ray, Dee C.; Armstrong, Stephen A.; Warren, E. Scott; Balkin, Richard S.

    2005-01-01

    When elementary school counselors have a solid developmental understanding of children, play therapy might be one counseling intervention that they use with their students. Landreth (2002) has promoted the use of play therapy in schools by explaining that its objective is to help children get ready to profit from what teachers have to offer. Play…

  11. Alternative Learning Environments in the Elementary School.

    Science.gov (United States)

    Davis, Eugene D.

    This paper outlines a program utilized in the Countryside School which offers alternative learning environments in the elementary school. The program includes (1) semi-departmentalization; (2) team teaching; and (3) an open-alternatives program. Each of these areas is outlined and fully discussed in terms of student and parent needs. (YRJ)

  12. Transitions from Elementary to Middle School Math

    Science.gov (United States)

    Schielack, Janie; Seeley, Cathy L.

    2010-01-01

    In the move from elementary to middle school mathematics, students encounter major changes in instructional materials and approaches, work expectations, school structure, and general level of difficulty in material. Research shows that, in general, students suffer significant declines in academic achievement in the transition from elementary…

  13. The Effect of School Principals' Leadership Styles on Elementary School Students' Reading Achievement Scores

    Science.gov (United States)

    Jones, James M.

    2013-01-01

    Principal leadership studies have indicated that leadership can play an important role in augmenting students' achievement scores. One significant influence that can affect achievement scores is the leadership style of the principal. This study focuses on fourth-grade achievement scores within urban elementary schools and explores the relationship…

  14. Bullying, psychosocial adjustment, and academic performance in elementary school.

    Science.gov (United States)

    Glew, Gwen M; Fan, Ming-Yu; Katon, Wayne; Rivara, Frederick P; Kernic, Mary A

    2005-11-01

    Over the past decade, concerns about bullying and its role in school violence, depression, and health concerns have grown. However, no large studies in the United States have examined the prevalence of bullying during elementary school or its association with objective measures of school attendance and achievement. To determine the prevalence of bullying during elementary school and its association with school attendance, academic achievement, disciplinary actions, and self-reported feelings of sadness, safety, and belonging. Cross-sectional study using 2001-2002 school data. Urban, West Coast public school district. Three thousand five hundred thirty (91.4%) third, fourth, and fifth grade students. Self-reported involvement in bullying. Twenty-two percent of children surveyed were involved in bullying either as a victim, bully, or both. Victims and bully-victims were more likely to have low achievement than bystanders (odds ratios [ORs], 0.8 [95% confidence interval (CI), 0.7-0.9] and 0.8 [95% CI, 0.6-1.0], respectively). All 3 bullying-involved groups were significantly more likely than bystanders to feel unsafe at school (victims, OR, 2.1 [95% CI, 1.1-4.2]; bullies, OR, 2.5 [95% CI, 1.5-4.1]; bully-victims, OR, 5.0 [95% CI, 1.9-13.6]). Victims and bully-victims were more likely to report feeling that they don't belong at school (ORs, 4.1 [95% CI, 2.6-6.5] and 3.1 [95% CI, 1.3-7.2], respectively). Bullies and victims were more likely than bystanders to feel sad most days (ORs 1.5 [95% CI, 1.2-1.9] and 1.8 [95% CI, 1.2-2.8], respectively). Bullies and bully-victims were more likely to be male (ORs, 1.5 [95% CI, 1.2-1.9] and 3.0 [95% CI, 1.3-7.0], respectively). The prevalence of frequent bullying among elementary school children is substantial. Associations between bullying involvement and school problems indicate this is a serious issue for elementary schools. The research presented herein demonstrates the need for evidence-based antibullying curricula in the

  15. Project watching the sky: a playful and constructivist approach in the practice of night sky observations for 2nd grade elementary school students in the city of Santo André

    Science.gov (United States)

    Voelzke, M. R.; Faria, R. Z.; Pedroso, M.; Jacinto, C.; Silva, L. C. P.

    2017-07-01

    The Johannes Kepler planetary, located at the SABINA Parque do Conhecimento in the City of Santo André, Brazil, has equipments that allow the teaching and diffusion of Astronomy. The attendances take place during the week for schools and at weekends for the public. The attending focus is on elementary students from Santo André’s municipal schools, kids between 6 and 10 years old. The pedagogical team created attendance models with specific matters for each age. The model is only incorporated into the planetary agenda after the municipal teacheŕs approval. This paper reports the establishment and approval of an attending project for 2nd grade students between September and November 2014. The workshops "My first spyglass" and "Creating my constellations" and the planetary session "Watching the Sky" were created. The Municipal Education Office received the project and passed it to the schools. From the 51 municipal schools, 13 took part sending 21 classes, totaling 521 students. The project included activities for the students, such as the construction of spyglasses out of cardboard which made them learn about constellations of yeaŕs seasons and enabled them to create their own constellations. During the schools permanency in the planetary, the teachers received a survey to evaluate the pilot project. The evaluation of the researched items allowed to classify them into satisfactory, partially satisfactory or unsatisfactory. The results were 95% satisfactory, considering the following aspects: used script, applied workshops, participation, concern and content uptake by the students; and a satisfactory rate of 100% about the used resources. Upon the approval, the pedagogical team included definitively this attendance into their agenda.

  16. Letramento escolar de estudantes de 1ª e 2ª séries do ensino fundamental de escola pública Formal literacy of first and second grade students of a public elementary school

    Directory of Open Access Journals (Sweden)

    Maria Silvia Cárnio

    2011-03-01

    Full Text Available OBJETIVO: Investigar e comparar o desempenho em letramento escolar de indivíduos de 1ª e 2ª séries do Ensino Fundamental de uma escola pública antes e após Programas de Práticas Reflexivas de Linguagem (PPRL. MÉTODOS: Participaram desta pesquisa 97 escolares de 1ª série e 149 de 2ª série entre os anos de 2006 e 2008. Os indivíduos realizaram triagens do letramento escolar antes e após PPRL. Estes tiveram a duração média de quatro meses; foram realizados em situação coletiva e em parceria com os professores das classes selecionadas. Foram elaborados segundo os temas norteadores: promoção de práticas de letramento; conscientização sobre o uso da voz e dos níveis de ruído nas escolas; promoção de narrativas orais e escritas, envolvendo a metalinguagem e principalmente a consciência fonológica e promoção de práticas de leitura e compreensão de leitura. Ao término de cada programa, foram realizadas triagens finais, com a finalidade de analisar e comparar o desempenho dos escolares antes e após a realização dos programas. Os dados foram analisados qualitativa e quantitativamente. RESULTADOS: Houve diferenças significativas no desempenho entre as séries tanto nas triagens iniciais, quanto nas finais nas provas de ditado, leitura de palavras e frases e cloze de frases. CONCLUSÃO: A 2ª série apresentou resultados melhores do que a 1ª série. Os resultados foram mais significativos nas provas que demandaram conhecimento mais aprofundado da relação fonema-grafema e vice-versa, sugerindo que o letramento escolar é necessário quando o letramento social não se faz presente.PURPOSE: To investigate and compare the school literacy performance of 1st and 2nd grades elementary school individuals of a public school, before and after Reflexive Practices in Language Programs (RPLP. METHODS: Ninety-seven students of the 1st grade and 149 of the 2nd grade, between the years 2006 and 2008, took part in this study. The

  17. Job satisfaction of Jamaican elementary school teachers

    Science.gov (United States)

    Rodgers-Jenkinson, Fay; Chapman, David W.

    1990-09-01

    This study investigated correlates of job satisfaction among public (N=190) and private (N=100) Jamaican elementary school teachers. Emphasis was on the identification of factors that could be affected through administrative intervention. Results indicated that the quality of school working conditions and respondents' relationships with other teachers were significantly related to satisfaction for both public and private school teachers. School prestige and parental encouragement were also significant predictors for public school teachers; leadership style, organizational structure, and teacher-parent relationships predicted job satisfaction for private school teachers. Implications of these findings for Jamaican education are discussed.

  18. School Counseling Faculty Perceptions and Experiences Preparing Elementary School Counselors

    Science.gov (United States)

    Goodman-Scott, Emily; Watkinson, Jennifer Scaturo; Martin, Ian; Biles, Kathy

    2016-01-01

    School counselors' job roles and preferences reportedly vary by educational level (i.e., elementary, middle and high school); however, several organizations, such as the American School Counselor Association, conceptualize and recommend school counseling practice and preparation through a K-12 lens. Little is known about how or if school…

  19. Educational Possibilities of Keeping Goats in Elementary Schools in Japan

    Science.gov (United States)

    Koda, Naoko; Kutsumi, Shiho; Hirose, Toshiya; Watanabe, Gen

    2016-01-01

    Many Japanese elementary schools keep small animals for educational purposes, and the effects and challenges have been investigated. Although goats are medium-sized animals that are familiar to Japanese, few practical studies have been conducted on keeping goats in schools. This study investigated the effects and challenges of keeping goats in elementary schools and discussed its educational possibilities. A semi-structured interview survey was conducted with 11 personnel that were responsible for keeping goats in 6 elementary schools in urban areas. They described benefits, problems, and tips related to keeping goats. Participant observation was also conducted on daily human–goat interactions in these schools. The results indicated that children in all six grades were able to care for goats. Goats were used for various school subjects and activities. As a result of keeping goats, children developed affection for them, attitude of respect for living things, greater sense of responsibility, and enhanced interpersonal interactional skills. Stronger ties between the schools and parents and community were developed through cooperation in goat-keeping. Some anxieties existed about the risk of injury to children when interacting with goats. Other challenges included the burden of taking care of the goats on holidays and insufficient knowledge about treatment in case of their illness or injury. The results suggested similarities to the benefits and challenges associated with keeping small animals in elementary schools, although the responsibility and the burden on the schools were greater for keeping goats than small animals because of their larger size and the need for children to consider the goats’ inner state and to cooperate with others when providing care. At the same time, goats greatly stimulated interest, cooperation, and empathy in children. Goats can expand educational opportunities and bring about many positive effects on child development. PMID:28083538

  20. Elementary school teachers' attitudes to teamwork

    Directory of Open Access Journals (Sweden)

    Vasilijević Danijela N.

    2017-01-01

    Full Text Available Research to date has shown that teacher teamwork results in higher motivation among students and higher quality knowledge, and also facilitates the sharing of professional experiences and stimulates teachers' creativity and their openness to change. Team forming and development depend on multiple factors, particularly on the individual and group traits of team members. This paper examines teachers' attitudes as an individual factor significant for their inclination for team teaching, and the aim of the study presented in the paper was to study teachers' attitudes to teamwork. The sample consisted of 240 teachers from fifteen elementary schools in Belgrade. Factor analysis has singled out three factors around which teachers' attitudes are grouped: a teaching; b team and individual development; and c professional challenge. The study has shown that overall, teachers have a positive attitude to teamwork because it is conducive to a stimulating environment for work and learning, and also provides an opportunity for teachers' personal and professional development. Significant differences in the perception of teamwork have been noted among lower-grade teachers depending on their years of service and the extent to which they have been engaged in team teaching.

  1. DEVELOPMENT OF SOCIAL SKILLS AMONG ELEMENTARY SCHOOL CHILDREN

    Directory of Open Access Journals (Sweden)

    Zehrina Selimović

    2018-04-01

    Full Text Available The purpose of the research was to explore the development of social skills among elementary school children and identify similarities and differences based on socio-demographic characteristics. The research was conducted in 2017. This study used a sample of 1639 fifth and eighth-grade students from 17 primary schools in the area of the Central Bosnia Canton. The obtained findings provided significant results. The high level of self-assessment of social competence was determined. The results also showed that there is a statistically significant difference between the respondents in the assessment of social competence with regard to the gender and grade of the students. The correlation between social competence and students’ school performance was determined. These findings will have their practical application in teaching process, and help teachers and students in the development of social competence through teaching process.

  2. Matematicas Para La Escuela Primaria, Grado 4 (Parte 1), Comentario. Traduccion Preliminar de la Edicion en Ingles Revisada. (Mathematics for the Elementary School, Grade 4, Part 1, Teacher's Commentary. Preliminary Translation of the Revised English Edition).

    Science.gov (United States)

    Beatty, Leslie; And Others

    This is Part 1 of the teacher's commentary for the grade 4 mathematics program. Part 1 includes the commentary for chapters 1 through 5. Topics covered include congruence, numbers and number bases, subtraction of numbers, division of numbers, and elementary geometry. References to the student text are cited. (RH)

  3. The Dilemma of Inclusion: Is Full Inclusion Ethical? An Examination of the Culture of Special Education within a Semi-Rural Pre-K to Sixth Grade Elementary School District

    Science.gov (United States)

    Press, Kandie A.

    2010-01-01

    At its core the political push for full inclusion models of special education delivery derives from the belief that inclusion provides equal access, equitable distribution of resources and increased social opportunity to children. This study focused upon the evolution of special education programming within a pre-K to sixth grade elementary school…

  4. Eating Habits and Food Preferences of Elementary School Students in Urban and Suburban Areas of Daejeon

    Science.gov (United States)

    Park, Eun-Suk; Lee, Je-Hyuk

    2015-01-01

    This study investigated the dietary habits and food preferences of elementary school students. The survey was conducted by means of a questionnaire distributed to 4th and 5th grade elementary school students (400 boys and 400 girls) in urban and suburban areas of Daejeon. The results of this study were as follows: male students in urban areas ate breakfast, unbalanced diets, and dairy products more frequently than male students in suburban areas (p eating habits and food preferences of elementary school students according to the place of residence. PMID:26251838

  5. A School for Parents: An Innovation in an Elementary School.

    Science.gov (United States)

    Nash, Edna M.

    1979-01-01

    This paper describes the preparation, planning, and operation of a parent education project in an elementary school in British Columbia, based on Adlerian theory and practice. Reported benefits to the school and families support the appropriateness of school-based parent education, and the need for trained counselors to facilitate it. (Author)

  6. Effects of Applying Blogs to Assist Life Education Instruction for Elementary School Students

    Science.gov (United States)

    Lou, Shi-Jer; Kao, Mei-Chuan; Yen, Hsiu-Ling; Shih, Ru-Chu

    2013-01-01

    The purpose of this study aims to explore the effects of applying blog-assisted life education instruction to fifth grade elementary school students. The subjects were 30 fifth-grade students from southern Taiwan. The teaching experiment lasted 10 weeks with three sessions conducted each week. In the experiment, instructional effectiveness and the…

  7. The Effects of Background Music on Learning Disabled Elementary School Students' Performance in Writing

    Science.gov (United States)

    Legutko, Robert S.; Trissler, Theodore T.

    2012-01-01

    This study investigated effects of background music on writing performance of nine 6th grade students with learning disabilities at one suburban public elementary school in the mid-Atlantic region of the United States. A single-subject A-B-A design was utilized, and results from graded writing prompts with and without background music over 21…

  8. Elementary school teachers’ knowledge on dyslexia

    Directory of Open Access Journals (Sweden)

    Isabelly Silva do Nascimento

    Full Text Available ABSTRACT Objective: to describe the knowledge of elementary school teachers on child dyslexia. Methods: 10 teachers from the 1st to the 5th year of elementary education in public schools in the municipality of Abreu e Lima, Pernambuco, Brazil, participated in the study. A semi-structured interview was conducted with each teacher, individually, in the school itself and was based on some guiding questions. Results: content analysis allowed the identification of three thematic categories: 1. Teacher training does not address dyslexia; 2. Feelings and difficulties of the literacy teacher facing the challenges of literacy; 3. Lack of knowledge about dyslexia: school management of possibly dyslexic children. Conclusion: the research revealed the lack of knowledge of literacy teachers on dyslexia, despite having undergraduate and postgraduate education, as well as that of teachers who participated in training offered by the municipal education network.

  9. MINIMUM AREAS FOR ELEMENTARY SCHOOL BUILDING FACILITIES.

    Science.gov (United States)

    Pennsylvania State Dept. of Public Instruction, Harrisburg.

    MINIMUM AREA SPACE REQUIREMENTS IN SQUARE FOOTAGE FOR ELEMENTARY SCHOOL BUILDING FACILITIES ARE PRESENTED, INCLUDING FACILITIES FOR INSTRUCTIONAL USE, GENERAL USE, AND SERVICE USE. LIBRARY, CAFETERIA, KITCHEN, STORAGE, AND MULTIPURPOSE ROOMS SHOULD BE SIZED FOR THE PROJECTED ENROLLMENT OF THE BUILDING IN ACCORDANCE WITH THE PROJECTION UNDER THE…

  10. Tackling World Hunger in an Elementary School.

    Science.gov (United States)

    Donnan, Caroline S.

    1986-01-01

    Describes a program, developed in a small Vermont elementary school, that centered on world hunger and global awareness by involving students in helping stop food waste during lunch. Community members and businesses pledged money as an incentive for stopping waste, and the money raised went to UNICEF. (MD)

  11. Comprehending Elementary School Teachers' Classroom Management Approaches

    Science.gov (United States)

    Sahin, Ali E.

    2015-01-01

    This study intends to determine elementary school teachers' degree of classroom control, which constitutes the consistency in their classroom management and discipline-related behaviour. The major research question was as follows: Is the control approach adopted by teachers related to certain variables (gender, age, subject area, experience)? The…

  12. Selective Mutism in Elementary School: Multidisciplinary Interventions.

    Science.gov (United States)

    Giddan, Jane J.; And Others

    1997-01-01

    Presents the symptoms of selective mutism and historical background for treatment. It provides a case study which illustrates successful multidisciplinary treatment outcomes for a child who was selectively mute. Issues relevant to speech-language pathologists working with elementary school children are discussed and treatment guidelines provided.…

  13. Exploring Collective Mathematical Creativity in Elementary School

    Science.gov (United States)

    Levenson, Esther

    2011-01-01

    This study combines theories related to collective learning and theories related to mathematical creativity to investigate the notion of collective mathematical creativity in elementary school classrooms. Collective learning takes place when mathematical ideas and actions, initially stemming from an individual, are built upon and reworked,…

  14. Learning Leadership Skills in Elementary School

    Science.gov (United States)

    Bowman, Richard F.

    2014-01-01

    Leadership is everyone's responsibility-even first graders. The most important contribution that any educator can make in an era of unrelenting change is identifying and developing aspiring leaders. Elementary school teachers can embed leadership development opportunities into the classroom to foster leadership dispositions and skills…

  15. Teaching Elementary School Children about Korea.

    Science.gov (United States)

    Van Decar, Patricia

    1988-01-01

    Presents ideas for teaching elementary school students about Korea by introducing them to the country's folktales, clothing, art, music, and food. Includes a folktale adapted as a play and suggestions for teaching about traditional costumes, folk dances, music, and masks, as well as Korean mealtime and table manners. (GEA)

  16. Discovering Technology in the Elementary School Classroom.

    Science.gov (United States)

    Peterson, Richard E.

    1980-01-01

    Presents one approach to developing a technology-based curriculum for the elementary school. Three models are examined which help establish a curriculum structure: (1) curriculum content structure; (2) five dimensions of the study of technology; and (3) curriculum webbing/sunburst technique. (CT)

  17. George A. Towns Elementary School. Atlanta, Georgia

    Science.gov (United States)

    Burt, Ralph H.

    1976-01-01

    A project testing solar heating and cooling in an existing building, the George A. Towns Elementary School, is intended to provide information on system design and performance, allow the identification and correction of problems encountered in installing large units, and gauge community/user reaction to solar equipment. (Author/MLF)

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

    Science.gov (United States)

    Wuryani; Yufiarti

    2017-01-01

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

  19. Factors Contributing to Plate Waste among Elementary School Children in Tokyo, Japan: Application of the Theory of Planned Behavior

    Science.gov (United States)

    Abe, Keina; Akamatsu, Rie

    2013-01-01

    Purpose/Objectives: The purpose of this study was to identify the aspects of the Theory of Planned Behavior with the greatest relevance to plate waste (PW) among elementary school children in Tokyo, Japan. Methods: A total of 111 fifth- and sixth-grade students at an elementary school in Tokyo, Japan responded to a self-report questionnaire. The…

  20. Assessing the State of Servant Leadership, Teacher Morale, and Student Academic Performance Outcomes in a Florida Elementary School District

    Science.gov (United States)

    EL-Amin, Abdul

    2013-01-01

    This descriptive research study was conducted to determine the state of perceived teacher morale and student academic performance as measured by fourth-grade reading and math scores among four elementary schools defined by the servant leadership score of each principal in this Florida elementary school district. While related research from other…

  1. Algebraic Thinking: Conceptions of Elementary School Teachers

    OpenAIRE

    Rodrigues Rézio, Ana Sofia

    2015-01-01

    Students’ algebraic reasoning, at the beginning of their schooling years, includes the development and promotion of functional thinking and the understanding of mathematical properties, which can be stimulated by solving problems. In the latest Portuguese Program for Mathematics Elementary Education, we do not see the topic Algebra in the first year of school although some other topics include objectives of algebraic nature. This fact showed the importance of research about the introduction o...

  2. The Purdue Elementary Problem-Solving Inventory (PEPSI), Grade Level, and Socioeconomic Status: A Preliminary Study.

    Science.gov (United States)

    Cox, David W.

    1985-01-01

    The effects of grade level and socioeconomic status upon Purdue Elementary Problem-Solving Inventory (PEPSI) scores were investigated with 123 elementary students. It was concluded that the PEPSI is usable with most grade two through grade six pupils at both lower and middle socioeconomic levels, and has potential utility in teaching…

  3. Culture Connection Project: promoting multiculturalism in elementary schools.

    Science.gov (United States)

    Matuk, Lucia Yiu; Ruggirello, Tina

    2007-01-01

    To promote multiculturalism among grade school students through drama education. Grade 3-6 students (N = 665) from 6 targeted schools including lead-class students (n = 158) representing each school. Elementary schools in Windsor-Essex County, Ontario, Canada. In this non-experimental design study, group discussions conducted with each lead class to explore students' understanding of multiculturalism were developed into an interactive drama performance and performed for all grades 3-6 students in their respective schools. A follow-up drama workshop was offered to each lead class one week after the drama performance. All students completed a 7-item questionnaire before and after the drama performance and after the drama workshop. Pre-test and post-test data collected were analyzed using T-test and ANOVA to determine the effects of drama education on students' attitudes toward multiculturalism. Statistical analysis at 0.05 significance level revealed that both the performance and the drama workshop heightened students' awareness of racism, and instilled cultural respect through "talking with others", "accepting others", and "believing that they can make a difference" in multiculturalism promotion. Drama education was an effective experiential tool for promoting multiculturalism in a school setting. The key to promoting inter-racial harmony is to respect and accept individual differences and to broaden the social determinants of health by providing culture safety care.

  4. Bullying victimization and student engagement in elementary, middle, and high schools: Moderating role of school climate.

    Science.gov (United States)

    Yang, Chunyan; Sharkey, Jill D; Reed, Lauren A; Chen, Chun; Dowdy, Erin

    2018-03-01

    Bullying is the most common form of school violence and is associated with a range of negative outcomes, including traumatic responses. This study used hierarchical linear modeling to examine the multilevel moderating effects of school climate and school level (i.e., elementary, middle, and high schools) on the association between bullying victimization and student engagement. Participants included 25,896 students in 4th to 12th grades from 114 schools. Results indicated that, after controlling for student and school demographic factors, positive school climate was associated with higher behavioral/cognitive and emotional engagement of students across all grades. This highlights the critical and fundamental role of positive school climate in bullying prevention and intervention, among students across all grade levels, including those with frequent bullying victimization experience. Results also showed that negative associations between student-level bullying victimization and engagement were intensified in more positive school climates. This finding suggests that, in comparison with students in schools with less positive school climates, the engagement of bullying victims in schools with a more positive school climate might be more negatively influenced by their victimization experience. Additionally, the relation between student-level bullying victimization and emotional engagement was significantly different across middle and high schools. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

  5. Effects of Participation in a Martial Arts-Based Antibullying Program in Elementary Schools

    Science.gov (United States)

    Twemlow, Stuart W.; Biggs, Bridget K.; Nelson, Timothy D.; Vernberg, Eric M.; Fonagy, Peter; Twemlow, Stephen W.

    2008-01-01

    This study evaluated the Gentle Warrior Program, a traditional martial arts-based intervention to reduce aggression in children, as it was implemented in three elementary schools. The sample consisted of 254 children in grades 3, 4, and 5 who participated in the Gentle Warrior Program as part of a larger school violence intervention. Results…

  6. At-Risk Student Mobility in an Urban Elementary School: Effects on Academic Achievement

    Science.gov (United States)

    Shoho, Alan R.; Oleszewski, Ashley

    2010-01-01

    The purpose of this study was to examine the impact of at-risk student mobility on academic achievement in an urban elementary school. Math and reading scores from the Texas Assessment of Academic Skills (TAAS) of 172 third, fourth, and fifth grade students from an urban school district in South Central Texas were examined to determine whether…

  7. A Study of Reading Motivation Techniques with Primary Elementary School Students.

    Science.gov (United States)

    Burlew, Whitney; Gordon, Tracy; Holst, Charla; Smith, Cathy; Ward, Judi; Wheeler, Karen

    This report describes strategies for increasing levels of interest in reading for enjoyment. The targeted population consisted of first, second, and third grade students in three elementary school districts. The schools were located in middle class and affluent suburban communities of a large city in the Midwest. The problem of lack of interest in…

  8. [Relationship between first molar caries and eating and tooth brushing habits in elementary school children].

    Science.gov (United States)

    Fujiwara, Aiko; Takeda, Fumi

    2010-11-01

    The aim of the present study was to elucidate the relationship between eating and tooth brushing habits in the second grade of elementary school with first molar caries in the third to sixth grades. Subjects were 130 students at one elementary school in the Tokai region who were in the second grade in 2002, for which eating and tooth-brushing habits were ascertained by a self-administered questionnaire survey. A follow-up survey was conducted based on the 2002 to 2006 school dental examination record and analyses were performed on data from 104 students without first molar dental caries in the second grade. The incidences of first molar caries in the third grade were higher among students who ate cookies at least once daily or every 2 to 3 days, compared with those who ate cookies once a week or not at all in the second grade. Incidences were also higher among those whose daily frequency of tooth brushing was once or sometimes compared with twice or three times or more. Furthermore, the incidences of first molar caries in the fourth, fifth and sixth grades were higher among students who ate candy at least once daily or every 2 to 3 days, compared with those who ate candy once a week or not at all in the second grade. The intake frequency of cookies was related to the first molar caries in the third grade, and of candy for that in the fourth to sixth grades. Moreover, first molar caries in the third grade were also related to the daily frequency of second-grade tooth brushing. These findings suggest the importance of measures encouraging lower-grade elementary students to establish and maintain habits of tooth brushing and of limiting consumption of sweets, such as cookies and candy, in order to prevent caries in their permanent teeth during elementary school.

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

    Science.gov (United States)

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

    2011-06-01

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

  10. Readiness for School, According to the Perspectives of Grade 1 Teachers and Parents

    Directory of Open Access Journals (Sweden)

    Sezai KOÇYIĞIT

    2014-07-01

    Full Text Available In Turkey, every child who turned 72 months old are initiated elementary school without considering individual differences and whether or not they had any pre-school education, but is every child who started school mentally, socially-emotionally and physically ready to meet requirements of elementary school? Purpose of this research is to determine skills and abilities required for the “school readiness” according to the Grade 1 teachers and parents and reveal results of this situation related to pre-school education. This study was performed with 14 Grade 1 teachers who work in the private and public elementary schools of Konya city and with 13 parents. In research, semi-structured interview was used in order to get perspectives of participants about the phenomenon of readiness level of school that was consisted of open-ended questions. Raw data that were obtained through interviews have been analyzed by using descriptive analysis technique. According to the findings of research, Grade 1 teachers of elementary school described school readiness as “being matured to the ability required by the Grade 1 of elementary school” and stated that this maturity depends on parallel development of social, emotional, mental and physical aspects of child. Teachers also think that pre-school education must be compulsory for children to readily start school.

  11. Elementary School Organization: Self-Contained and Departmentalized Classroom Structures.

    Science.gov (United States)

    Des Moines Public Schools, IA.

    Surveys were conducted to investigate contemporary thought regarding organizational practices at the elementary level, with particular attention to identifying the extent to which departmentalization was supported by research and actually employed in 24 elementary schools in the Midwest and in 41 Des Moines elementary schools. Four committees…

  12. Awareness on Learning Disabilities among Elementary School Teachers

    Science.gov (United States)

    Menon K. P., Seema

    2016-01-01

    The study aims to find out the awareness on learning disabilities among elementary school teachers. The sample for the present study consisted of 500 elementary school teachers of Kerala. In this study the investigator used an Awareness Test on Learning Disabilities to measure the Awareness on Learning Disabilities among Elementary School…

  13. Accelerated Reader[R]: What Are the Lasting Effects on the Reading Habits of Middle School Students Exposed to Accelerated Reader[R] in Elementary Grades?

    Science.gov (United States)

    Pavonetti, Linda M.; Brimmer, Kathryn M.; Cipielewski, James F.

    Promoted by effective advertising and disseminated by word of mouth, many schools have adopted Accelerated Reader[R] as a supplementary reading program or as their primary reading program. Accelerated Reader[R]'s philosophy is that by using the system, students are motivated to read more and better books. A study investigated whether seventh grade…

  14. Assessing multiple intelligences in elementary-school students

    Science.gov (United States)

    Strecker, Catherine Hunt

    The purpose of this qualitative case study was to gain a clear understanding of the manner in which fourth-grade students attending a Kansas elementary school learn when engaged in science activities grounded in H. Gardner's book, Frames of mind the theory of multiple intelligences (1983). The significance of this research lies in the discovery of the difference between teaching practice grounded in multiple intelligences versus that based upon traditional theory. Teacher self-perceptions with regard to the effectiveness of their instruction and student assessment within the classroom were also explored. The research evaluated the overall effectiveness of both traditional curriculum delivery and that rooted in the concept of multiple intelligences.

  15. Perceptions of Elementary School Children's Parents Regarding Sexuality Education

    Science.gov (United States)

    Fisher, Christine M.; Telljohann, Susan K.; Price, James H.; Dake, Joseph A.; Glassman, Tavis

    2015-01-01

    This study examined the preferences of parents of elementary school-aged children regarding when sexuality topics should be discussed in school and at home. The survey was mailed to a national random sample of parents of elementary school age children. Overall, 92% of parents believed that sexuality education should be taught in schools.…

  16. Changes in Student Science Interest from Elementary to Middle School

    Science.gov (United States)

    Coutts, Trudi E.

    This study is a transcendental phenomenological study that described the experience of students’ interest in science from elementary school through middle school grades and the identification of the factors that increase or decrease interest in science. Numerous researchers have found that interest in science changes among children and the change in interest seems to modulate student motivation, which ultimately leads to fewer children choosing not only science classes in the future but science careers. Research studies have identified numerous factors that affect student interest in science; however, this study incorporated the lived experience of the child and looked at this interest in science through the lens of the child. The study design was a collective cross-case study that was multi-site based. This study utilized a sample of children in fifth grade classes of three different elementary schools, two distinct seventh grade classes of different middle schools, and ninth grade children from one high school in the State of Illinois. The phenomenon was investigated through student interviews. The use of one-on-one semi-structured interviews limited to 45 minutes in length provided the researcher with data of each child’s description of science interest. All interviews were audio- recorded and transcribed verbatim. The data was collected and analyzed in order to identify themes, and finally checked for validity. The most significant findings of this study, and possible factors contributing to science interest in children as they progress from elementary to high school, were those findings relating to hands-on activities, the degree to which a student was challenged, the offering of new versus previously studied topics in the curriculum, the perceived relevance of the curricular materials to personal life, and the empowerment children felt when they were allowed to make choices related to their learning experiences. This study’s possible implications for

  17. Elementary and middle school science improvement project

    Science.gov (United States)

    Mcguire, Saundra Y.

    1989-01-01

    The Alabama A and M University Elementary and Middle School Science Improvement Project (Project SIP) was instituted to improve the science knowledge of elementary and middle school teachers using the experimental or hands-on approach. Summer workshops were conducted during the summers of 1986, 1987, and 1988 in the areas of biology, chemistry, physics, and electricity, and magnetism. Additionally, a manual containing 43 lessons which included background information, experiments and activities for classroom and home use was provided to each teacher. During the course of the project activities, the teachers interacted with various university faculty members, scientists, and NASA staff. The administrative aspects of the program, the delivery of the services to participating teachers, and the project outcome are addressed.

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

    OpenAIRE

    Powers, Christopher J.; Bierman, Karen L.

    2012-01-01

    Following a large, diverse sample of 4096 children in 27 schools, this study evaluated the impact of three aspects of peer relations, measured concurrently, on subsequent child aggressive-disruptive behavior during early elementary school – peer-dislike, reciprocated friends' aggressiveness, and classroom levels of aggressive-disruptive behavior. Teachers rated child aggressive-disruptive behavior in first and third grade, and peer relations were assessed during second grade. Results indicate...

  19. The developmental dynamics of task-avoidant behavior and math performance in kindergarten and elementary school

    OpenAIRE

    Hirvonen, Riikka; Tolvanen, Asko; Aunola, Kaisa; Nurmi, Jari-Erik

    2012-01-01

    Besides cognitive factors, children's learning at school may be influenced by more dynamic phenomena, such as motivation and achievement-related task-avoidant behavior. The present study examined the developmental dynamics of task-avoidant behavior and math performance from kindergarten to Grade 4. A total of 225 children were tested for their arithmetic skills in kindergarten and in Grades 1, 2, and 4 of elementary school. Children's task-avoidant behavior in learning situations was rated by...

  20. Facilitating Lasting Changes at an Elementary School

    Directory of Open Access Journals (Sweden)

    Laurie JAMES

    2016-03-01

    Full Text Available The purpose of this study was to determine how to minimize waste in a school setting by reducing, reusing, recycling, and composting waste products. Specifically, the desire was to identify what steps could be taken to decrease waste practices at a Title I elementary school. Through the Washington Green Schools certification process, a Waste and Recycling Assessment and Characterization Audit allowed for the collection of data. The assessment examined how much and what types of waste products were disposed of at the school. Based on the audit, 93% of waste products in the cafeteria were recyclable or compostable. The results provided ways for the students and staff to take action resulting in behavioral changes that taught and modeled environmental conservation. This study can help revolutionize school communities by serving as a prototype for environmental sustainability enhancing an eco-friendly citizenry.

  1. Facilitating lasting changes at an elementary school

    Directory of Open Access Journals (Sweden)

    Laurie James

    2016-03-01

    Full Text Available The purpose of this study was to determine how to minimize waste in a school setting by reducing, reusing, recycling, and composting waste products. Specifically, the desire was to identify what steps could be taken to decrease waste practices at a Title I elementary school. Through the Washington Green Schools certification process, a Waste and Recycling Assessment and Characterization Audit allowed for the collection of data. The assessment examined how much and what types of waste products were disposed of at the school. Based on the audit, 93% of waste products in the cafeteria were recyclable or compostable. The results provided ways for the students and staff to take action resulting in behavioral changes that taught and modeled environmental conservation. This study can help revolutionize school communities by serving as a prototype for environmental sustainability enhancing an eco-friendly citizenry.

  2. Managing School Libraries in Elementary and Secondary Schools. Revised.

    Science.gov (United States)

    Idaho State Dept. of Education, Boise.

    The school library has long been recognized as an integral part of any school system. It plays a vital role in the total instructional program at all grade levels, and provides students and teachers with access to the world of knowledge. The school library is not only a source of materials necessary to support the basic curriculum of the school,…

  3. Obesity Prevention Practices of Elementary School Nurses in Minnesota: Findings from Interviews with Licensed School Nurses

    Science.gov (United States)

    Morrison-Sandberg, Leslie F.; Kubik, Martha Y.; Johnson, Karen E.

    2011-01-01

    Elementary schools are an optimal setting to provide obesity prevention interventions, yet little is known about the obesity prevention practices of elementary school nurses. The purpose of this study was to gain insight into current obesity-related school nursing practice in elementary schools in Minnesota, opinions regarding school nurse-led…

  4. The Effectiveness of Psycho-Educational School-Based Child Sexual Abuse Prevention Training Program on Turkish Elementary Students

    Science.gov (United States)

    Cecen-Erogul, Ayse Rezan; Kaf Hasirci, Ozlem

    2013-01-01

    In Turkey, there is neither systematic nor structured child sexual abuse prevention programs for school-aged children in school settings. The main purpose of this study was to investigate the effectiveness of a school-based child sexual abuse prevention program on elementary school (4th grade) students. Quasi-experimental design with pretest,…

  5. Differences in salivary flow rate and pH between chewing gum of xylitol and sucrose at 4, 5, and 6 grade of Inpres Toddopuli elementary school in Makassar

    Directory of Open Access Journals (Sweden)

    Sarah Eva Chalid

    2016-06-01

    Full Text Available Chewing xylitol gum has been shown to be effective to produce of saliva between chewing sucrose gum. Other than, pH of saliva after  chewing xylitol gum is base and chewing sucrose gum is acid. Caries can be caused by various factors such as the large number of salivary flow, salivary acidity, etc. Then it needs to be known by chewing gum with xylitol and sucrose are most excellent to preventing caries in children. The aim of this research study was to determine the difference of salivary flow while chewing xylitol gum and bubble gum sucrose on Inpres Toddopuli elementary school in Makassar. The research is a qualitative research with quase experimental studies method, this type of design is pre- and post-test design with control group. Sample determined in accordance with the criteria of the sample is children aged 9-12 years old, has a superficial dental caries and caries media at least three teeth, another chewing gum does not consume about 60 minutes before the investigation, and ready to be research samples and ready to follow the instructions of researchers. After determining the sample then obtained 30 samples respectively at grades 4, 5, and 6. On first day, samples requested to chewing gum with xylitol and on the second day, chewing gum with sucrose each for 5 minutes after that saliva from samples collected on a centrifuge tube, then observed number of saliva and saliva acidity. The results obtained, showed that there are differences in the amount of salivary flow and acidity between  chewing gum with xylitol and sucrose, there is difference in amount of salivary flow (0.002 and for salivary pH value (0.000 which means the value of difference is significant. The research found that children who chewed xylitol gum can produce more saliva than chewed sucrose gum and sucrose gum had higher acidity than xylitol gum.

  6. Chronic Teacher Turnover in Urban Elementary Schools

    Directory of Open Access Journals (Sweden)

    Kacey Guin

    2004-08-01

    Full Text Available This study examines the characteristics of elementary schools that experience chronic teacher turnover and the impacts of turnover on a school’s working climate and ability to effectively function. Based on evidence from staff climate surveys and case studies, it is clear that high turnover schools face significant organizational challenges. Schools with high teacher turnover rates have difficulty planning and implementing a coherent curriculum and sustaining positive working relationships among teachers. The reality of these organizational challenges is particularly alarming, given that high turnover schools are more likely to serve low-income and minority students. The negative relationship between teacher turnover and school functioning, and the fact that turbulent schools are disproportionately likely to serve lowincome and minority students have important implications for both district and school-level policies. Specifically: Teacher turnover rates are one indicator of school health, which school districts should consider when focusing on school improvements. Districts need to begin by developing the means to identify individual schools that experience high levels of teacher turnover. Current district policies in implementing professional development for teachers in low-performing schools are inefficient when teachers do not remain in the schools in which they are trained. In order for low-performing schools to improve, districts need to consider providing incentive programs so that high quality teachers apply for, and remain in, these schools. Future research is needed to address the causal link between turnover, organizational functioning and student outcomes. Additionally, there is a need for research examining district policies that may facilitate teacher turnover within a district, including how districts place and transfer teachers, as well as how teachers’ salaries are budgeted.

  7. [Aggression and related factors in elementary school students].

    Science.gov (United States)

    Ji, Eun Sun; Jang, Mi Heui

    2010-10-01

    This study was done to explore the relationship between aggression and internet over-use, depression-anxiety, self-esteem, all of which are known to be behavior and psychological characteristics linked to "at-risk" children for aggression. Korean-Child Behavior Check List (K-CBCL), Korean-Internet Addiction Self-Test Scale, and Self-Esteem Scale by Rosenberg (1965) were used as measurement tools with a sample of 743, 5th-6th grade students from 3 elementary schools in Jecheon city. Chi-square, t-test, ANOVA, Pearson's correlation and stepwise multiple regression with SPSS/Win 13.0 version were used to analyze the collected data. Aggression for the elementary school students was positively correlated with internet over-use and depression-anxiety, whereas self-esteem was negatively correlated with aggression. Stepwise multiple regression analysis showed that 68.4% of the variance for aggression was significantly accounted for by internet over-use, depression-anxiety, and self-esteem. The most significant factor influencing aggression was depression-anxiety. These results suggest that earlier screening and intervention programs for depression-anxiety and internet over-use for elementary student will be helpful in preventing aggression.

  8. Perceptions of elementary school teachers of their pupils\\' eye ...

    African Journals Online (AJOL)

    Perceptions of elementary school teachers of their pupils\\' eye health in ilorin, nigeria. ... PROMOTING ACCESS TO AFRICAN RESEARCH ... roles that school teachers are expected to play in school eye health programmes, their perceptions ...

  9. Implementing Elementary School Next Generation Science Standards

    Science.gov (United States)

    Kennedy, Katheryn B.

    Implementation of the Next Generation Science Standards requires developing elementary teacher content and pedagogical content knowledge of science and engineering concepts. Teacher preparation for this undertaking appears inadequate with little known about how in-service Mid-Atlantic urban elementary science teachers approach this task. The purpose of this basic qualitative interview study was to explore the research questions related to perceived learning needs of 8 elementary science teachers and 5 of their administrators serving as instructional leaders. Strategies needed for professional growth to support learning and barriers that hamper it at both building and district levels were included. These questions were considered through the lens of Schon's reflective learning and Weick's sensemaking theories. Analysis with provisional and open coding strategies identified informal and formal supports and barriers to teachers' learning. Results indicated that informal supports, primarily internet usage, emerged as most valuable to the teachers' learning. Formal structures, including professional learning communities and grade level meetings, arose as both supportive and restrictive at the building and district levels. Existing formal supports emerged as the least useful because of the dominance of other priorities competing for time and resources. Addressing weaknesses within formal supports through more effective planning in professional development can promote positive change. Improvement to professional development approaches using the internet and increased hands on activities can be integrated into formal supports. Explicit attention to these strategies can strengthen teacher effectiveness bringing positive social change.

  10. Elementary School Psychologists and Response to Intervention (RTI)

    Science.gov (United States)

    Little, Suzanne; Marrs, Heath; Bogue, Heidi

    2017-01-01

    The implementation of Response to Intervention (RTI) in elementary schools may have important implications for school psychologists. Therefore, it is important to better understand how elementary school psychologists perceive RTI and what barriers to successful RTI implementation they identify. Although previous research has investigated the…

  11. Changes in cognitive functions of students in the transitional period from elementary school to junior high school.

    Science.gov (United States)

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

    2011-05-01

    When students proceed to junior high school from elementary school, rapid changes in the environment occur, which may cause various behavioral and emotional problems. However, the changes in cognitive functions during this transitional period have rarely been studied. In 158 elementary school students from 4th- to 6th-grades and 159 junior high school students from 7th- to 9th-grades, we assessed various cognitive functions, including motor processing, spatial construction ability, semantic fluency, immediate memory, delayed memory, spatial and non-spatial working memory, and selective, alternative, and divided attention. Our findings showed that performance on spatial and non-spatial working memory, alternative attention, divided attention, and semantic fluency tasks improved from elementary to junior high school. In particular, performance on alternative and divided attention tasks improved during the transitional period from elementary to junior high school. Our finding suggests that development of alternative and divided attention is of crucial importance in the transitional period from elementary to junior high school. Copyright © 2010 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

  12. A Study of the Stability of School Effectiveness Measures across Grades and Subject Areas.

    Science.gov (United States)

    Mandeville, Garrett K.; Anderson, Lorin W.

    School effectiveness indices (SEIs), based on regressing test performance onto earlier test performance and a socioeconomic status measure, were obtained for eight subject-grade combinations from 485 South Carolina elementary schools. The analysis involved school means based on longitudinally matched student data. Reading and mathematics…

  13. Representações sobre meio ambiente de alunos da quarta série do Ensino Fundamental The representations of Environment by fourth graded students of Elementary School

    Directory of Open Access Journals (Sweden)

    Luciana Rodrigues Martinho

    2007-04-01

    Full Text Available Investigam-se as representações sociais sobre meio ambiente de 42 alunos de quartas séries do Ensino Fundamental em duas escolas públicas das zonas rural e urbana de um município do interior paulista. Os dados foram coletados mediante análise de documentos e pesquisa de campo, utilizando-se técnicas características da pesquisa qualitativa. Os resultados revelaram que, possivelmente, as origens daquelas representações - categorizadas como naturalistas e antropocêntricas estejam associadas, principalmente, às influências da mídia, família e religião. Acredita-se que os resultados possam contribuir para que os educadores considerem os saberes acumulados por seus alunos pela vivência de diferentes experiências e desenvolvam ações educativas ambientalmente comprometidas com a formação de indivíduos responsáveis pela criação e manutenção de melhores condições de vida, num contexto em que a prática pedagógica seja criativa, democrática e fundamentada no diálogo entre gerações e culturas, procurando estimular a ética nas relações entre os homens e entre estes e o meio ambiente.In this work we researched social representations of environment in a total of 42 4th graded students from Elementary School, from two public schools located in São Paulo State rural and urban areas cities. The data collection was carried out through document analysis and field research, using the qualitative research techniques. The results showed that the origins of those representations, rated as naturalist and anthropocentric, were mainly associated with the media, the family and religion. We intend to inform the teachers in order to influence the accumulated knowledge of their students and to develop environmentally engaged programs for individual formation.

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

    Science.gov (United States)

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

    2018-03-01

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

  15. Sports profile in public elementary school

    DEFF Research Database (Denmark)

    Warren Pedersen, Lise; Trangbæk, Else

    2012-01-01

    In 2005, Copenhagen municipality decided to develop and implement a sport and movement profile at a local elementary school. The overall development is discussed as are specific results and consequences of the decision. The role of physical education and teachers in relation to a health discourse......, sport and school sports viewed as an arena for talent identification and development will be discussed. In addition, a question of inequality raised, as a group of talented athletes are accepted into specific sports classes, focusing on cultural capital and the possibility of the educational system...... as reproducing or as an arena for social mobility. Finally a discussion of the possibilities for either sports policy development or school policy development through single initiatives is presented....

  16. Professional Identity and Burnout among Pre-School, Elementary, and Post-Elementary School Teachers in Israel

    Science.gov (United States)

    Fisherman, Shraga

    2015-01-01

    The novelty of the present study is its attempt to distinguish between pre-school, elementary, and post-elementary school teachers, regarding the relationship between professional identity and burnout. Two hundred and forty teachers responded to two questionnaires: professional identity and teacher burnout scales. Pre-school teachers were found to…

  17. The Effect of E-Learning on Learning and Interest in School Attendance among Elementary School Students

    OpenAIRE

    Seyedehsahar Shafieiosgouei; Nava Nourdad; Robab Hassantofighi; Seyyedreza Shafieioskouei

    2018-01-01

    The technological advances of the 21st century have impacted all spheres of life, including education. The world of books and pens is being replaced by computers at young ages. The present study aimed at investigating the effect of technology on Iranian elementary school students’ learning and interest in school attendance. The participants were 47 sixth grade students selected from two schools with and without technological support. The results of the study revealed a higher level of interes...

  18. A psychotherapeutic approach with elementary school teachers.

    Science.gov (United States)

    Multari, G

    1975-01-01

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

  19. Eating Behavior and Attitude toward School Lunches in Elementary School Children

    OpenAIRE

    嶋田, さおり; 若林, 良和; 西村, 栄恵; 逸見, 幾代

    2015-01-01

    We conducted a survey of the eating habits of children in elementary schools that work actively in food education and take advantage of local products, and analyzed the trends in eating behavior and the attitude toward school lunches in each grade. The results of this study are summarized as follows: 1. 88.1% of children eat breakfast every day: second graders represent the highest percentage at 97.1% and sixth graders the lowest at 83.7%. The most common reason for not eating breakfast was "...

  20. Cognitive and Affective Orientations of Elementary School Children Toward Air, Water, and Soil Pollution.

    Science.gov (United States)

    Holloway, Mildred Azelle Evans

    The purpose of this study was to obtain information about children's knowledge of and attitudes toward problems of environmental pollution. It sought to determine whether or not fourth, fifth, and sixth grade children in selected elementary schools, one in the United States and one in Mexico, differed in their knowledge of and their attitudes…

  1. What Can You Learn about Writing in School?: A Case Study in an Elementary Classroom.

    Science.gov (United States)

    Florio, Susan; And Others

    A two-year study investigated writing in the elementary school. Data collected included field notes from observation of a second/third grade classroom, videotapes of selected classroom activities, weekly journals kept by the teacher reflecting her thoughts on teaching in general and on writing in particular, interviews with the teacher about the…

  2. Exploring Similarities and Differences in Personal Epistemologies of U.S. and German Elementary School Teachers

    Science.gov (United States)

    Feucht, Florian C.; Bendixen, Lisa D.

    2010-01-01

    The current study examines the personal epistemology of fourth-grade elementary school teachers from Germany (n = 10) and the United States (n = 10) to gain a more nuanced understanding of teachers' beliefs about knowledge and knowing through a cross-cultural lens. Analyses of semi-structured interviews reveal similarities and differences in the…

  3. Elementary School-Wide Implementation of a Blended Learning Program for Reading Intervention

    Science.gov (United States)

    Prescott, Jen Elise; Bundschuh, Kristine; Kazakoff, Elizabeth R.; Macaruso, Paul

    2018-01-01

    The authors examined the implementation of a blended learning program for literacy instruction across kindergarten through Grade 5 in a Title I urban elementary school, including a population of students (18%) who are English learners. Student progress in the online component of the blended learning program was a significant predictor of growth in…

  4. [Experimental Course in Elementary Number Theory, Cambridge Conference on School Mathematics Feasibility Study No. 35.

    Science.gov (United States)

    Hatch, Mary Jacqueline

    In the winter of 1965, an experimental course in Elementary Number Theory was presented to a 6th grade class in the Hosmer School, Watertown, Massachusetts. Prior to the introduction of the present material, students had been exposed in class to such topics from the University of Illinois Arithmetic Project as lattices, number lines, frame…

  5. Bases para el Curriculum de las Escuelas de Nivel Elemental (Bases for the Elementary School Curriculum).

    Science.gov (United States)

    Ministerio de Cultura y Educacion, Buenos Aires (Argentina). Centro National de Documentacion e Informacion Educativa.

    This document proposes a detailed foundation for curriculum planning in grades 1, 2, and 3 in the Argentine elementary schools. The book covers such topics as curriculum objectives, contents and activities, personalization and individualization, socialization and regionalization, quality, organization, and suggestions for subject matter and…

  6. The Newspaper in the Elementary School: A Research Report to ANPA Foundation.

    Science.gov (United States)

    Berryman, Charles

    The purpose of the study reported was to determine the effects of the use of daily newspapers by elementary school students on their general and newspaper reading skills. Five social studies teachers taught 50 50 minute lessons over a period of 10 weeks to homogeneously grouped pupils in grades 4-7, using three local dailies as the instructional…

  7. Increasing Motivation and Engagement in Elementary and Middle School Students through Technology-Supported Learning Environments

    Science.gov (United States)

    Godzicki, Linda; Godzicki, Nicole; Krofel, Mary; Michaels, Rachel

    2013-01-01

    This action research project report was conducted in order to increase motivation and engagement in elementary and middle school students through technology-supported learning environments. The study was conducted from August 27, 2012, through December 14, 2012 with 116 participating students in first-, fourth-, fifth- and eighth-grade classes. To…

  8. The Effect of Summer Environmental Education Program (SEEP) on Elementary School Students' Environmental Literacy

    Science.gov (United States)

    Erdogan, Mehmet

    2015-01-01

    The purpose of this study was to assess the effects of Summer Environmental Education Program (SEEP) on elementary school students' environmental knowledge, affect, skills and behavior which are the main components of environmental literacy. The sample consisted of 45 students (25 males, 20 females) studying in 4th through 8th grades and living in…

  9. Depression in Low-Income Elementary School Children in South Korea: Gender Differences

    Science.gov (United States)

    Lee, Gyungjoo; McCreary, Linda; Kim, Mi Ja; Park, Chang Gi; Jun, Won Hee; Yang, Soo

    2013-01-01

    This study examined depression in low-income elementary school children and identified gender differences in factors that influence depression from an ecological perspective. Participants were 262 first- to sixth-grade children recruited from six Korean community centers. Personal factors were anxiety and self-concept. Environmental factors…

  10. Associations between Whole-Grain Intake, Psychosocial Variables, and Home Availability among Elementary School Children

    Science.gov (United States)

    Rosen, Renee A.; Burgess-Champoux, Teri L.; Marquart, Len; Reicks, Marla M.

    2012-01-01

    Objective: Develop, refine, and test psychosocial scales for associations with whole-grain intake. Methods: A 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,…

  11. An Evaluation of Health and Sexuality Education in Turkish Elementary School Curricula

    Science.gov (United States)

    Bikmaz, Fatma Hazir; Guler, Duygu S.

    2007-01-01

    Research was undertaken to evaluate whether and to what extent the health-related domains, including sexuality education, specified by the Development of Health Awareness in Adolescent Project Science Committee overlapped with the goals and objectives of the 2002/03 elementary school curricula (grades one to eight; ages 7-14 years) in Turkey. For…

  12. Personality Factors in Elementary School Children: Contributions to Academic Performance over and above Executive Functions?

    Science.gov (United States)

    Neuenschwander, Regula; Cimeli, Patrizia; Rothlisberger, Marianne; Roebers, Claudia M.

    2013-01-01

    Unique contributions of Big Five personality factors to academic performance in young elementary school children were explored. Extraversion and Openness (labeled "Culture" in our study) uniquely contributed to academic performance, over and above the contribution of executive functions in first and second grade children (N = 446). Well…

  13. Teaching the Conceptual Scheme "The Particle Nature of Matter" in the Elementary School.

    Science.gov (United States)

    Pella, Milton O.; And Others

    Conclusions of an extensive project aimed to prepare lessons and associated materials related to teaching concepts included in the scheme "The Particle Nature of Matter" for grades two through six are presented. The hypothesis formulated for the project was that children in elementary schools can learn theoretical concepts related to the particle…

  14. Linguistic Feature Development Across Grades and Genre in Elementary Writing.

    Science.gov (United States)

    Hall-Mills, Shannon; Apel, Kenn

    2015-07-01

    As children develop skills in writing across academic contexts, clinicians and educators need to have a fundamental understanding of typical writing development as well as valid and reliable assessment methods. The purpose of this study was to examine the progression of linguistic elements in school-age children's narrative and expository writing development. Narrative and expository writing samples produced by 89 children in Grades 2 through 4 were analyzed at the microstructure and macrostructure levels. Measures of receptive vocabulary, word-level reading, and reading comprehension were obtained. Exploratory factor analyses revealed 4 microstructure factors (e.g., productivity, grammatical complexity, grammatical accuracy, and lexical density) and 1 macrostructure factor (e.g., a combination of organization, text structure, and cohesion). Multivariate analyses of covariance with reading comprehension as a covariate showed that productivity and macrostructure were sensitive to grade-level and genre differences and that expository grammatical complexity was sensitive to grade-level differences. Findings are discussed in light of grade-level standards for narrative and expository writing and current practices in writing assessment. Multiple suggestions are offered for clinical and educational implications, and specific directions are provided for future research.

  15. Impacto de un programa recreativo en la resiliencia de estudiantes de 7° grado de un colegio primario / Impact of a recreational program in the resilience of 7th grade students at elementary school

    Directory of Open Access Journals (Sweden)

    Cecilia Enith Romero Barquero

    2016-06-01

    Full Text Available RESUMEN: La investigación tuvo como objetivos medir el impacto de un programa recreativo en la promoción de la resiliencia, así como sus dimensiones, según sexo, y determinar si las horas de participación, el número de actividades recreativas y el número de sesiones se relacionaba con los niveles de resiliencia y sus dimensiones. El grupo experimental estuvo conformado por 19 sujetos, con una edad promedio de 12.9 años. Todos cursaban el sétimo grado en un colegio primario de la región de Talca en Chile. El diseño fue cuasiexperimental de grupo control no equivalente preprueba-posprueba. Se utilizó un análisis de varianza mixto de tres vías con medidas repetidas en un factor y correlación parcial. Los resultados permiten observar la ausencia de una interacción significativa (p < .05 entre el grupo por medición por sexo, respecto de la resiliencia y sus dimensiones. Por otro lado, sí se observa interacción significativa (p < .05 entre mediciones por grupo, en la resiliencia y en cuatro dimensiones. El grupo experimental aumentó significativamente el valor de la resiliencia luego de la intervención. Por último, la dimensión redes-modelos se relacionó significativa y negativamente con el número de horas. ABSTRACT : The investigation had the objectives of measuring the impact of a recreational program in the promotion of resilience, as well as its dimensions according to sex, and determine if the hours of participation, the number of recreational activities and the number of sessions was related to the levels of resilience and its dimensions. The experimental group was composed of 19 subjects, with an average age of 12.9. All attended were in seventh grade in an elementary school in the Talca region, Chile. The design was quasi-experimental of a non-equivalent pre-test-posttest control group. We used a mixed variance analysis of three tracks with repeated measures in a factor, and partial correlation. The results allowed us

  16. FOOD HABIT AMONG ELEMENTARY SCHOOL CHILDREN IN URBAN BOGOR

    Directory of Open Access Journals (Sweden)

    Evy Damayanthi

    2012-03-01

    Full Text Available 800x600 Normal 0 false false false IN X-NONE X-NONE MicrosoftInternetExplorer4 /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman","serif";} Food habit strongly predicts individual nutritional status. It is largely influenced by family food habit and family socioeconomic, partly by nutrition education learning in the school.  Objectives of this study were to analyze elementary school children eating habit and examine whether it relates to family socioeconomic and nutritional status. One hundred elementary school children, and their mother, from one school in urban Bogor were chosen purposively according to SIBERMAS Program criteria (i.e. grade 4th and 5th, morning school, having UKS program and not having canteen. Self administered, structured pre-coded questionnaire were used to collect the data. Nutritional status was assessed using weight and height, and body mass index for age (BAZ and height for age (HAZ were then calculated using AnthroPlus software developed by WHO (2009. School children were 8-11 years old (mean 9.37 + 0.66 years, more girls (54%, and mostly had normal nutritional status using both indexes (72% for BAZ and 95% for HAZ. School children were commonly from middle class as indicated by father education (sarjana and mother (senior high school.  Almost all school children (99% knew breakfast was important and 81% of them ate breakfast. Only 32% school children brought lunch box everyday although 92% stated their habit to bring lunch box to school. Buying snack in school was also common among school children. Generally school children ate rice 3 times a day (2.95 + 0.97 with fish, meat, chicken (2.47 + 1.14, tempe and

  17. Longitudinal development of subtraction performance in elementary school.

    Science.gov (United States)

    Artemenko, Christina; Pixner, Silvia; Moeller, Korbinian; Nuerk, Hans-Christoph

    2017-10-05

    A major goal of education in elementary mathematics is the mastery of arithmetic operations. However, research on subtraction is rather scarce, probably because subtraction is often implicitly assumed to be cognitively similar to addition, its mathematical inverse. To evaluate this assumption, we examined the relation between the borrow effect in subtraction and the carry effect in addition, and the developmental trajectory of the borrow effect in children using a choice reaction paradigm in a longitudinal study. In contrast to the carry effect in adults, carry and borrow effects in children were found to be categorical rather than continuous. From grades 3 to 4, children became more proficient in two-digit subtraction in general, but not in performing the borrow operation in particular. Thus, we observed no specific developmental progress in place-value computation, but a general improvement in subtraction procedures. Statement of contribution What is already known on this subject? The borrow operation increases difficulty in two-digit subtraction in adults. The carry effect in addition, as the inverse operation of borrowing, comprises categorical and continuous processing characteristics. What does this study add? In contrast to the carry effect in adults, the borrow and carry effects are categorical in elementary school children. Children generally improve in subtraction performance from grades 3 to 4 but do not progress in place-value computation in particular. © 2017 The British Psychological Society.

  18. Mental health predicts better academic outcomes: A longitudinal study of elementary school students in Chile

    OpenAIRE

    Murphy, J. Michael; Guzmán, Javier; McCarthy, Alyssa; Squicciarini, Ana María; George, Myriam; Canenguez, Katia; Dunn, Erin C.; Baer, Lee; Simonsohn, Ariela; Smoller, Jordan W.; Jellinek, Michael

    2015-01-01

    The world’s largest school-based mental health program, Habilidades para la Vida [Skills for Life, SFL], has been operating at a national scale in Chile for fifteen years. SFL’s activities include using standardized measures to screen elementary school students and providing preventive workshops to students at risk for mental health problems. This paper used SFL’s data on 37,397 students who were in first grade in 2009 and third grade in 2011 to ascertain whether first grade mental health pre...

  19. child maltreatment among elementary school children in jimma town

    African Journals Online (AJOL)

    Tekeste

    Child Maltreatment Among Elementary School Children. Indryas L. 1. ORIGINAL ... of child maltreatment. KEY WORDS: School children, child maltreatment, child abuse. ..... and teachers in teaching, counseling and prevention of sexual ...

  20. Balance Sheet for Catholic Elementary Schools: 2001 Income and Expenses.

    Science.gov (United States)

    Kealey, Robert J.

    This financial report was designed to provide a basis for informed discussion regarding potential forms of federal and state assistance to students attending Catholic elementary schools, and to encourage improved local management. The information presented in this study is based upon a random sample of Catholic elementary schools across the United…

  1. Industrial Arts: Vehicle for Career Awareness in the Elementary School

    Science.gov (United States)

    Wircenski, Jerry L.; Fales, James F.

    1977-01-01

    The authors propose the use of industrial arts as a vehicle for providing career awareness in the elementary school. They cite a 2-week integrated unit in manufacturing conducted at Hershey Elementary School (Lafayette, Indiana) where the curriculum encouraged second and third graders to explore the world of work. (Editor/HD)

  2. Inappropriate Lessons: Elementary Schools and the Social Organization of Sexuality

    Science.gov (United States)

    Boas, Erica Misako

    2013-01-01

    This dissertation responds to the question: How is sexuality organized in elementary schools? I argue that despite the absence of overt discussions on sexuality in elementary schools, sexuality is "organized" through social processes that are recursively linked to ideology. Due to the widely held belief that "children" and…

  3. Future Elementary School Teachers' Conceptual Change Concerning Photosynthesis

    Science.gov (United States)

    Ahopelto, Ilona; Mikkila-Erdmann, Mirjamaija; Anto, Erkki; Penttinen, Marjaana

    2011-01-01

    The purpose of this study was to examine conceptual change among future elementary school teachers while studying a scientific text concerning photosynthesis. Students' learning goals in relation to their learning outcomes were also examined. The participants were future elementary school teachers. The design consisted of pre- and post-tests. The…

  4. Principals' Opinions of Organisational Justice in Elementary Schools in Turkey

    Science.gov (United States)

    Aydin, Inayet; Karaman-Kepenekci, Yasemin

    2008-01-01

    Purpose--This study aims to present the opinions of public elementary school principals in Turkey about the current organisational justice practices among teachers from the distributive, procedural, interactional, and rectificatory dimensions. Design/methodology/approach--The opinions of 11 public elementary school principals in Ankara about…

  5. Non-Print Social Studies Materials--Elementary School Level.

    Science.gov (United States)

    Lynn, Karen

    Types of non-print social studies materials developed for presentation to, and use by, elementary school students are identified. "Non-print" materials include films, filmstrips, video cassettes, audio recordings, computer databases, telecommunications, and hypertext. An explanation of why elementary school students can benefit from the use of…

  6. Education for Autonomy: The Role of Religious Elementary Schools

    Science.gov (United States)

    Macmullen, Ian

    2004-01-01

    I argue that religious elementary schools whose pedagogical methods satisfy the principle of rational authority have distinctive advantages over secular elementary schools for the purpose of laying the foundations for ethical autonomy in the children of religious parents. Insights from developmental psychology bolster the argument from conceptual…

  7. Safety Education in the Elementary School. Fastback 170.

    Science.gov (United States)

    Wayne, Joseph E.

    This pamphlet deals with incorporating effective safety education programs into the elementary school curriculum. Covered in a discussion of the scope and nature of the safety problem are classes of accidents (motor vehicle, home, work, and public accidents) and causes of accidents. Various functions of safety education in elementary schools are…

  8. Teaching - learning plan on nuclear energy for elementary school

    International Nuclear Information System (INIS)

    2009-03-01

    This is for teaching - learning curriculum about nuclear energy for elementary school students. It consist of four titles, which are I saved this much, learning energy through quiz, I work for nuclear power plant and would mayor build a nuclear power plant in our town? It was written to teach nuclear power plant and nuclear energy to elementary school students in easy way.

  9. Lifestyles and psychosomatic symptoms among elementary school students and junior high school students.

    Science.gov (United States)

    Isshiki, Yuriko; Morimoto, Kanehisa

    2004-05-01

    To examine the relationship between lifestyles and psychosomatic symptoms in children, we conducted a self-administered questionnaire survey of elementary school students and junior high school students in Japan. We designed an original questionnaire to investigate the lifestyles and psychosomatic symptoms of children. In 1997, responses to the questionnaires were elicited from public elementary school fourth grade students (then aged 9-10) and public junior high school seventh grade students (then aged 12-13). The survey was repeated annually for three years as the students advanced through school. For both boys and girls, each cross-sectional analysis revealed a strong relationship between lifestyle behaviors and psychosomatic symptoms. Psychosomatic, symptoms scores varied according to daily hours of sleep, eating of breakfast, having strong likes and dislikes of food, bowel habits, and daily hours of television watching. Both boys and girls with "good" lifestyle, behaviors evaluated by the HPI (Health Practice Index) showed lower scores for psychosomatic symptoms. These findings show that the lifestyle behaviors of children are significantly associated with psychosomatic symptoms and suggest that poor lifestyle behaviors are likely to increase physical and psychological health risks.

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

    Science.gov (United States)

    Nishimura, Takuma; Sakurai, Shigeo

    2013-02-01

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

  11. Prevalence of attention deficit hyperactivity disorder in elementary school students

    Directory of Open Access Journals (Sweden)

    parisa namdari

    2009-03-01

    Full Text Available Background: Attention Deficit Hyperactivity Disorder (ADHD is one of the most prevalent psychiadric disorders starting from Childhood and is considered as an important mental health problem of a society. Behavioral disorders including ADHD may have distractive effects on peoples social, educational, personality, and behavioral relationship in their childhood and adulthood. Therefore, we decided to conduct the present research for ADHD in elementary school students of Khoramabad year 2004. Materials and methods: This research was a cross-sectional study. Its statistical community includes all the students studing in grades one to five at elementary school in Khorramabad (N=945. Some 16 state and private schools (8 girls and 8 boys schools were selected in a cluster and multi-stage method. The standardized questionnaire Child symptom inventories – 4 (CSI4 has been used to collect data, which was a means for the prevalens of children’s psychiatric disorders. Owing to their scoring. The cases which showed ADHD were undergone clinical examination by psychiatrist. Then, the results were analyzed using descriptive statistic and X2 test. Results: The total sample was 945 children There were 50.7% and 49.3% girls and boys respectively. Some 3.17 per cent of them were reported to suffer from ADHD the most percentages of which were of inattention (40%, overactivens (33.3%, and mixed type (26.6%. ADHD was reported to be more prevalent in boys than girls (4.9% VS. 1.5%. The students in grade 5 showed the lowest, and those in grade 2 and 3 showed the highest prevalence rate of suffering from ADHD. There was also a significant relationship between children’s sex and ADHD (P<0.005. However, there seemed no significant relationship between parents age, education, job, income, grade, and the family psychiatric problems. Conclusion: Due to the high prevalence of the disorder including ADHD, and lack of enough attention to their consequences in children and

  12. Perceived school climate across the transition from elementary to middle school.

    Science.gov (United States)

    Madjar, Nir; Cohen-Malayev, Maya

    2016-06-01

    The implications of the transition from elementary to middle school are of major concern for educators and researchers worldwide. Previous studies have yielded ambiguous findings; some have indicated negative outcomes of school transition, whereas others have demonstrated null or even positive effects. The aim of the current research was to explore the impact of school transition on students' perceived educational climate while distinguishing between transition effects and age-related effects by comparing students who transitioned to middle schools at the end of the sixth grade versus those who did not. The research included 2 complementary studies. Study 1 was based on a large-scale national survey in Israel (N = 71,739) that compared students from fifth to eighth grades using a cross-sectional design, in which the students completed a survey once in the middle of the school year. Study 2 followed a sample of 415 students across 2 years including 4 waves of survey completion, at the beginning and the end of 2 consecutive school years, during which 55% of the students experienced a transition and 45% remained in elementary school. In both studies, the students completed self-report surveys assessing the perceived school climate. Both multilevel and nonlinear growth-curve analyses consistently indicated that the students who transitioned reported positive perceptions of the school climate before the transition that declined more quickly and become equal to or lower than those of the nontransitioning students. Teachers should apply practices that enhance students' sense of support, specifically following school transitions. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  13. Choral singing in the early years of elementary school

    Directory of Open Access Journals (Sweden)

    Pavlović Biljana M.

    2016-01-01

    Full Text Available The paper discusses choral singing as a form of extracurricular activity and teaching in elementary school. It considers the historical development of choral singing in order to highlight the continuity of its existence and importance in society and reviews the importance of choral singing in musical and overall upbringing and education of elementary school students. Authors analyze the curricula of grades I to IV in order to determine how much attention is given to choral singing. Didactic and methodological issues related to the formation of the choir in elementary school are reviewed, together with methodical approach for working with early grades choir, proper selection of the musical compositions and the role of teachers. Listed is the recommended choral literature to supplement the current curricula. Special attention was given to literature containing the Kosovo-Metohija folk songs, suitable for choral arrangement. Performing of these songs in a choral arrangement will contribute to stimulating the interest of students towards musical folklore of Kosovo and Metohija, and therefore its preservation and fostering. It is highlighted that singing in the choir contributes to the development of hearing, voice, harmonic feeling, a sense of rhythm, melody and group play. By mastering different compositions, students become familiar with valuable achievements of artist, spiritual and folk music. The significant meaning and importance of this kind of work is reflected in the possibilities of achieving the tasks of socio-moral education. Choral singing develops a sense of collective responsibility, conscious discipline, perseverance, endurance, helps establish a sense of understanding, mutual respect and tolerance, friendship and a sense of teamwork. Singing in the choir develops aesthetic attitude and taste in music. Students are trained to perceive and to value the true qualities of beauty, grace, harmony and authenticity in music. The value of

  14. Prevalência de transtornos fonológicos em crianças do primeiro ano do ensino fundamental Prevalence of phonological disorders in first grade students of elementary school

    Directory of Open Access Journals (Sweden)

    Luiza Augusta Rosa Rossi-Barbosa

    2011-09-01

    Full Text Available OBJETIVO: Identificar a prevalência de transtornos fonológicos e verificar a sensibilidade e especificidade do Teste de Rastreamento de Distúrbios Articulatórios de Fala (TERDAF, a partir de sua adaptação, em escolares do primeiro ano do ensino fundamental de Montes Claros, MG (Brasil. MÉTODOS: As crianças foram alocadas de forma aleatória em amostragem por conglomerados em 56 escolas públicas no município. Foram avaliadas 587 crianças com média de idade de 6 anos e 6 meses por meio do TERDAF adaptado e, para verificar a sensibilidade e especificidade do teste, 229 delas foram submetidas à Avaliação Diagnóstica da Fala, considerada padrão-ouro. RESULTADOS: A prevalência de transtornos fonológicos foi de 36,2%. O teste apresentou sensibilidade de 94,0%, porém baixa especificidade (41,1%. Ao considerar as variações linguísticas como produção normal, o teste mostrou sensibilidade de 86,7%, especificidade de 75,3%, valor preditivo positivo de 66,7% e valor preditivo negativo de 90,9%. CONCLUSÃO: Encontrou-se alta prevalência de transtornos fonológicos. Dado que maioria dos sujeitos não reconheceu alguma figura e o fato de terem ocorrido produções que refletem condições socioculturais, o teste deverá ser revisado para obter maior acurácia na identificação de transtornos fonológicos.PURPOSE: To identify the prevalence of phonological disorders and to verify the sensitivity and specificity of the adapted Speech Disorder Screening Test (TERDAF in first grade students of elementary school in Montes Claros, MG (Brazil. METHODS: Children were randomly assigned into cluster sampling in 56 public schools in the city. We assessed 587 children with a mean age of 6 years and 6 months using the adapted TERDAF; to verify the test's sensitivity and specificity, 229 of them were also assessed using the Speech Diagnosis Assessment, considered golden standard method. RESULTS: The prevalence of phonological disorders was 36

  15. Sleep Habits of Elementary and Middle School Children in South Texas

    OpenAIRE

    Surani, Salim; Hesselbacher, Sean; Surani, Saherish; Sadasiva, Sreevidya; Surani, Zoya; Surani, Sara S.; Khimani, Amina; Subramanian, Shyam

    2015-01-01

    Background. Sleep difficulties, including insufficient sleep and inadequate sleep hygiene, have been prevalent among children. Sleep deprivation can lead to poor grades, sleepiness, and moodiness. We undertook this study to assess the prevalence of sleep abnormalities among elementary and middle school students in South Texas and how the groups compare with one another. Method. After approval from the appropriate school district for a sleep education program, a baseline survey was taken of el...

  16. Elementary school students’ health-related self-beliefs

    Directory of Open Access Journals (Sweden)

    Alicia L. Fedewa

    2016-09-01

    Full Text Available OBJECTIVE: Increased action is needed to combat the growing epidemic of pediatric obesity. It is imperative that researchers investigate psychological and demographic variables that may be associated with pediatric obesity in order to formulate and implement more appropriate and effective interventions. The present study examined the univariate and multivariate relationships between child physical and psychological characteristics in a diverse sample of elementary students. METHODS: Questionnaires were collected from 109 students (63 girls, 46 boys; Mean age= 9.25 years in grades 3-5 from two elementary schools in the Southeastern United States. Explanatory variables were gender, ethnicity, grade level, and body mass index; outcomes examined were self-reported life satisfaction, physical self-concept, social self-concept, general self-concept, eating self-efficacy, and exercise self-efficacy scores. Univariate and multivariate statistics were used. RESULTS: Correlations showed children with higher physical self-concept, social self-concept, general self-concept, and eating self-efficacy tend to have higher life satisfaction. Regressions revealed that African American students had a higher physical self-concept than both White and Hispanic students and older students had a higher perceived social self-concept than younger students. Multivariate regression results showed that the explanatory influence of gender, ethnicity, and grade level varied across outcome variables. CONCLUSIONS: The strongest explanatory variables of children’s perceived life satisfaction, self-concept and self-efficacy were children’s characteristics (age, gender, and race. Interestingly, children’s psychological functioning was not found to be in direct relationship with their weight classification and children’s body mass index was not significantly related to most outcome variables.

  17. Content knowledge of prospective elementary school teacher for fractional concepts

    Science.gov (United States)

    Pattimukay, N.; Juniati, D.; Budiarto, M. T.

    2018-03-01

    The aim of this study was to describe the content knowledge especially the concept of fraction of prospective elementary school teacher. The purpose of this study is to describe the content knowledge, especially the concept of fraction of prospective elementary school teacher. The subject of the study was one of prospective elementary school teacher of Pattimura University. This research is qualitative research. Data were collected through the provision of tests to explore the knowledge content of primary school teacher candidates about fractional concepts. Then continued with qualitative data analysis. The results of this study are as follows: that the prospective primary school teacher defines fractions as part of the whole if an object is divided into equal parts, so that the part that has been divided is part of the whole. Furthermore, the prospective elementary school teacher understood the fractions as division shown in two ways, namely the prospective elementary school teacher understood the fraction as a division operation, the primary school teacher candidate interpreted the fraction as a division when an object is divided be part of the same. Meanwhile, the fraction as a ratio is interpreted as the relationship between a pair of numbers. Then, the denominations are interpreted as a ratio between the numerator and the denominator of the same value. The prospective elementary school teacher also understands fractions of value when simplifying fractions. Primary school teacher candidates understand the concept of fractional operations.

  18. Level of Work Related Stress among Teachers in Elementary Schools.

    Science.gov (United States)

    Agai-Demjaha, Teuta; Bislimovska, Jovanka Karadzinska; Mijakoski, Dragan

    2015-09-15

    Teaching is considered a highly stressful occupation, with work-related stress levels among teachers being among the highest compared to other professions. Unfortunately there are very few studies regarding the levels of work-related stress among teachers in the Republic of Macedonia. To identify the level of self-perceived work-related stress among teachers in elementary schools and its relationship to gender, age, position in the workplace, the level of education and working experience. We performed a descriptive-analytical model of a cross-sectional study that involved 300 teachers employed in nine elementary schools. Evaluation of examined subjects included completion of a specially designed questionnaire. We found that the majority of interviewed teachers perceive their work-related stress as moderate. The level of work-related stress was significantly high related to the gender, age, position in workplace, as well as working experience (p related to level of education (p stressful as compared to the upper-grade teachers (18.5% vs. 5.45%), while the same is true for female respondents as compared to the male ones (15.38% vs. 3.8%). In addition, our results show that teachers with university education significantly more often associate their workplace with stronger stress than their colleagues with high education (13.48% vs. 9.4%). We also found that there is no significant difference of stress levels between new and more experienced teachers. Our findings confirm that the majority of interviewed teachers perceived their work-related stress as high or very high. In terms of the relationship between the level of teachers' stress and certain demographic and job characteristics, according to our results, the level of work-related stress has shown significantly high relation to gender, age, levels of grades taught as well as working experience, and significant relation to the level of education.

  19. Libraries in Online Elementary Schools: A Mixed-Methods Study

    Science.gov (United States)

    Hibbard, Laura; Franklin, Teresa

    2015-01-01

    School libraries serve an important role; however, elementary students who attend schools online typically do not have a school library. This study followed an online school's inaugural year in instituting a library. A mixed methods approach examined data from focus groups, interviews, surveys, library-use records and oral reading fluency scores.…

  20. INITIATIVES AND SUGGESTIONS FOR INTRODUCTION OF GYMNASTICS IN ELEMENTARY SCHOOLS OF THE PRINCIPALITY OF SERBIA (elementary schools, gymnastics, initiatives, suggestions, introduction

    Directory of Open Access Journals (Sweden)

    Slađana Mijatović

    2006-06-01

    Full Text Available Upon gaining its autonomy in 1830, the Principality of Serbia also creates the conditions for faster development of education, since the Sultan’s edict granted it the right to open schools. The first Law on schools was passed at the suggestion of the Head of the Ministry of Education Jovan Sterija Popovic in 1844 (Ustrojenije javnog učilištnog nastavlenija, and predicted a complete organization of all schools: elementary, commercial, high and lycees. The Law also prescribed three years of elementary education in villages and four years in towns. For the first time education of female children is predicted“Law on structure of elementary schools” was passed in September 1863 and it predicted the introduction of the fourth grade in village schools. Thirty-eight years (1830-1868 passed from obtaining autonomy, i.e. the right in Serbia to open its schools, to the official introduction of the physical activity instruction in elementary schools. It was a period in which it was attempted to organize structure and work of elementary schools. However physical education used to appear in pedagogic literature, drafts of laws on schools and proposals of officials and schools commissions of the Ministry of Education of the Principality of Serbia: 1. Milovan Spasic had hold an office of the main school principal since 1845 and he wrote three books, as the main reference books for elementary school teachers. One of them is “Pedagogično metodično nastavlenije ya učitelje osnovnih škola” (1855 where he wrote about physical education of children. Although physical education was not present in the Curriculum, he treated it as the most important task of both teachers and parents. 2. In the “Projekt zakona o školama za Knjažestvo Srbije” (1859 where you can find the subjects to be taught in elementary schools, it was stated that “as on of the subjects for boys ‘physical practice’ and ‘gymnastics’ for girls should be taught.” 3

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

    Science.gov (United States)

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

    2002-06-01

    To assess whether alcohol, tobacco, and other drug (ATOD) use in elementary school may have serious implications for continued ATOD use in middle school and beyond. Longitudinal analyses were conducted on questionnaire data from 331 middle school students who had previously provided ATOD-use data during elementary school. Non-school personnel administered questionnaires in three participating school districts in three different states. The sample of students was ethnically and geographically diverse, including students from a range of low socioeconomic status backgrounds living in rural, urban or inner-city environments. Middle school alcohol use was almost three times as likely to occur if alcohol use had occurred in elementary school (OR = 2.94, p Elementary school use of tobacco and marijuana also greatly increased the likelihood of middle school use (OR = 5.35, p elementary school, during the middle childhood years.

  2. Elementary School Counselors' Perceptions of Reality Play Counseling in Students' Relationship Building and Problem-Solving Skills

    Science.gov (United States)

    Davis, Eric S.; Clark, Mary Ann

    2012-01-01

    In this qualitative study, eight school counselors participated in a series of reality play counseling trainings introducing techniques appropriate for counseling upper-grade elementary school students to enhance positive relationship building and problem solving skills. Participants were interviewed and their transcripts were analyzed using…

  3. Radon in elementary schools in Tunisia

    International Nuclear Information System (INIS)

    Labidi, S.; Mahjoubi, H.; Al-Azmi, D.; Ben Salah, R.

    2010-01-01

    Indoor radon measurements were carried out in 30 elementary schools in Tunis, the capital city of Tunisia, during the winter months of December 2008 to early March 2009. Two classrooms, one each from ground floor and first floor were chosen from each school making a total of 60 classrooms. In some of the classrooms, two detectors (open and closed) were used to measure the concentrations of radon as well as radon and its progeny to allow the calculations of the equilibrium factors. Nuclear track detectors type LR-115 (Kodalpha) were used for the measurements. The results show that the radon concentration levels are low in the range of 6-169 Bq m-3 with a mean value of 26.9 Bq m-3. The annual effective dose was found to vary between 0.025-0.715 mSv y-1 for teachers while the range for pupils was from 0.019-0.525 mSv y-1. These values are within the ICRP recommended values. (authors)

  4. Can We Measure the Transition to Reading? General Outcome Measures and Early Literacy Development From Preschool to Early Elementary Grades

    Directory of Open Access Journals (Sweden)

    Scott McConnell

    2015-06-01

    Full Text Available This study evaluated the extent to which existing measures met standards for a continuous suite of general outcome measures (GOMs assessing children’s early literacy from preschool through early elementary school. The study assessed 316 children from age 3 years (2 years prekindergarten through Grade 2, with 8 to 10 measures of language, alphabetic principle, phonological awareness, and beginning reading. We evaluated measures at each grade group against six standards for GOMs extracted from earlier work. We found that one measure of oral language met five or six standards at all grade levels, and several measures of phonological awareness and alphabetic principle showed promise across all five grade levels. Results are discussed in relation to ongoing research and development of a flexible and seamless system to assess children’s academic progress across time for effective prevention and remediation, as well as theoretical and empirical analyses in early literacy, early reading, and GOMs.

  5. Mental health predicts better academic outcomes: a longitudinal study of elementary school students in Chile.

    Science.gov (United States)

    Murphy, J Michael; Guzmán, Javier; McCarthy, Alyssa E; Squicciarini, Ana María; George, Myriam; Canenguez, Katia M; Dunn, Erin C; Baer, Lee; Simonsohn, Ariela; Smoller, Jordan W; Jellinek, Michael S

    2015-04-01

    The world's largest school-based mental health program, Habilidades para la Vida [Skills for Life (SFL)], has been operating on a national scale in Chile for 15 years. SFL's activities include using standardized measures to screen elementary school students and providing preventive workshops to students at risk for mental health problems. This paper used SFL's data on 37,397 students who were in first grade in 2009 and third grade in 2011 to ascertain whether first grade mental health predicted subsequent academic achievement and whether remission of mental health problems predicted improved academic outcomes. Results showed that mental health was a significant predictor of future academic performance and that, overall, students whose mental health improved between first and third grade made better academic progress than students whose mental health did not improve or worsened. Our findings suggest that school-based mental health programs like SFL may help improve students' academic outcomes.

  6. The Conceptual Complexity of Vocabulary in Elementary-Grades Core Science Program Textbooks

    Science.gov (United States)

    Fitzgerald, W. Jill; Elmore, Jeff; Kung, Melody; Stenner, A. Jackson

    2017-01-01

    The researchers explored the conceptual complexity of vocabulary in contemporary elementary-grades core science program textbooks to address two research questions: (1) Can a progression of concepts' complexity level be described across grades? (2) Was there gradual developmental growth of the most complex concepts' networks of associated concepts…

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

    Science.gov (United States)

    Elkind, David

    1987-01-01

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

  8. A critical hermeneutic study: Third grade elementary African American students' views of the nature of science

    Science.gov (United States)

    Walls, Leon

    Nature of Science is one of the most fundamental aspects of understanding science. How different cultures, races and ethnicities see and interpret science differently is critical. However, the NOS views specific to African American teachers and learners have gone largely unresearched. The views of a purposeful sample of African American third grade children reported in this study contribute to efforts to make science equitable for all students. Conducted in two Midwest urban settings, within the students' regular classrooms, three instruments were employed: Views of Nature of Science Elementary (an interview protocol), Elementary Draw a Scientist Test (a drawing activity supplemented by an explicating narrative), and Identify a Scientist (a simple select-a-photo technique supported by Likert-measured sureness). The responses provided by twenty-three students were coded using qualitative content analysis. The findings are represented in three main categories: Science - is governed by experimentation, invention and discovery teach us about the natural world, school is not the only setting for learning science; Scientists - intelligent, happy, studious men and women playing multiple roles, with distinct physical traits working in laboratories; Students - capable users and producers of science and who view science as fun. This study advocates for: use of such instruments for constant monitoring of student views, using the knowledge of these views to construct inquiry based science lessons, and increased research about students of color.

  9. Accelerometer-Determined Physical Activity among Elementary School-Aged Children with Autism Spectrum Disorders in Taiwan

    Science.gov (United States)

    Pan, Chien-Yu; Tsai, Chia-Liang; Hsieh, Kai-Wen; Chu, Chia-Hua; Li, Ya-Lin; Huang, Shih-Tse

    2011-01-01

    To examine age-related physical activity (PA) patterns between- and within-day in elementary school-aged children with autism spectrum disorders (ASD). PA was recorded every 5-s by uniaxial accelerometry in 35 children (grades 1-2, n = 13; grades 3-4, n = 13; grades 5-6, n = 9) for up to five weekdays and two weekend days. Younger children were…

  10. The Association between Health Behaviours and Academic Performance in Canadian Elementary School Students: A Cross-Sectional Study

    OpenAIRE

    McIsaac, Jessie-Lee; Kirk, Sara; Kuhle, Stefan

    2015-01-01

    Background: Establishing early healthy eating and physical activity behaviours is critical in supporting children’s long-term health and well-being. The objective of the current paper was to examine the association between health behaviours and academic performance in elementary school students in a school board in Nova Scotia, Canada. Methods: Our population-based study included students in grades 4–6 across 18 schools in a rural school board. Diet and physical activity were assessed throu...

  11. The effects of taking snacks on the learning ability and educational achievement of elementary school children, 1997-98

    OpenAIRE

    Alavi Naeini SM; Jazayeri SA; Moghaddam Banaem N; Afrooz Gh.A; Behboodi

    2000-01-01

    The effects of taking snacks on the learning ability and educational achievement of elementary school children in district 18 of Tehran educational organization were examined in the school year 1997-98. Other factors such as grade, nutritional status, breakfast eating habits and snack eating habits in the school were also studied. For this purpose 236 boys were selected by random sampling in 4 different schools. The children were randomly assigned to a group, with a low calorie snack (119 sub...

  12. Mandala Mornings: A Creative Approach for Elementary School Counselors

    Science.gov (United States)

    Cook, Katrina; Mayorga, Mary G.; Ball, Veronica

    2016-01-01

    The American School Counselor Association (ASCA, 2012) has identified one of the ways elementary school counselors can assist students to become successful in school is to offer small group counseling through the responsive services delivery system. Expressive arts, such as creating mandalas, provide a non-threatening approach for school…

  13. Online Software Applications for Learning: Observations from an Elementary School

    Science.gov (United States)

    Tay, Lee Yong; Lim, Cher Ping; Nair, Shanthi Suraj; Lim, Siew Khiaw

    2014-01-01

    This exploratory case study research describes the integration of Information Communication Technology (ICT) into the teaching and learning of English, mathematics and science in an elementary school in Singapore. The school in this case study research is one of the first primary-level future schools that was set up under the…

  14. Mexican Parents' and Teachers' Views of Effective Elementary Schools

    Science.gov (United States)

    Slate, John R.; Jones, Craig H.

    2007-01-01

    We surveyed 374 parents and 82 teachers in the Juarez, Mexico schools regarding their views of what makes an effective elementary school. The survey was a Spanish translation of an instrument used by Johnson (1998). Although both parents and teachers supported most of the factors associated with effective schools, they emphasized different aspects…

  15. Association between Subjective School Adaptation and Life Skills in Elementary School Children with Chronic Diseases.

    Science.gov (United States)

    Aoji, Yurina; Miyai, Nobuyuki

    2016-01-01

    In this study, we investigated the association between subjective school adaptation and life skills in elementary school children with chronic diseases. A cross-sectional sample of children with chronic diseases (n=76), who were being treated as pediatric outpatients and who were in the 4th to 6th grade of public elementary schools, was selected. The subjects completed a self-administered questionnaire that comprised an Adaptation Scale for School Environments on Six Spheres (ASSESS) and life skills scales for self-management and stress coping strategies. Structural equation modeling was conducted to identify the inter-relationship between subjective school adaptation and life skills. Compared with the gender- and schoolyear-matched healthy controls (n=380), a large number of children with chronic diseases had low scores on the measure of interpersonal relationship in school. From the structural equation modeling, the subscales "friend's support" and "victimized relationship" in interpersonal relationship were two of the factors closely related to subjective adaptation of learning as well as school satisfaction in the children with chronic diseases. Furthermore, the "decision-making" and "goal-setting" components of self-management skills demonstrated positive contributions to the adaptation of learning and interpersonal relationship either directly affected by the skills themselves or through the affirmative effects of stress coping strategies. These results suggest that life skills education, focusing on self-management and stress coping strategies along with support to improve interpersonal relationships, is effective in promoting subjective school adaptation and leads to increased school satisfaction in children with chronic diseases.

  16. Racial Differences in the Transactional Relationship Between Depression and Alcohol Use From Elementary School to Middle School.

    Science.gov (United States)

    Birkley, Erica L; Zapolski, Tamika C B; Smith, Gregory T

    2015-09-01

    The aim of this investigation was to test hypothesized reverse prospective relationships between alcohol consumption and depressive symptomatology as a function of race among youth. In a two-wave prospective study, 328 European American, 328 African American, and 144 Hispanic American youth were studied at the end of fifth grade (last year of elementary school) and the end of sixth grade (first year of middle school). A positive correlation was observed between alcohol consumption and depressive symptoms among all youth. However, the predictive relationship differed based on race. For European American and Hispanic American youth, depressive symptom levels at the end of elementary school predicted alcohol consumption at the end of the first year of middle school, but the converse relationship was not observed. For African American youth, the opposite pattern was found. Alcohol consumption at the end of elementary school predicted depressive symptom levels at the end of the first year of middle school, and the converse relationship was not observed. These findings suggest the possibility that etiological relationships between depression and alcohol use vary by race, thus highlighting the importance of considering race when studying the risk process.

  17. Medication management in North Carolina elementary schools: Are pharmacists involved?

    Science.gov (United States)

    Stegall-Zanation, Jennifer; Scolaro, Kelly L

    2010-01-01

    To determine the extent of pharmacist use in medication management, roles of school nurses, and use of other health care providers at elementary schools in North Carolina. Prospective survey of 153 (130 public and 23 private) elementary schools in four counties of North Carolina. A 21-question survey was e-mailed to the head administrator of each school (e.g., principal, headmaster) containing a Qualtrics survey link. Questions were designed to elicit information on school policies and procedures for medication management and use of health care providers, including pharmacists, in the schools. Responses were collected during a 2-month period. Representatives from 29 schools participated in the survey (19% response rate). All 29 schools reported having a school policy regarding medication administration during school hours. Of those, 27 schools reported consulting with nurses on their policies. Only 1 of 27 respondents reported consulting with pharmacists on medication management policies. The majority of the respondents (93.1%) stated that administrative staff was responsible for medication administration at the schools. Use of pharmacists in creating and reviewing policies for schools and actual medication management at schools was extremely low. The findings in this study reinforce the findings in previous studies that pharmacists are not being used and are not a major presence in elementary school health.

  18. Investigation And Comparison of Fifth Grade Elementary Student’s Reading Skills with Severe Hearing Loss and Hearing in Tehran

    Directory of Open Access Journals (Sweden)

    Mohammad Razaei

    2013-04-01

    Full Text Available Objective: Since the written language is based on spoken language, hearing impairments may cause delays and defects in reading skills. This study is aimed to investigate reading problems in children with hearing loss and comparison of reading skills of fifth-grade elementary students’ reading skills suffering severe hearing loss. Materials & Methods: In this cross-sectional comparative study, 16 children with hearing loss were selected based on inclusion criteria from the whole fifth-grade elementary students with severe hearing loss in the Baghcheban schools and compared with 16 normal children matched upon the grade with sample group. To gather the data, Reading Test in elementary students was used as well as SPSS for data analysis. Results: Results showed children with hearing loss performed similarly as the control group on some skills, including naming speed skills (P=0.385, auditory-verbal sounds (reverse memory (P=0.345, visual-verbal pictures memory (P=1, phonological deletion (P=0.817 and nonword reading accuracy (P=0.633, however, they had poorer functions in the other domains. Conclusion: According to the result, it is concluded that auditory processing plays the key role in all prerequisite reading skills and children with hearing loss performed poorly on tasks based on auditory and language processing, whereas, the same perform on visual-processing-base tasks to normal children.

  19. Linking student performance in Massachusetts elementary schools with the "greenness" of school surroundings using remote sensing.

    Science.gov (United States)

    Wu, Chih-Da; McNeely, Eileen; Cedeño-Laurent, J G; Pan, Wen-Chi; Adamkiewicz, Gary; Dominici, Francesca; Lung, Shih-Chun Candice; Su, Huey-Jen; Spengler, John D

    2014-01-01

    Various studies have reported the physical and mental health benefits from exposure to "green" neighborhoods, such as proximity to neighborhoods with trees and vegetation. However, no studies have explicitly assessed the association between exposure to "green" surroundings and cognitive function in terms of student academic performance. This study investigated the association between the "greenness" of the area surrounding a Massachusetts public elementary school and the academic achievement of the school's student body based on standardized tests with an ecological setting. Researchers used the composite school-based performance scores generated by the Massachusetts Comprehensive Assessment System (MCAS) to measure the percentage of 3rd-grade students (the first year of standardized testing for 8-9 years-old children in public school), who scored "Above Proficient" (AP) in English and Mathematics tests (Note: Individual student scores are not publically available). The MCAS results are comparable year to year thanks to an equating process. Researchers included test results from 2006 through 2012 in 905 public schools and adjusted for differences between schools in the final analysis according to race, gender, English as a second language (proxy for ethnicity and language facility), parent income, student-teacher ratio, and school attendance. Surrounding greenness of each school was measured using satellite images converted into the Normalized Difference Vegetation Index (NDVI) in March, July and October of each year according to a 250-meter, 500-meter, 1,000-meter, and 2000-meter circular buffer around each school. Spatial Generalized Linear Mixed Models (GLMMs) estimated the impacts of surrounding greenness on school-based performance. Overall the study results supported a relationship between the "greenness" of the school area and the school-wide academic performance. Interestingly, the results showed a consistently positive significant association between the

  20. Integration of School Features into Taiwanese Elementary School New English Curriculum

    Science.gov (United States)

    Chien, Chin-Wen

    2014-01-01

    Elementary school English activation curriculum, an additional two culture classes, has been implemented only in New Taipei City in Taiwan starting from 2010, so only a few studies focus on it. This is a case study of an English teacher's integration of a school's features into the activation curriculum in a rural elementary school. This study…

  1. The Association between Elementary School Start Time and Students' Academic Achievement in Wayzata Public Schools

    Science.gov (United States)

    Dupuis, Danielle N.

    2015-01-01

    The Center for Applied Research and Educational Improvement (CAREI) conducted two analyses with the purpose of examining the association between elementary school start time and students' academic achievement in mathematics and reading in Wayzata Public Schools. The first analysis examined the association between elementary school start time and…

  2. What Is Writing For?: Writing in the First Weeks of School in a Second/Third Grade Classroom.

    Science.gov (United States)

    Florio, Susan; Clark, Christopher M.

    One segment of a year-long descriptive field study of school writing is described in this paper. In particular, the paper examines some of the uses to which writing is put in the first weeks of school in one second/third grade classroom. In doing this, the paper speculates on the writing curriculum in elementary schools and on the realization of…

  3. Boys and girls smoking within the Danish elementary school classes: a group-level analysis

    DEFF Research Database (Denmark)

    Rasmussen, Mette; Damsgaard, Mogens T; Due, Pernille

    2002-01-01

    smokers within school classes does not correlate. There is high variation in male and female smoking behaviour between school classes. CONCLUSIONS: The influence of social classroom environment on the processes causing smoking behaviour may be different for boys and girls. This paper illustrates......AIMS: To quantify the correlation between male and female smoking prevalence in elementary school classes by group-level analysis. METHODS: This study was the Danish contribution to the cross-national study Health Behaviour in School-Aged Children (HBSC) 1998. Ninety school classes at grade nine (1......,515 students) from a random sample of schools in Denmark took part. The proportion of male and female "at all" smokers and daily smokers in the school class was calculated. RESULTS: The mean "at all" smoking proportion in the school classes is 39% for girls and 32% for boys. The proportion of male and female...

  4. Obesity and Aerobic Fitness among Urban Public School Students in Elementary, Middle, and High School.

    Directory of Open Access Journals (Sweden)

    B Ruth Clark

    Full Text Available To assess the prevalence of cardiovascular disease risk among urban public school students through a collaborative school district and university partnership.Children and adolescents in grades K-12 from 24 urban public schools participated in measurements of height, weight, and other health metrics during the 2009-2010 school year. Body mass index (BMI percentiles and z-scores were computed for 4673 students. President's Challenge 1-mile endurance run was completed by 1075 students ages 9-19 years. Maximal oxygen consumption (⩒O2max was predicted using an age-, sex-, and BMI-specific formula to determine health-related fitness. Resting blood pressure (BP was assessed in 1467 students. Regression analyses were used to compare BMI z-scores, fitness, and age- and sex-specific BP percentiles across grade levels. Chi-square tests were used to explore the effect of sex and grade-level on health-related outcomes.Based on BMI, 19.8% were categorized as overweight and 24.4% were obese. Included in the obese category were 454 students (9.7% of sample classified with severe obesity. Using FITNESSGRAM criteria, 50.2% of students did not achieve the Healthy Fitness Zone (HFZ; the proportion of students in the Needs Improvement categories increased from elementary to middle school to high school. Male students demonstrated higher fitness than female students, with 61.4% of boys and only 35.4% of girls meeting HFZ standards. Elevated BP was observed among 24% of 1467 students assessed. Systolic and diastolic BP z-scores revealed low correlation with BMI z-scores.A community-university collaboration identified obesity, severe obesity, overweight, and low aerobic fitness to be common risk factors among urban public school students.

  5. Exploring Gender Differences across Elementary, Middle, and High School Students' Science and Math Attitudes and Interest

    Science.gov (United States)

    LeGrand, Julie

    The issue of female underrespresentation in science, mathematics, engineering, and technology careers and courses has been well researched over the last several decades. However, as gender gaps in achievement close and representation becomes more equitable in certain academic domains, research has turned to social and cultural factors to explain why fewer women persist in STEM studies and careers than men. The purpose of this study was to examine gender differences in science and math attitudes and interests from elementary school, to middle school, to high school. To examine possible gender-specific shifts in students' interest and attitudes in science and math, 136 students from a suburban, public school district were surveyed at the elementary school level (N=31), middle school level (N=54), and high school level (N=51) and various constructs were used to assess the responses in accordance with expectancy-value theory. Utilizing a mixed-methods approach, a random sample of students from each grade level then participated in focus groups, and corollary themes were identified. Results from a logistical regression analysis and Mann-Whitney Test indicated that significant gender differences exist for interest, efficacy, expectancy, and value within science domains (pgender differences in mathematics are present only at the elementary school level.

  6. Processes of self-regulated learning in music theory in elementary music schools in Slovenia

    OpenAIRE

    Peklaj, Cirila; Smolej-Fritz, Barbara

    2015-01-01

    The aim of our study was determine how students regulate their learning in music theory (MT). The research is based on the socio-cognitive theory of learning. The aim of our study was twofold: first, to design the instruments for measuring (meta)cognitive and affective-motivational processes in learning MT, and, second, to examine the relationship between these processes. A total of 457 fifth- and sixth- grade students from 10 different elementary music schools in Slovenia participated in the...

  7. The Boss’ Healthy Buddies Nutrition Resource Is Effective for Elementary School Students

    Directory of Open Access Journals (Sweden)

    David W. Pittman

    2018-01-01

    Full Text Available Previously we have shown that our Healthy Eating Decisions school-based intervention can influence students’ selections of the healthiest foods available in their elementary school cafeterias through positive reinforcement techniques. Although effective, we recognized that students were missing fundamental nutrition knowledge necessary to understand why the Healthy Eating Decisions program identified particular beverages and foods as the healthiest in the cafeteria. Therefore, we developed the Boss’ Healthy Buddies nutrition education resource as a freely available curriculum matched with South Carolina education standards and designed for elementary school students from kindergarten through fourth grade. The current study implemented Boss’ Healthy Buddies and compared its efficacy to a commercially available nutrition program, CATCH. Elementary school students in Spartanburg, South Carolina, received weekly twenty-minute Boss’ Healthy Buddies lessons for eight weeks. Results from preassessment and postassessment surveys were compared with a positive control elementary school using the CATCH program and a negative control school receiving no nutrition education. Results show that Boss’ Healthy Buddies was equally effective as the CATCH program in improving the nutrition attitudes regarding healthiest beverages and food selections with the advantage of being freely available and minimizing the impact on classroom instruction time. In order to reduce most effectively the high prevalence of childhood overweight and obesity, it is crucial that children are taught nutrition education to support healthy eating habits at an early age. Both the Healthy Eating Decisions school-based intervention and the Boss’ Healthy Buddies nutrition education program are available online for use as free resources to aid in reducing childhood overweight and obesity within elementary schools.

  8. When to Intervene: Elementary School, Middle School or Both? Effects of keepin’ It REAL on Substance Use Trajectories of Mexican Heritage Youth

    Science.gov (United States)

    Kulis, Stephen; Yabiku, Scott T.; Nieri, Tanya A.; Coleman, Elizabeth

    2011-01-01

    This article presents the findings of a study exploring two questions: What age is most efficacious to expose Mexican heritage youth to drug abuse prevention interventions, and what dosage of the prevention intervention is needed? These issues are relevant to Mexican heritage youth—many from immigrant families—in particular ways due to the acculturation process and other contextual factors. The study utilized growth curve modeling to investigate the trajectory of recent substance use (alcohol, cigarettes, marijuana, inhalants) among Mexican heritage students (N = 1,670) participating in the keepin’ it REAL drug prevention program at different developmental periods: the elementary school (5th grade), middle school (7th grade), or both. The findings provide no evidence that intervening only in elementary school was effective in altering substance use trajectories from 5th to 8th grade, either for licit nor illicit substances. Implementing keepin’ it REAL in middle school alone altered the trajectories of use of all four substances for Mexican heritage youth. A double dose of prevention, in elementary and middle school proved to be equally as effective as intervening in 7th grade only, and only for marijuana and inhalants. The decrease in use of marijuana and inhalants among students in the 7th-grade-only or the 5th- and 7th-grade interventions occurred just after students received the curriculum intervention in 7th grade. These results are interpreted from an ecodevelopmental and culturally specific perspective and recommendations for prevention and future research are discussed. PMID:21128119

  9. When to intervene: elementary school, middle school or both? Effects of keepin' it REAL on substance use trajectories of Mexican heritage youth.

    Science.gov (United States)

    Marsiglia, Flavio F; Kulis, Stephen; Yabiku, Scott T; Nieri, Tanya A; Coleman, Elizabeth

    2011-03-01

    This article presents the findings of a study exploring two questions: What age is most efficacious to expose Mexican heritage youth to drug abuse prevention interventions, and what dosage of the prevention intervention is needed? These issues are relevant to Mexican heritage youth-many from immigrant families-in particular ways due to the acculturation process and other contextual factors. The study utilized growth curve modeling to investigate the trajectory of recent substance use (alcohol, cigarettes, marijuana, inhalants) among Mexican heritage students (N = 1,670) participating in the keepin' it REAL drug prevention program at different developmental periods: the elementary school (5th grade), middle school (7th grade), or both. The findings provide no evidence that intervening only in elementary school was effective in altering substance use trajectories from 5th to 8th grade, either for licit nor illicit substances. Implementing keepin' it REAL in middle school alone altered the trajectories of use of all four substances for Mexican heritage youth. A double dose of prevention, in elementary and middle school proved to be equally as effective as intervening in 7th grade only, and only for marijuana and inhalants. The decrease in use of marijuana and inhalants among students in the 7th-grade-only or the 5th- and 7th-grade interventions occurred just after students received the curriculum intervention in 7th grade. These results are interpreted from an ecodevelopmental and culturally specific perspective and recommendations for prevention and future research are discussed.

  10. Developing Elementary Science PCK for Teacher Education: Lessons Learned from a Second Grade Partnership

    Science.gov (United States)

    Bradbury, Leslie U.; Wilson, Rachel E.; Brookshire, Laura E.

    2017-06-01

    In this self-study, two science educators partnered with two elementary teachers to plan, implement, and reflect on a unit taught in second grade classrooms that integrated science and language arts. The researchers hoped to increase their pedagogical content knowledge (PCK) for elementary science teaching so that they might use their experiences working in an elementary context to modify their practices in their elementary science method instruction. The research question guiding the study was: What aspects of our PCK for elementary science teaching do we as science educators develop by co-planning, co-teaching, and reflecting with second grade teachers? Data include transcripts of planning meetings, oral reflections about the experience, and videos of the unit being enacted. Findings indicate that managing resources for science teaching, organizing students for science learning, and reflecting on science teaching were themes prevalent in the data. These themes were linked to the model of PCK developed by Park and Oliver (Research in Science Education, 38, 261-284, 2008) and demonstrate that we developed PCK for elementary science teaching in several areas. In our discussion, we include several proposed changes for our elementary science methods course based on the outcomes of the study.

  11. Elementary school children's science learning from school field trips

    Science.gov (United States)

    Glick, Marilyn Petty

    This research examines the impact of classroom anchoring activities on elementary school students' science learning from a school field trip. Although there is prior research demonstrating that students can learn science from school field trips, most of this research is descriptive in nature and does not examine the conditions that enhance or facilitate such learning. The current study draws upon research in psychology and education to create an intervention that is designed to enhance what students learn from school science field trips. The intervention comprises of a set of "anchoring" activities that include: (1) Orientation to context, (2) Discussion to activate prior knowledge and generate questions, (3) Use of field notebooks during the field trip to record observations and answer questions generated prior to field trip, (4) Post-visit discussion of what was learned. The effects of the intervention are examined by comparing two groups of students: an intervention group which receives anchoring classroom activities related to their field trip and an equivalent control group which visits the same field trip site for the same duration but does not receive any anchoring classroom activities. Learning of target concepts in both groups was compared using objective pre and posttests. Additionally, a subset of students in each group were interviewed to obtain more detailed descriptive data on what children learned through their field trip.

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

    Science.gov (United States)

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

    2011-09-01

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

  13. Urban school leadership for elementary science education: Meeting the needs of English Language Learners

    Science.gov (United States)

    Alarcon, Maricela H.

    Science education reform and state testing accountability call upon principals to become instructional leaders in science. Specifically, elementary school principals must take an active role in science instruction to effectively improve science education for all students including English Language Learners. As such, the research questioned posed in this study centered on How are elementary school principals addressing the academic needs of Latino Spanish-speaking English language learners within science education? This study employed a qualitative research design to identify the factors contributing to the exemplary performance in science, as measured by the Texas Assessment of Knowledge and Skills (TAKS), for English Language Learner students in three high poverty bilingual elementary schools based on a multiple case study. As part of the data collection process, interviews were conducted with three school principals, three science academic support teachers, and two 5th grade bilingual teachers. Additionally, observations were acquired through school principal shadowing. The findings revealed four attributes necessary for effective instructional leadership in science education. First, Positive School Culture was defined as the core that linked the other three instructional leadership attributes and thus increased their effectiveness. Second, Clear Goals and Expectations were set by making science a priority and ensuring that English language learners were transitioning from Spanish to English instruction by the fifth grade. Third, Critical Resourcing involved hiring a science academic support teacher, securing a science classroom on campus, and purchasing bilingual instructional materials. Fourth, principal led and supported Collaboration in which teachers met to discuss student performance based data in addition to curriculum and instruction. These research findings are vital because by implementing these best practices of elementary school principals, educators

  14. Global Education in Elementary Schools: An Overview

    Science.gov (United States)

    Anderson, Charlotte J.; Anderson, Lee F.

    1977-01-01

    Discussion of elementary global education covers (1) the definition and meaning of global education and (2) its objectives to achieve student competence in perceiving individual involvement, making decisions, making judgments, and exercising influence. (ND)

  15. Integrating Academic Interventions into Small Group Counseling in Elementary School

    Science.gov (United States)

    Steen, Sam; Kaffenberger, Carol J.

    2007-01-01

    Professional school counselors face the challenge of delivering guidance and counseling services to students while connecting to the educational mission of schools. This article is a summary and evaluation of a small group counseling program that targets academic issues while addressing personal/social issues with elementary-aged children. Results…

  16. Homelessness in the Elementary School Classroom: Social and Emotional Consequences

    Science.gov (United States)

    Chow, Kirby A.; Mistry, Rashmita S.; Melchor, Vanessa L.

    2015-01-01

    This study examined elementary school teachers' experiences working with homeless students. Specifically, we focused on the psychosocial impacts of homelessness on students and their teachers. Qualitative, semi-structured interviews were conducted with 28 teachers who worked at designated public schools for family homeless shelters. A prominent…

  17. Stakeholders' Perceptions of Physical Education at a Selected Elementary School

    Science.gov (United States)

    Gonzales, Monica

    2013-01-01

    The motivation for this study stemmed from a lack of understanding of why members of an elementary school community did not support the physical education program. The purpose of this study was to understand teachers', administrators', and parents' perceptions about the value and importance of physical education at the school. Guided by the…

  18. Promoting Social and Emotional Competencies in Elementary School

    Science.gov (United States)

    Jones, Stephanie M.; Barnes, Sophie P.; Bailey, Rebecca; Doolittle, Emily J.

    2017-01-01

    There's a strong case for making social and emotional learning (SEL) skills and competencies a central feature of elementary school. Children who master SEL skills get along better with others, do better in school, and have more successful careers and better mental and physical health as adults. Evidence from the most rigorous studies of…

  19. Ergonomic Based Design and Survey of Elementary School Furniture

    Science.gov (United States)

    Maheshwar; Jawalkar, Chandrashekhar S.

    2014-01-01

    This paper presents the ergonomic aspects in designing and prototyping of desks cum chairs used in elementary schools. The procedures adopted for the assessment included: the study of existing school furniture, design analysis and development of prototypes. The design approach proposed a series of adjustable desks and chairs developed in terms of…

  20. Sports in elementary school: : physical education specialists vs. group teachers

    NARCIS (Netherlands)

    de Groot, Wouter; Moolenaar, Ben; Mombarg, Remo

    2014-01-01

    Introduction In elementary school, children have to learn fundamental motor skills to ensure a lifetime participation in sports. An essential part of this learning process is organized in physical education lessons and other sport activities during or after school time. The quality and quantity of

  1. Education in Disguise: Sanctioning Sexuality in Elementary School Halloween Celebrations

    Science.gov (United States)

    Boas, Erica Misako

    2016-01-01

    Halloween as celebrated in US elementary schools provides a rare opportunity to explore the more tangible manifestations of sexuality. A time of celebration, Halloween is perceived as a festive event for children, being both "innocent" and fun. Yet, because it is the one school day where sexuality is on display, sexuality becomes a…

  2. Developing Creative Behavior in Elementary School Students with Robotics

    Science.gov (United States)

    Nemiro, Jill; Larriva, Cesar; Jawaharlal, Mariappan

    2017-01-01

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

  3. Commercialism in US elementary and secondary school nutrition environments: trends from 2007 to 2012.

    Science.gov (United States)

    Terry-McElrath, Yvonne M; Turner, Lindsey; Sandoval, Anna; Johnston, Lloyd D; Chaloupka, Frank J

    2014-03-01

    Schools present highly desirable marketing environments for food and beverage companies. However, most marketed items are nutritionally poor. To examine national trends in student exposure to selected school-based commercialism measures from 2007 through 2012. Annual nationally representative cross-sectional studies were evaluated in US public elementary, middle, and high schools with use of a survey of school administrators. School-based commercialism, including exclusive beverage contracts and associated incentives, profits, and advertising; corporate food vending and associated incentives and profits; posters/advertisements for soft drinks, fast food, or candy; use of food coupons as incentives; event sponsorships; and fast food available to students. Changes over time in school-based commercialism as well as differences by student body racial/ethnic distribution and socioeconomic status. Although some commercialism measures-especially those related to beverage vending-have shown significant decreases over time, most students at all academic levels continued to attend schools with one or more types of school-based commercialism in 2012. Overall, exposure to school-based commercialism increased significantly with grade level. For 63.7% of elementary school students, the most frequent type of commercialism was food coupons used as incentives. For secondary students, the type of commercialism most prevalent in schools was exclusive beverage contracts, which were in place in schools attended by 49.5% of middle school students and 69.8% of high school students. Exposure to elementary school coupons, as well as middle and high school exclusive beverage contracts, was significantly more likely for students attending schools with mid or low (vs high) student body socioeconomic status. Most US elementary, middle, and high school students attend schools where they are exposed to commercial efforts aimed at obtaining food or beverage sales or developing brand recognition

  4. Development of ACTION! Wellness Program for Elementary School Personnel.

    Science.gov (United States)

    Webber, Larry S; Johnson, Carolyn C; Rose, Donald; Rice, Janet C

    2007-11-01

    The prevalence of overweight and obesity has increased dramatically in the adult population over the past 2 decades. Almost two-thirds of the adult population works outside the home; thus, interventions implemented at the worksite are viable for obesity reduction. Elementary schools are worksites that have a number of resources that can encourage a healthy lifestyle. The purpose of this paper is to describe the formative research activities and how these were used to design the ACTION! Wellness Program for Elementary School Personnel. Formative data were collected using focus groups, a school survey, and an environmental audit. Focus groups were conducted in three elementary schools, whereas the school survey and environmental audit were collected in 24 elementary schools. The intervention was then tested as a pilot study in one school to determine feasibility and receptivity and refine its components. Participants in the focus groups indicated that most had experience with trying to lose weight, some had positive social support, and most had little free time at school; however, most were very receptive to having a weight control intervention program at their school. Eighteen (75%) of the schools had snack vending machines on the school site, and all had cold drink machines. All 24 schools had at least one indoor site that could be used for physical activity programs. All schools were in neighborhoods conducive for walking. ACTION! will take advantage of the school resources in implementing an environmental intervention to reduce overweight and obesity. This paper describes the progression of events that led to the final trial.

  5. DEPARTMENTALIZATION OF READING IN ELEMENTARY AND SECONDARY SCHOOLS.

    Science.gov (United States)

    STOWE, ELAINE H.

    DEPARTMENTALIZATION IS A FORM OF GROUPING FOR INSTRUCTION, AN ADMINISTRATIVE METHOD FOR ASSIGNING PUPILS TO TEACHERS IN SOME PLANNED MANNER. SOME PRECEDENTS FOR THE RECENT REVIVAL OF DEPARTMENTALIZATION IN THE ELEMENTARY GRADES ARE CITED. THE FOLLOWING EXAMPLES OF DEPARTMENTALIZATION ORGANIZATION ARE DISCUSSED IN DETAIL--A PROGRAM INVOLVING…

  6. [Effects of reading difficulties on scholastic self-evaluation and mental health in elementary school children].

    Science.gov (United States)

    Yamashita, Toshiya; Hayashi, Takashi

    2014-05-01

    We aimed to examine the effects of reading difficulties on scholastic self-evaluation and mental health in elementary school students. Following guidelines for diagnosing reading disorders in elementary school students, we administered reading test batteries consisting of single sounds, single words, and single sentences to 41 fifth-grade elementary school students in Japan. The students' levels of scholastic self-evaluation, self-esteem, and depressive symptoms were assessed using self-rating questionnaires. By evaluating students' reading speed and the number of reading errors they made, we found that six students (14.6%) had reading difficulties (RD group) as per the guidelines for diagnosing reading disorders. The scholastic self-evaluation scores of this RD group were significantly lower than that of the non-RD group. No significant differences were found between the groups on self-esteem or depressive symptoms scores, which we considered to be indicators of mental health, Speed in reading single sounds and single words, and the number of reading errors in reading single sounds had significant negative correlations with scholastic self-evaluation scores. We found that reading difficulties might result in decreased scholastic self-evaluation in elementary school students; however, reading difficulties did not directly influence self-esteem or depression.

  7. The Impact of Nutrition, Helminth Infection, and Lifestyle on Elementary School Student’s Achievement

    Directory of Open Access Journals (Sweden)

    Ika Febianti Buntoro

    2017-04-01

    Full Text Available There is a lot of helminth infections and malnutrition cases in Indonesia. Some of the effects of helminth infection are anemia, diarrhea, malnutrition, intestinal obstruction, growth and developmental disorder, and also cognitive impairment. This study aimed to explore the impact of nutrition, helminth infection, and lifestyle on elementary school students’ achievement. An observational analytical study with the cross-sectional design was used. The study was participated by 65 elementary school students grade 3, 4, and 5. The study was conducted in Pasir Panjang Elementary School, Kupang, Nusa Tenggara Timur, Indonesia. The data was analyzed using chi-square. There were 7 students (10.77% having helminth infections:4 students (57.1% had Ascarislumbricoides infection, 2 students (28.6% had Enterobius vermicularis infection, and 1 student (14.3% had Strongyloides stercoralis infection. There were no differences found on students’ achievement between students with normal and low nutritional state (p = 0.917; p > 0.05 and between different lifestyle habit  (p = 0.768;  p > 0.05. However, a significant difference in students’ achievement was found between students with and without helminth infection (p = 0.036; p < 0.05. Helminth infection had a significant impact on elementary school students’ achievement, but no significant impact found for differences in nutritional state and lifestyle habit.

  8. Recess Physical Activity and Perceived School Environment among Elementary School Children

    Directory of Open Access Journals (Sweden)

    Kaori Ishii

    2014-07-01

    Full Text Available Differences in recess physical activity (PA according to perceived school environment among elementary school children were examined. Participants were 103 children from two schools in Japan. PA was measured using accelerometry for seven consecutive days. Time spent in sedentary or PA (light, moderate, or vigorous during their morning recess (25 min and lunch recess (15 min was determined. The School Physical Activity Environment Scale (three factors: equipment, facility, and safety was used to investigate perceived school environment. Environmental factor scores were assigned to low or high groups for each factor by median. An analysis of covariance, with grade as the covariate, was conducted separately by gender to examine differences in PA between two groups. During lunch recess, boys in the high-equipment group spent significantly more time in moderate PA (high: 1.5; low: 0.8 min whereas girls in this group spent less time in light PA (9.3, 11.0. Boys in the high-facility group spent significantly less time in sedentary (2.3, 3.9 and more time in vigorous PA (2.4, 1.4 during lunch recess, and girls spent more time in moderate (2.1, 1.2 and vigorous PA (1.9, 1.3 during morning recess. Differences were observed in recess PA according to school environment perceptions. The present study may be useful for further intervention studies for the promotion of PA during recess.

  9. Association of Grade Configuration with School Climate for 7th and 8th Grade Students

    Science.gov (United States)

    Malone, Marisa; Cornell, Dewey; Shukla, Kathan

    2017-01-01

    Educational authorities have questioned whether middle schools provide the best school climate for 7th and 8th grade students, and proposed that other grade configurations such as K-8th grade schools may provide a better learning environment. The purpose of this study was to compare 7th and 8th grade students' perceptions of 4 key features of…

  10. The Effects of Social Capital Levels in Elementary Schools on Organizational Information Sharing

    Science.gov (United States)

    Ekinci, Abdurrahman

    2012-01-01

    This study aims to assess the effects of social capital levels at elementary schools on organizational information sharing as reported by teachers. Participants were 267 teachers selected randomly from 16 elementary schools; schools also selected randomly among 42 elementary schools located in the city center of Batman. The data were analyzed by…

  11. Perceptions of Elementary Teachers on the Instructional Leadership Role of School Principals

    Science.gov (United States)

    Yavuz, Mustafa; Bas, Gokhan

    2010-01-01

    In this research, elementary school principals' instructional leadership behavior was evaluated based on the perceptions of elementary school teachers. The research is believed to contribute to the development of instructional leadership behavior of elementary school principals for the development of school organization. A "semi-structured…

  12. The Impact of Competition on Raising Mathematics Competency at Camelot Elementary School in Chesapeake, Virginia

    Science.gov (United States)

    Hayden, L. B.; Johnson, D.

    2012-12-01

    In 1995, the Virginia Department of Education approved a federal mandate for No Child Left Behind 2001 Education Act implementing the Standards of Learning (SOL) in four content areas: Mathematics, Science, English, and History and Social Sciences. These new guidelines set forth learning and achievement expectations for content areas for grades K-12 in Virginia's Public Schools. Given the SOL mandates, Virginia's elementary teachers and school leaders utilized research for specific teaching methods intended to encourage score improvements on end of year mathematics tests. In 2001, the concept of the Math Sprint Competition was introduced to Camelot Elementary School in Chesapeake Virginia, by researchers at Elizabeth City State University of Elizabeth City, North Carolina. Camelot Elementary, a K-5 school, is a Title I school nestled in a lower middle class neighborhood and houses a high number of minority students. On average, these students achieve lower test score gains than students in higher socioeconomic status district schools. Defined as a test-review based in relay format that utilizes released SOL test items, Math Sprint promotes mathematical skills outlined in Virginia SOL's and encourages competition among students that motivated them to quickly pick up on new material and retain the old material in order to out-do the others. Research identified was based on specific relationships between student competition and statewide testing results in mathematics for grades three, four, and five at Camelot Elementary. Data was compiled from results of the Math Sprint Competition and research focused on methods for motivating students encouraged by the use of a math sprint competition. Individual Pearson Product Moment Correlations were conducted to determine which variables possess strong and statistically significant relationships. Significantly, positive results came from 2005 to 2010 math sprints data from which students participated.

  13. Dynamics of teacher-student relationships: stability and change across elementary school and the influence on children's academic success

    NARCIS (Netherlands)

    Spilt, J.L.; Hughes, J.N.; Wu, J.Y.; Kwok, O.M.

    2012-01-01

    This study modeled teacher-student relationship trajectories throughout elementary school to predict gains in achievement in an ethnic-diverse sample of 657 academically at-risk students (mean age = 6.57 years, SD = .39). Teacher reports of warmth and conflict were collected in Grades 1-5.

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

    Science.gov (United States)

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

    2018-01-01

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

  15. Experimental Longitudinal Test of the Influence of Autonomy-Supportive Teaching on Motivation for Participation in Elementary School Physical Education

    Science.gov (United States)

    Leptokaridou, Elisavet T.; Vlachopoulos, Symeon P.; Papaioannou, Athanasios G.

    2016-01-01

    The present study examined the efficacy of autonomy-supportive teaching during elementary school physical education (PE) in influencing pupils' enjoyment, fear of failure, boredom and effort. A sample of 54 pupils attending fifth and sixth grades comprised the control group (typical instruction; n = 27) and the experimental group…

  16. The Development and Evaluation of a Peer-Training Program for Elementary School Students Teaching Secure Internet Use

    Science.gov (United States)

    Korkmaz, Murat; Esen, Binnaz Kiran

    2013-01-01

    The aim of this study is to design and evaluate a peer-training program about changing students' internet use habits. This study was conducted with students from two different elementary schools in Mersin, Turkey, who were enrolled in 7th or 8th grade in the 2009-2010 academic year. A total of 24 students participated in the program, 12 of whom…

  17. Does Food Insecurity at Home Affect Non-Cognitive Performance at School? A Longitudinal Analysis of Elementary Student Classroom Behavior

    Science.gov (United States)

    Howard, Larry L.

    2011-01-01

    This paper estimates models of the transitional effects of food insecurity experiences on children's non-cognitive performance in school classrooms using a panel of 4710 elementary students enrolled in 1st, 3rd, and 5th grade (1999-2003). In addition to an extensive set of child and household-level characteristics, we use information on U.S.…

  18. Social Justice Leadership: Advocating Equity, Access and Opportunity for Black Students Attending Urban High-Poverty Elementary Schools

    Science.gov (United States)

    Pounders, Cherise

    2017-01-01

    The purpose of this qualitative phenomenological study was to explore and describe the lived experiences and perspectives of 4 elementary school principals and 4 instructional leaders committed to social justice practices who have improved and sustained grade level performance in reading with Black students for the duration of 3 consecutive years.…

  19. Validation of the "Quality of Life in School" instrument in Canadian elementary school students.

    Science.gov (United States)

    Ghotra, Satvinder; McIsaac, Jessie-Lee D; Kirk, Sara F L; Kuhle, Stefan

    2016-01-01

    Background. School is an integral component of the life of a child, and thus quality of school life is an important part of the overall quality of life experienced by a child. There are a few instruments available to measure the quality of school life but they are often not available in English, or they are not appropriate for use alongside other instruments in a survey of young children. The Quality of Life in School (QoLS) instrument is a short, self-report measure to assess elementary school students' perception of their quality of school life in four domains. The instrument was developed in Israel and has been validated among Hebrew-speaking children. The aim of the current study was to evaluate the psychometric properties of the QoLS measure in Canadian elementary school children. Methods. A total of 629 children attending grades 4-6 were recruited in a population-based cross-sectional study. The QoLS measure was administered to participating children by trained research assistants. In addition, their socio-demographic details and academic data were also obtained. The psychometric testing included exploratory factor analysis and reliability estimation using internal consistency (Cronbach's Alpha). Construct validity was investigated using the known groups comparisons for discriminative validity and via convergent validity. Results. A four-factor structure was generated explaining 39% of the total variance in the model. The results showed good internal consistency and acceptable floor and ceiling effects. Cronbach's Alpha ranged from 0.75 to 0.93. Known groups comparisons showed that the QoLS measure discriminated well between subgroups on the basis of gender, grade, and academic achievement, thus providing evidence of construct validity. The convergent validity was also appropriate with all the four domains demonstrating moderate to strong correlations to each other and to the total QoLS score. Conclusions. QoLS appears to be a valid and reliable measure for

  20. Elementary girls' science reading at home and school

    Science.gov (United States)

    Ford, Danielle J.; Brickhouse, Nancy W.; Lottero-Perdue, Pamela; Kittleson, Julie

    2006-03-01

    Although reading is a critical part of science and science learning, it is no longer a part of many children's elementary science instruction. This is of concern because girls often develop strong identities as readers, but do not develop scientific identities with ease. In this study, we investigate girls' science reading to know (1) if science books were available to girls in homes and classrooms, (2) if girls were choosing to read them, and (3) what influences their choices. Forty-five third-grade girls, 29 of their families, and three of their teachers were interviewed to ascertain girls' preferences among various book genres, as well as to learn the ways in which families and teachers influence the choices girls make. We found that girls had access to science books at school, and teachers had strategies to encourage reading them. At home, parents encouraged reading, but were generally less directive than teachers as to what the girls read, and underestimated their daughters' science-related interests. The families studied rely largely on major bookstores as their primary source of books. Our findings suggest we need to understand better the way gender influences girls' engagement with science in a variety of contexts, particularly those in which girls exercise choice.

  1. The Fusion of School Improvement and Leadership Capacity in an Elementary School

    Science.gov (United States)

    Sigurðardóttir, Sigríður Margrét; Sigþórsson, Rúnar

    2016-01-01

    The article reports the findings of a qualitative case study in one elementary school in Iceland. The aim was to investigate the level of leadership capacity within the school, and how this had evolved through the school's improvement. Information was gathered over one school year about planned improvements that had taken place in the school over…

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

    Science.gov (United States)

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

    2009-01-01

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

  3. The Benefits of Departmentalization in Upper Elementary Grades for Students and Teachers

    Science.gov (United States)

    Johnson, Malissa Lee

    2013-01-01

    This study addressed the benefits of departmentalization in upper elementary grades for students and teachers. The variables of gender and classroom structure (departmentalized versus self-contained) were considered for student participants (n = 125). Results for students were evaluated on pre-test and post-test data using the following measures:…

  4. The Effects of Low Birth Weight on School Performance and Behavioral Outcomes of Elementary School Children in Oman

    Directory of Open Access Journals (Sweden)

    M. Mazharul Islam

    2015-07-01

    Full Text Available Objectives: Our study aimed to examine the effects of low birth weight (LBW on the school performance and behavior of elementary school children in Oman. Methods: Data were gathered through a cross-sectional survey of nine elementary schools from the Muscat and A’Dhahirah regions. The study utilized a unique database created by linking information from the children’s health cards and current academic and behavioral performance records. Information on children’s performance in various areas such as language, mathematics, science, information technology, sports, and behavior were obtained from the school registers. Birth weight (BW and selected sociodemographic data were obtained from the copy of their health cards kept by each school. A total of 542 elementary school children aged 7–11 years, who had completed grades 2–4, were surveyed.  Results: Data from the school register revealed a very high rate (17.7% of LBW and, overall, 12% of the children exhibited below average performance on selected outcome measures. The below average school performance varied from 5–17% across the six selected areas of school performance. The highest rate of below average performance was observed in science (17%, followed by arithmetic and language (16% each. BW showed significant differential effects on school performance and behavioral outcomes, which remained significant after controlling for the effect of potential confounders. It was found that LBW children were 2–6 times more likely to have poorer school performance in all areas than their normal BW peers. Conclusion: Early intervention programs or special care for LBW children in school could be an effective means of improving educational outcomes and the behavior of these children. Attempts should be made to reduce or prevent poor pregnancy outcomes, which, in turn, would reduce the cost of the health, education, and social services systems.

  5. Fostering elementary school children’s public speaking skills

    DEFF Research Database (Denmark)

    Herbein, Evelin; Golle, Jessika; Tibus, Maike

    2018-01-01

    Mastering public speaking is a competence which is already required in elementary school. Surprisingly, however, systematic research on the promotion of public speaking competence among elementary school children is scarce. In order to address this gap, we developed and evaluated a public speaking...... the training effects on public speaking skills and speech anxiety. The dependent variables were assessed via self-ratings (extent of public speaking skills, speech anxiety) and video ratings of a public speech (appropriateness of public speaking skills). Findings revealed positive training effects on public...... speaking skills overall: Participating in the training elicited more appropriate speeches in terms of nonverbal and organizational skills but did not influence speech anxiety....

  6. Freedom of Expression in Elementary School.

    Science.gov (United States)

    Zirkel, Perry A.

    2003-01-01

    Uses question and answer format to discuss scope of elementary students' First Amendment freedom of expression rights. For example, does the First Amendment prevent the disciplining of a sixth grader for writing a sexually inappropriate remark in another student's notebook? Answer: No. (Contains 13 references.) (PKP)

  7. Middle school science curriculum design and 8th grade student achievement in Massachusetts public schools

    Science.gov (United States)

    Clifford, Betsey A.

    The Massachusetts Department of Elementary and Secondary Education (DESE) released proposed Science and Technology/Engineering standards in 2013 outlining the concepts that should be taught at each grade level. Previously, standards were in grade spans and each district determined the method of implementation. There are two different methods used teaching middle school science: integrated and discipline-based. In the proposed standards, the Massachusetts DESE uses grade-by-grade standards using an integrated approach. It was not known if there is a statistically significant difference in student achievement on the 8th grade science MCAS assessment for students taught with an integrated or discipline-based approach. The results on the 8th grade science MCAS test from six public school districts from 2010 -- 2013 were collected and analyzed. The methodology used was quantitative. Results of an ANOVA showed that there was no statistically significant difference in overall student achievement between the two curriculum models. Furthermore, there was no statistically significant difference for the various domains: Earth and Space Science, Life Science, Physical Science, and Technology/Engineering. This information is useful for districts hesitant to make the change from a discipline-based approach to an integrated approach. More research should be conducted on this topic with a larger sample size to better support the results.

  8. Highlighting High Performance: Clearview Elementary School, Hanover, Pennsylvania

    Energy Technology Data Exchange (ETDEWEB)

    2002-08-01

    Case study on high performance building features of Clearview Elementary School in Hanover, Pennsylvania. Clearview Elementary School in Hanover, Pennsylvania, is filled with natural light, not only in classrooms but also in unexpected, and traditionally dark, places like stairwells and hallways. The result is enhanced learning. Recent scientific studies conducted by the California Board for Energy Efficiency, involving 21,000 students, show test scores were 15% to 26% higher in classrooms with daylighting. Clearview's ventilation system also helps students and teachers stay healthy, alert, and focused on learning. The school's superior learning environment comes with annual average energy savings of about 40% over a conventional school. For example, with so much daylight, the school requires about a third less energy for electric lighting than a typical school. The school's innovative geothermal heating and cooling system uses the constant temperature of the Earth to cool and heat the building. The building and landscape designs work together to enhance solar heating in the winter, summer cooling, and daylighting all year long. Students and teachers have the opportunity to learn about high-performance design by studying their own school. At Clearview, the Hanover Public School District has shown that designing a school to save energy is affordable. Even with its many innovative features, the school's $6.35 million price tag is just $150,000 higher than average for elementary schools in Pennsylvania. Projected annual energy cost savings of approximately $18,000 mean a payback in 9 years. Reasonable construction costs demonstrate that other school districts can build schools that conserve energy, protect natural resources, and provide the educational and health benefits that come with high-performance buildings.

  9. Status of teaching elementary science for English learners in science, mathematics and technology centered magnet schools

    Science.gov (United States)

    Han, Alyson Kim

    According to the California Commission on Teacher Credentialing (2001), one in three students speaks a language other than English. Additionally, the Commission stated that a student is considered to be an English learner if the second language acquisition is English. In California more than 1.4 million English learners enter school speaking a variety of languages, and this number continues to rise. There is an imminent need to promote instructional strategies that support this group of diverse learners. Although this was not a California study, the results derived from the nationwide participants' responses provided a congruent assessment of the basic need to provide effective science teaching strategies to all English learners. The purpose of this study was to examine the status of elementary science teaching practices used with English learners in kindergarten through fifth grade in public mathematics, science, and technology-centered elementary magnet schools throughout the country. This descriptive research was designed to provide current information and to identify trends in the areas of curriculum and instruction for English learners in science themed magnet schools. This report described the status of elementary (grades K-5) school science instruction for English learners based on the responses of 116 elementary school teachers: 59 grade K-2, and 57 grade 3-5 teachers. Current research-based approaches support incorporating self-directed learning strategy, expository teaching strategy, active listening strategies, questioning strategies, wait time strategy, small group strategy, peer tutoring strategy, large group learning strategy, demonstrations strategy, formal debates strategy, review sessions strategy, mediated conversation strategy, cooperative learning strategy, and theme-based instruction into the curriculum to assist English learners in science education. Science Technology Society (STS) strategy, problem-based learning strategy, discovery learning

  10. Eating School Lunch Is Associated with Higher Diet Quality among Elementary School Students.

    Science.gov (United States)

    Au, Lauren E; Rosen, Nila J; Fenton, Keenan; Hecht, Kenneth; Ritchie, Lorrene D

    2016-11-01

    Few studies have assessed the dietary quality of children who eat meals from home compared with school meals according to the 2010 Dietary Guidelines for Americans. The objective of this study was to examine diet quality for elementary school students in relation to source of breakfast and lunch (whether school meal or from an outside source). An observational study was conducted of students in 43 schools in San Diego, CA, during the 2011-2012 school year. Fourth- and fifth-grade students (N=3,944) completed a diary-assisted 24-hour food recall. The Healthy Eating Index-2010 (HEI-2010) scores of children who ate breakfast and lunch at school were compared with the HEI-2010 scores of children who obtained their meals from home and a combination of both school and home. Analysis of variance, χ 2 test, and generalized estimating equation models adjusted for age, sex, race/ethnicity, grade, language, and school level clustering were performed. School lunch eaters had a higher mean±standard deviation overall diet quality score (HEI-2010=49.0±11.3) compared with students who ate a lunch obtained from home (46.1±12.2; P=0.02). There was no difference in overall diet quality score by breakfast groups. Students who ate school breakfast had higher total fruit (P=0.01) and whole fruit (P=0.0008) scores compared with students who only ate breakfast obtained from home. Students who ate school foods had higher scores for dairy (P=0.007 for breakfast and Pempty calories from solid fats and added sugars (P=0.01 for breakfast and P=0.007 for lunch). Eating school lunch was associated with higher overall diet quality compared with obtaining lunch from home. Future studies are needed that assess the influence of the Healthy Hunger-Free Kids Act on children's diet quality. Copyright © 2016 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

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

    Science.gov (United States)

    Portales Blair, Lidiana

    2017-01-01

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

  12. A Research on the Impact of Internet Use in American Elementary School Libraries

    OpenAIRE

    Feng-Hsiung Hou

    2003-01-01

    The purpose of this research was to explore the impact of Internet use in American elementary school libraries operations and to find the best way for use Internet tools in elementary school libraries operations. This study may offer important information about the impact of Internet usage for elementary school library s operations. The research question was: Is the Internet usage having significant impact for organizational operations in the American elementary school libraries? This study e...

  13. 'Thoroughly Good Football': Teachers and the Origins of Elementary School Football.

    Science.gov (United States)

    Kerrigan, Colm

    2000-01-01

    Discusses the origins of elementary school soccer (football), addressing topics such as: the role of public schools in organized soccer, soccer in elementary schools, the first schoolboy soccer association, South London Schools' Football Association, the London Schools' Football Association, and the English Schools' Football Association. (CMK)

  14. Multiple victimization experiences of urban elementary school students: associations with psychosocial functioning and academic performance.

    Science.gov (United States)

    Holt, Melissa K; Finkelhor, David; Kantor, Glenda Kaufman

    2007-05-01

    This study explored the victimization experiences of urban elementary school students to determine whether subsets of youth emerged with similar victimization profiles (e.g., no victimization, multiple types of victimization). It also evaluated whether multiple victimization was associated with greater psychological distress and lower academic performance. Participants were 689 fifth grade students from an urban, ethnically diverse school district in the Northeast. Youth completed self-report measures in school about bullying victimization, victimization in the home and community, and psychosocial functioning. Cluster analysis suggested the existence of three distinct youth profiles: those with minimal victimization, those victimized primarily by their peers, and those with multiple types of victimizations. As hypothesized, youth with multiple victimizations experienced more psychological distress and earned lower grades than their peers. Findings highlight the heterogeneity of youth victimization experiences and their relations to functioning, and have implications for treatment planning among practitioners working with youth.

  15. An Exploration of Elementary School Counselors' Perceptions of Students' Exposure to Violent Video Games

    Science.gov (United States)

    Woody, Tammy Lynn

    2010-01-01

    This study explored elementary school counselors' perceptions of working with students exposed to violent video games. Certified elementary school counselors participated in both an online survey and individual interviews, revealing their observations regarding elementary school children and the phenomenon of gaming. An emphasis was placed on…

  16. A Study of Health Education and Its Needs for Elementary School Students

    Science.gov (United States)

    Hussain, Irshad; Alamgir, Muhammad Ahmad; Shahzad, Muhammad

    2015-01-01

    Health Education, particularly in elementary schools, appears to be a neglected area in Pakistan. This study investigated the health education needs of elementary school students. The purpose of the present study is to assess health education needs of elementary school students. The study adopted mix approach of (qualitative and quantitative)…

  17. Delivering Technological Literacy to a Class for Elementary School Pre-Service Teachers in South Korea

    Science.gov (United States)

    Kwon, Hyuksoo

    2017-01-01

    This study was conducted with the aim of creating a new introductory course emphasizing the development of technological literacy for elementary school pre-service teachers. This study also aimed to investigate elementary school pre-service teachers' attitudinal transition toward elementary school technology education (ESTE) and its…

  18. Teacher community in elementary charter schools.

    Directory of Open Access Journals (Sweden)

    Marisa Cannata

    2007-05-01

    Full Text Available The organizational context of charter schools may facilitate the formation of a strong teacher community. In particular, a focused school mission and increased control over teacher hiring may lead to stronger teacher professional communities. This paper uses the 1999-2000 Schools and Staffing Survey to compare the level of teacher community in charter public and traditional public schools. It also estimates the effect of various charter policy variables and domains of school autonomy on teacher community. Charter school teachers report higher levels of teacher community than traditional public school teachers do, although this effect is less than one-tenth of a standard deviation and is dwarfed by the effect of a supportive principal, teacher decision-making influence, and school size. Charter public schools authorized by universities showed lower levels of teacher community than those authorized by local school districts. Teachers in charter schools that have flexibility over tenure requirements and the school budget report higher levels of teacher community. This study reveals that charter schools do facilitate the formation of strong teacher communities, although the effect is small. The analysis also suggests that the institutional origin of the charter school and specific areas of policy flexibility may influence teacher community.

  19. Understanding Ecological Factors Associated With Bullying Across the Elementary to Middle School Transition in the United States.

    Science.gov (United States)

    Espelage, Dorothy L; Hong, Jun Sung; Rao, Mrinalini A; Thornberg, Robert

    2015-01-01

    This study examines sociodemographic characteristics and social-environmental factors associated with bullying during the elementary to middle school transition from a sample of 5th-grade students (n = 300) in 3 elementary schools at Time 1. Of these, 237 participated at Time 2 as 6th-grade students. Using cluster analyses, we found groups of students who reported no increase in bullying, some decrease in bullying, and some increase in bullying. Students who reported increases in bullying also reported decreases in school belongingness and teacher affiliation and increases in teacher dissatisfaction. Students who reported decreases in bullying also reported decreases in victimization. These findings suggest that changes across the transition in students' relations to school and their teachers are predictive of changes in bullying.

  20. Peer harassment at primary school: gender and school grade differences

    Directory of Open Access Journals (Sweden)

    Gema Martín Seoane

    2013-05-01

    Full Text Available The aim of the present study was to study the relationship among gender, school grade and peer harassment at Primary School. The participants were 2.050 children aged 8 to 13. The overall sample was designed to represent all students in grades 3th through 6th in both public and private schools. A self-report questionnaire on peer harassment situations was administered to the participants. Factor analysis revealed two different dimensions: ‘physical violence and property attacks’ and ‘verbal violence and social exclusion’. Boys reported higher levels of peer harassment among classmates than girls. No effect of the school grade on the gender differences CONTEXTOS EDUCATIVOS, 13 (2010, 11-26 11 Contextos Educ., 13 (2010, 11-26 was found. This paper provides a better understanding of peer harassment as well as some prevention indications.

  1. Effects of Self-esteem Improvement Program on Self-esteem and Peer Attachment in Elementary School Children with Observed Problematic Behaviors

    OpenAIRE

    Park, Kyung Min; Park, Heeok

    2015-01-01

    Purpose: The purpose of this study was to investigate the effects of a self-esteem improvement program on self-esteem and peer attachment in elementary school children with observed problematic behaviors. Methods: This study is a quasi-experimental study with a nonequivalent control group pretest-post-test design. A total of 47 fourth grade elementary school students participated in this study. The program was provided for 45 minutes once a week; a total of 12 sessions were completed with ...

  2. Analysis of Elementary School students’ algebraic perceptions and procedures

    Directory of Open Access Journals (Sweden)

    Sandra Mara Marasini

    2012-12-01

    Full Text Available This study aims to verify how students in elementary school see themselves in relation to mathematics and, at the same time, analyze the procedures used to solve algebraic tasks. These students in the 8th year of elementary school, and first and third years of high school, from two State schools in Passo Fundo/RS, answered a questionnaire about their own perceptions of the mathematics lessons, the subject mathematics and algebraic content. The analysis was based mainly on authors from the athematical education and the historic-cultural psychology areas. It was verifi ed that even among students who claimed to be happy with the idea of having mathematicsclasses several presented learning diffi culties regarding algebraic contents, revealed by the procedures employed. It was concluded that it is necessary to design proposals with didactic sequences, mathematically and pedagogically based, which can effi cientlyoptimize the appropriation of meaning from the concepts approached and their application in different situations.

  3. Elementary Student Perceptions of School Climate and Associations with Individual and School Factors

    Science.gov (United States)

    La Salle, Tamika P.; Zabek, Faith; Meyers, Joel

    2016-01-01

    School climate has increasingly been recognized as an essential component of school improvement owing to the established associations between a positive school climate and academic outcomes for students. Our study examines associations among a brief measure of school climate assessing elementary student perceptions and the College and Career Ready…

  4. Bullying Victimization and Student Engagement in Elementary, Middle, and High Schools: Moderating Role of School Climate

    Science.gov (United States)

    Yang, Chunyan; Sharkey, Jill D.; Reed, Lauren A.; Chen, Chun; Dowdy, Erin

    2018-01-01

    Bullying is the most common form of school violence and is associated with a range of negative outcomes, including traumatic responses. This study used hierarchical linear modeling to examine the multilevel moderating effects of school climate and school level (i.e., elementary, middle, and high schools) on the association between bullying…

  5. Science in the Elementary School Classroom: Portraits of Action Research.

    Science.gov (United States)

    McDonald, Jane B., Ed.; Gilmer, Penny J., Ed.

    Teacher knowledge and skills are critical elements in the student learning process. Action research serves as an increasingly popular technique to engage teachers in educational change in classrooms. This document focuses on action research reports of elementary school teachers. Chapters include: (1) "First Graders' Beliefs and Perceptions of…

  6. Dynamic Assessment, Potential Giftedness and Mathematics Achievement in Elementary School

    Science.gov (United States)

    Popa, Nicoleta Laura; Pauc, Ramona Loredana

    2015-01-01

    Dynamic assessment is currently discussed in educational literature as one of the most promising practices in stimulating learning among various groups of students, including gifted and potentially gifted students. The present study investigates effects of dynamic assessment on mathematics achievement among elementary school students, with…

  7. Development of Heuristic Bias Detection in Elementary School

    Science.gov (United States)

    De Neys, Wim; Feremans, Vicky

    2013-01-01

    Although human reasoning is often biased by intuitive heuristics, recent studies have shown that adults and adolescents detect the biased nature of their judgments. The present study focused on the development of this critical bias sensitivity by examining the detection skills of young children in elementary school. Third and 6th graders were…

  8. The Elementary School Experience of Children from Mexico.

    Science.gov (United States)

    Strom, Robert D.; Johnson, Aileen

    1981-01-01

    Presents instructional aspects of elementary education classrooms in Mexico. Topics addressed are conditions of instruction, instructional priorities, types of instruction, evaluation of instruction, teacher-pupil relationships, and home-school relationships. Implications are given for teachers in the United States who teach transfer students from…

  9. Elementary School Counselors' Collaboration with Community Mental Health Providers

    Science.gov (United States)

    Moran, Kristen; Bodenhorn, Nancy

    2015-01-01

    Perceptions and experiences of elementary school counselors' collaborative efforts with community mental health providers are examined through this exploratory phenomenological study. Ten participants engaged in two in-depth interviews. Collaboration was considered an effective way to increase services to students and their families. Six themes…

  10. Keyboarding, Language Arts, and the Elementary School Child.

    Science.gov (United States)

    Balajthy, Ernest

    1988-01-01

    Discusses benefits of keyboarding instruction for elementary school students, emphasizing the integration of keyboarding with language arts instruction. Traditional typing and computer-assisted instruction are discussed, six software packages for adapting keyboarding instruction to the classroom are reviewed, and suggestions for software selection…

  11. Differentiated Instruction in an Elementary School EFL Classroom

    Science.gov (United States)

    Chien, Chin-Wen

    2012-01-01

    Elementary school English teachers in Taiwan face classes of students with differing levels of English proficiency, to the point where about one-third of the students may have never learned English before, and another third may already have read Harry Potter in English. A successful teacher recognizes that diversity may affect learning and works…

  12. Pre-Service Teachers' Perceptions of Departmentalization of Elementary Schools

    Science.gov (United States)

    Liu, Fuchang

    2011-01-01

    This paper discusses the advantages and disadvantages of departmentalization of elementary schools, with an emphasis on teaching mathematics, as perceived by preservice teachers who shared their opinions through online discussion. Advantages include teachers' enthusiasm about and focused attention on the specialized area and students' easier…

  13. Evaluating the Impact of Departmentalization on Elementary School Students

    Science.gov (United States)

    Chang, Florence C.; Muñoz, Marco A.; Koshewa, Sheila

    2008-01-01

    The increasing accountability demands are leading some districts to departmentalize or consider departmentalizing at the elementary school level (Delviscio & Muffs, 2007). Departmentalization allows teachers to specialize and teach one content area in-depth which may, in turn, lead to higher accountability test scores. Although, due to…

  14. Challenges for Cooperative Learning Implementation: Reports from Elementary School Teachers

    Science.gov (United States)

    Buchs, Céline; Filippou, Dimitra; Pulfrey, Caroline; Volpé, Yann

    2017-01-01

    Despite the well-established benefits of cooperative learning, implementation remains a challenge. This research aims to document these challenges at the elementary school level, drawing on teachers' beliefs regarding learning as well as the difficulties teachers report. Results indicate that the most frequent instructional strategies reported are…

  15. Improving Elementary and Middle School Students' Abilities To Manage Conflict.

    Science.gov (United States)

    Karneboge, Lynn; Smith, Stacia B.; VandeSchraaf, Cary; Wiegardt, Craig G.; Wormer, Gail

    This action research project evaluated the effectiveness of a program to enhance students' social skills with peers. The targeted population was comprised of elementary and junior high school students in an economically diverse, predominantly blue collar community in central Illinois. The problem of inability to problem solve, listen actively,…

  16. Efficacy of the Adlerian Model in Elementary School Counseling

    Science.gov (United States)

    Platt, John M.

    1971-01-01

    The Adlerian viewpoint maintains that behavior changes in children can be effected by working with significant adults in their lives. This study evaluates the effectiveness of this model of counseling in elementary school. The results on both individual and group bases indicate that it was effective in the described setting. (Author)

  17. Influence of passive smoking on learning in elementary school.

    Science.gov (United States)

    Jorge, Juliana Gomes; Botelho, Clóvis; Silva, Ageo Mário Cândido; Moi, Gisele Pedroso

    2016-01-01

    To analyze the association between household smoking and the development of learning in elementary schoolchildren. Cross-sectional study with 785 students from the 2nd to the 5th year of elementary school. Students were evaluated by the School Literacy Screening Protocol to identify the presence of learning disabilities. Mothers/guardians were interviewed at home through a validated questionnaire. Descriptive and bivariate analysis, as well as multivariate Poisson regression, were performed. In the final model, the variables associated with learning difficulties were current smoking at the household in the presence of the child (PR=6.10, 95% CI: 4.56 to 8.16), maternal passive smoking during pregnancy (PR=1.46, 95% CI: 1.07 to 2.01), students attending the 2nd and 3rd years of Elementary School (PR=1.44, 95% CI: 1.10 to 1.90), and being children of mothers with only elementary level education (PR=1.36, 95% CI: 1.04 to 1.79). The study demonstrated an association between passive exposure to tobacco smoke and learning difficulties at school. Copyright © 2016 Sociedade Brasileira de Pediatria. Published by Elsevier Editora Ltda. All rights reserved.

  18. The Elementary School Counselor's Role: Perceptions of Teachers.

    Science.gov (United States)

    Ginter, Earl J.; And Others

    1990-01-01

    Surveyed 313 public elementary school teachers concerning their perceptions of counselor functions. Results indicated that the role of the counselor appeared to be comprised of two distinct factors. The helper dimension centered on problem identification and resolution while the consultant dimension was aimed at providing professional or technical…

  19. Elementary School Teacher Candidates' Perceptions of Good Problems

    Science.gov (United States)

    Lee, Ji-Eun; Kim, Kyoung-Tae

    2005-01-01

    This study describes a classroom action research activity regarding a group of elementary school teacher candidates' perceptions of good mathematics problems. A questionnaire containing 20 problems was given, and the candidates were asked to rate the quality of each problem on a 5-point scale. The results revealed that the majority of the teacher…

  20. On Everyday Stress and Coping Strategies among Elementary School Children

    Science.gov (United States)

    Sotardi, Valerie A.

    2013-01-01

    Elementary school students are confronted with a variety of everyday challenges ranging from comprehension obstacles to interpersonal conflict. Learning to cope effectively with moments of tension is an important part of a child's education because adaptation to stress is likely to influence academic and developmental success. However,…

  1. Religious Education and the Media in the Elementary School.

    Science.gov (United States)

    Riordan, Sister Mary

    1981-01-01

    This discussion of positive and negative aspects of media in religious education is based on Church documents, including and following the Documents of Vatican II, and on the author's own experiences as an elementary school teacher. Eleven references are listed. (Author/LLS)

  2. Pathways to Aggression in Urban Elementary School Youth

    Science.gov (United States)

    Ozkol, Hivren; Zucker, Marla; Spinazzola, Joseph

    2011-01-01

    This study examined the pathways from violence exposure to aggressive behaviors in urban, elementary school youth. We utilized structural equation modeling to examine putative causal pathways between children's exposure to violence, development of posttraumatic stress symptoms, permissive attitudes towards violence, and engagement in aggressive…

  3. Conflicts in Developing an Elementary STEM Magnet School

    Science.gov (United States)

    Sikma, Lynn; Osborne, Margery

    2014-01-01

    Elementary schools in the United States have been the terrain of a highly politicized push for improved reading and mathematics attainment, as well as calls for increased importance to be given to science, technology, engineering, and mathematics (STEM). With priorities placed on basic skills, however, instructional time in subjects such as…

  4. The Sandy Hook Elementary School shooting as tipping point

    Science.gov (United States)

    Shultz, James M; Muschert, Glenn W; Dingwall, Alison; Cohen, Alyssa M

    2013-01-01

    Among rampage shooting massacres, the Sandy Hook Elementary School shooting on December 14, 2012 galvanized public attention. In this Commentary we examine the features of this episode of gun violence that has sparked strong reactions and energized discourse that may ultimately lead toward constructive solutions to diminish high rates of firearm deaths and injuries in the United States. PMID:28228989

  5. Sustainable School Improvement: Suburban Elementary Principals' Capacity Building

    Science.gov (United States)

    Clark, Alison J.

    2017-01-01

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

  6. Holocaust Studies in Austrian Elementary and Secondary Schools

    Science.gov (United States)

    Mittnik, Philipp

    2016-01-01

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

  7. A Taste of Cooperativeness within an Elementary School.

    Science.gov (United States)

    McElroy, Karen B.

    1989-01-01

    The process of implementing cooperative learning techniques in an elementary school in Montgomery County, Maryland, is described. Discussed are: learning techniques used, such as Student Teams Achievement Divisions, Round Table, Think-Pair-Share, and the Trading Game; student and teacher reactions to cooperative learning; teacher recommendations;…

  8. Christmas and Easter Art Programs in Elementary School.

    Science.gov (United States)

    Duncum, Paul

    2000-01-01

    Describes art programs that were given at several elementary Australian schools focusing on Christmas and Easter. Explains that the programs are based on the accounts of the birth and death of Jesus given in the Bible. States that the programs integrate studio art, art criticism, and art history. (CMK)

  9. Food choice, plate waste and nutrient intake of elementary- and middle-school students participating in the US National School Lunch Program.

    Science.gov (United States)

    Smith, Stephanie L; Cunningham-Sabo, Leslie

    2014-06-01

    To (i) evaluate food choices and consumption patterns of elementary- and middle-school students who participate in the National School Lunch Program (NSLP) and (ii) compare students' average nutrient intake from lunch with NSLP standards. Plate waste from elementary- and middle-school students' lunch trays was measured in autumn 2010 using a previously validated digital photography method. Percentage waste was estimated to the nearest 10 % for the entrée, canned fruit, fresh fruit, vegetable, grain and milk. Univariate ANOVA determined differences in percentage waste between schools, grades and genders. Daily nutrient intake was calculated using the district's menu analysis and percentage waste. Elementary and middle schools in northern Colorado (USA). Students, grades 1-8. Plate waste was estimated from 899 lunch trays; 535 elementary- and 364 middle-school students. Only 45 % of elementary- and 34 % middle-school students selected a vegetable. Elementary-school students wasted more than a third of grain, fruit and vegetable menu items. Middle-school students left nearly 50 % of fresh fruit, 37 % of canned fruit and nearly a third of vegetables unconsumed. Less than half of the students met the national meal standards for vitamins A and C, or Fe. Few students' lunch consumption met previous or new, strengthened NSLP lunch standards. Due to the relatively low intake of vegetables, intakes of vitamins A and C were of particular concern. Effective behavioural interventions, combined with marketing, communications and behavioural economics, will likely be necessary to encourage increased vegetable intake to meet the new meal standards.

  10. Self-regulated processes as predictors of students' achievement in music theory in Slovenian elementary music schools

    OpenAIRE

    Barbara Smolej Fritz; Cirila Peklaj

    2010-01-01

    The aim of the present research was to examine the relation between processes of selfregulated learning and achievement in Music Theory (MT), a basic and obligatory subject in Slovenian music schools. A total of 457 fifth- and sixth- grade students (153 boys and 303 girls) from 10 different elementary music schools in Slovenia participated in the study. Students completed a questionnaire about affective-motivational processes and a questionnaire about (meta)cognitive processes of selfregulate...

  11. Habituation Model of Implementing Environmental Education in Elementary School

    DEFF Research Database (Denmark)

    Zaenuri, Z.; Sudarmin, S.; Utomo, Y.

    2017-01-01

    is designed using a qualitative approach. This study is focused on the implementation of environmental education in primary schools. Data collection uses observation sheet instrument (observation), focused interview, and Focus Group Discussion (FGD). The research data were analyzed descriptively. The results......The purpose of this study is to analyze the implementation of environmental education in Elementary School. The study was conducted at SDN 1 Kota Banda Aceh. The research subjects are school residents (students, teachers, education personnel, principals, and school committees). This research...... show that the implementation of environmental education can be realized in habituation to maintain personal hygiene, class cleanliness, and worship together according to his beliefs and sports....

  12. Effect of hand sanitizer use on elementary school absenteeism.

    Science.gov (United States)

    Hammond, B; Ali, Y; Fendler, E; Dolan, M; Donovan, S

    2000-10-01

    Several studies have indicated a connection between handwashing and illness-related absenteeism in school settings. The difficulty of ensuring consistent and effective handwashing among student populations has also been noted. The purpose of this study was to assess the effectiveness of the use of an alcohol gel hand sanitizer in the classroom to help decrease the illness-related absentee rate for elementary school students. This study involved 5 individual school districts, 16 individual schools, and more than 6000 students in Delaware, Ohio, Tennessee, and California. Individual schools in each district were paired into product and control groups. In the product group schools, an alcohol gel hand sanitizer was used by the students and staff when entering and leaving the classroom. Absenteeism due to infection was recorded, and the data were statistically analyzed. The overall reduction in absenteeism due to infection in the schools included in this study was 19.8% for schools that used an alcohol gel hand sanitizer compared with the control schools (P sanitizer was used. Elementary school absenteeism due to infection is significantly reduced when an alcohol gel hand sanitizer is used in the classroom as part of a hand hygiene program.

  13. Student pharmacists provide tobacco use prevention education to elementary school children: A pilot experience.

    Science.gov (United States)

    Ostroff, Jared L; Wolff, Marissa L; Andros, Christina; Nemec, Eric C

    2017-09-01

    The purpose of this article is to describe a service learning experience involving tobacco prevention education and to measure the education's effect on the learners' knowledge of tobacco products. Student pharmacists planned and presented a 40-min tobacco prevention education program using the Tar Wars curriculum to fourth and fifth grade students at three suburban elementary schools in Western Massachusetts. Mean scores on a five-question assessment given to school age children before and after the presentation were compared. A total of 206 elementary school students in ten classrooms participated. The average survey score increased from 1.87 on the pre-survey to 3.72 out of a maximum of five on the post-survey (Peducation to three suburban elementary schools. The children demonstrated an increase in short-term knowledge regarding tobacco use. Tobacco prevention is a unique co-curricular opportunity for student pharmacists to get involved in their community. Copyright © 2017 Elsevier Inc. All rights reserved.

  14. Neighborhood design and rates of walking and biking to elementary school in 34 California communities.

    Science.gov (United States)

    Braza, Mark; Shoemaker, Wendy; Seeley, Anne

    2004-01-01

    This study evaluates the relationship between neighborhood design and rates of students walking and biking to elementary school. Pairwise correlations and multiple regression models were estimated based on a cross-sectional study of elementary schools and their surrounding neighborhoods. Setting and Subjects. Thirty-four (23%) of 150 California public elementary schools holding October 1999 Walk to School Day events participated in the study. Teachers asked fifth-grade students how they arrived to school 1 week before Walk to School Day. 1990 U.S. Census data measured population density and number of intersections per street mile, whereas 1998-1999 California Department of Education data measured school size, the percentage of students receiving public welfare, and the percentage of students of various ethnicities. Population density (p = .000) and school size (p = .053) were significantly associated with walking and biking rates in regression models controlling for number of intersections per street mile, the percentage of students receiving public welfare, and the percentage of students of various ethnicities. The number of intersections per street mile was associated with walking and biking rates in pairwise correlations (p = .003) but not in regression models. The results support the hypothesis that the walking and biking rates are higher in denser neighborhoods and to smaller schools but do not support the hypothesis that rates are higher in neighborhoods with a high number of intersections per street mile. We suggest that detailed data for a larger sample of students would allow statistical models to isolate the effect of specific design characteristics.

  15. Teaching planetary sciences to elementary school teachers: Programs that work

    Science.gov (United States)

    Lebofsky, Larry A.; Lebofsky, Nancy R.

    1993-01-01

    Planetary sciences can be used to introduce students to the natural world which is a part of their lives. Even children in an urban environment are aware of such phenomena as day and night, shadows, and the seasons. It is a science that transcends cultures, has been prominent in the news in recent years, and can generate excitement in young minds as no other science can. Planetary sciences also provides a useful tool for understanding other sciences and mathematics, and for developing problem solving skills which are important in our technological world. However, only 15 percent of elementary school teachers feel very well qualified to teach earth/space science, while better than 80 percent feel well qualified to teach reading; many teachers avoid teaching science; very little time is actually spent teaching science in the elementary school: 19 minutes per day in K-3 and 38 minutes per day in 4-6. While very little science is taught in elementary and middle school, earth/space science is taught at the elementary level in less than half of the states. It was pointed out that science is not generally given high priority by either teachers or school districts, and is certainly not considered on a par with language arts and mathematics. Therefore, in order to teach science to our youth, we must empower our teachers, making them familiar and comfortable with existing materials. In our earlier workshops, several of our teachers taught in classrooms where the majority of the students were Hispanic (over 90 percent). However, few space sciences materials existed in Spanish. Therefore, most of our materials could not be used effectively in the classroom. To address this issue, NASA materials were translated into Spanish and a series of workshops for bilingual classroom teachers from Tucson and surrounding cities was conducted. Our space sciences workshops and our bilingual classroom workshops and how they address the needs of elementary school teachers in Arizona are

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

    Science.gov (United States)

    Renfrow, S.; Wood, E. L.

    2011-12-01

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

  17. Assessing school disaster preparedness by applying a comprehensive school safety framework: A case of elementary schools in Banda Aceh City

    Science.gov (United States)

    Sakurai, A.; Bisri, M. B. F.; Oda, T.; Oktari, R. S.; Murayama, Y.

    2017-02-01

    The study assessed the depth of school disaster safety at public elementary schools in Banda Aceh City, Indonesia in terms of comprehensive school safety, especially school location, disaster management and disaster education. The findings indicate that 56% of public elementary schools in Banda Aceh City are exposed to high tsunami risk, and most externally driven school disaster preparedness activities were not continued by the schools due to lack of ownership and funding. To realize comprehensive school safety, disaster preparedness programs should neither be brought in by external donors, nor be in a patchwork. Rather, it should be conducted jointly and sustainably by the local school and the community and supported by multi-sectoral support in the city. Comprehensive school safety of public elementary schools in Banda Aceh City could be realized by reviewing, updating and localizing school disaster preparedness programs by all the education partners in the city with strong political will and commitment.

  18. Exploring Creativity in Social Studies Education for Elementary Grades: Teachers' Opinions and Interpretations

    Science.gov (United States)

    Ucus, Sukran

    2018-01-01

    Creativity is the critical point to developing innovative and effective citizens and children in learning social studies. The purpose of this study is to explore how creativity is promoted in social studies classrooms for young children and to research teachers' opinions and interpretations of creativity in Turkish elementary schools. The study…

  19. Students' Personal Traits, Violence Exposure, Family Factors, School Dynamics and the Perpetration of Violence in Taiwanese Elementary Schools

    Science.gov (United States)

    Chen, Ji-Kang; Astor, Ron Avi

    2011-01-01

    School violence has become an international problem affecting the well-being of students. To date, few studies have examined how school variables mediate between personal and family factors and school violence in the context of elementary schools in Asian cultures. Using a nationally representative sample of 3122 elementary school students in…

  20. Progression of Chinese Students' Creative Imagination from Elementary Through High School

    Science.gov (United States)

    Ren, Fujun; Li, Xiuju; Zhang, Huiliang; Wang, Lihui

    2012-09-01

    For almost a century, researchers have studied creative imagination, most typically that of children. This article reports on a study of the development of creative imagination of Chinese youths and its relation to the educational environment. Data consisted of 4,162 students from grades 4 through 12. Findings showed that students' creative imagination increased as the grade in school increased from grades 4 through 11, but decreased slightly at grade 12. Students' creative imagination was lower in elementary school than that in middle school. The pace of development was also different in different stages. In different grades, youths used different ways to express their imagination. Students of 'excellent' academic performance had the highest creative imagination, followed by students of 'fairly good', 'medium' and 'poor' academic performance. Student-centred teaching methods were associated with higher creative imagination. Students whose teachers had a more supportive attitude showed better creative imagination. Finally, taking part in science-related competitions and frequently visiting science venues were related to the development of students' creative imagination. Some implications and recommendations for development of students' creative imagination are also proposed.

  1. The Promise of a Literacy Reform Effort in the Upper Elementary Grades

    Science.gov (United States)

    Walpole, Sharon; Amendum, Steven; Pasquarella, Adrian; Strong, John Z.; McKenna, Michael C.

    2017-01-01

    We compared year-long gains in fluency and comprehension in grades 3-5 in 3 treatment and 4 comparison schools. Treatment schools implemented a comprehensive school reform (CSR) program called Bookworms. The program employed challenging text and emphasized high text volume, aggressive vocabulary and knowledge building, and contextualized strategy…

  2. The elementary school musical as an authentic, integrated performing arts experience

    OpenAIRE

    Bespflug, Kevin Sean

    2009-01-01

    While musicals are often common arts activities in high schools in North America, little has been written about their place in elementary schools. This is surprising when many elementary schools, particularly independent schools, are starting to include them in their fine arts programming. This thesis looks carefully at the elementary school musical by first undertaking a review of literature connected to the staging of musicals. The research and writings of various theorists and educators ar...

  3. Promotion of water consumption in elementary school children in San Diego, USA and Tlaltizapan, Mexico.

    Science.gov (United States)

    Elder, John P; Holub, Christina K; Arredondo, Elva M; Sánchez-Romero, Luz María; Moreno-Saracho, Jessica E; Barquera, Simón; Rivera, Juan

    2014-01-01

    Consumption of water may help promote health and prevent obesity in children by decreasing consumption of sugar-sweetened beverages. This study used evidence-based strategies to increase water consumption in Mexican-American and Mexican children. In 2012, two schools in San Diego, USA and two other in Tlaltizapan, Mexico were recruited to Agua para Niños (Water for Kids), a program designed to promote water consumption among elementary grade students. Guided by operant psychology, the intervention focused on school and classroom activities to encourage water consumption. One control and one intervention school in each country were included. Agua para Niños resulted in increases in observed water consumption and bottle possession among US and Mexican students. Teacher receptivity to the program was very positive in both countries. Agua para Niños yielded sufficiently positive behavioral changes to be used in a future fully randomized design, and to contribute to school nutrition policy changes.

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

    Science.gov (United States)

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

    2018-04-17

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

  5. Creation of the first Hartford Consensus compliant elementary school in the USA.

    Science.gov (United States)

    Ramly, Elie; Bohnen, Jordan D; Fagenholz, Peter; Yeh, Dante; Velmahos, George; DeMoya, Marc; Kaafarani, Haytham; Butler, Katheryn; Lee, Jarone; King, David R

    2016-01-01

    The Hartford Consensus established a framework for minimizing deaths due to mass shootings, specifically eliminating preventable deaths due to limb exsanguination. Two major principles defined within this framework are (1) redefining the first responder role and (2) the ubiquitous availability of proper training in application of hemorrhage control techniques, including tourniquets. We hypothesized that this hemorrhage control posture could be fully translated into an elementary school. Following institutional review board approval, all teachers at a prekindergarten through 8th grade elementary school underwent short, intensive instruction on their role as a first responder, as well as indications and proper technique for hemorrhage control and tourniquet application for limb exsanguination. All teachers self-reported their confidence in their role as a first responder as well as tourniquet application indications and technique before and after instruction. Following instruction, teachers were evaluated on proper tourniquet application technique on a simulated limb to assess competence. 26 elementary school teachers and 2 administrative staff underwent training. All reported low confidence in their role as a first responder and in tourniquet application indication and technique before training. Following training, all teachers reported high confidence. Testing demonstrated all teachers were competent in the tourniquet application technique. Following training, each classroom was equipped with a purpose-made commercial tourniquet, and a dedicated hemorrhage control bag was placed in the school's central administrative office. All teachers were successfully trained to act as first responders and in correct hemorrhage control techniques, which was verified by testing. This is the first elementary school to universally adopt a hemorrhage control posture to eliminate preventable deaths from limb exsanguination advocated by the Hartford Consensus.

  6. A six month randomized school intervention and an 18-month follow-up intervention to prevent childhood obesity in Mexican elementary schools

    OpenAIRE

    Bacardí-Gascon, M.; Pérez-Morales, M.ª E.; Jiménez-Cruz, A.

    2012-01-01

    Background: The objective of this study, focused on parents and children to reduce sedentary behavior, consumption of soft drinks and high-fat and salt containing snacks, and increase the consumption of fruits and vegetables, was to assess the effect of a six month intervention and an 18 month follow-up intervention on the body mass index, food consumption and physical activity of 2nd and 3rd grade elementary school children. Methods: This was a randomized cluster controlled trial. School chi...

  7. Relationship Between Parenting Style and Children Academic Achievement Among Elementary Students Grade II and III

    OpenAIRE

    Defia Rizki, Sari; Susilawati; Mariam, Iyam

    2017-01-01

    HUBUNGAN POLA ASUH ORANG TUA DENGAN PRESTASI BELAJARANAK USIA SEKOLAH DASAR KELAS II DAN IIIRelationship between Parenting Style and Children Academic Achievementamong Elementary Students Grade II and IIISari Defia Rizki1, Susilawati2, Iyam Mariam3123Sekolah Tinggi Ilmu Kesehatan SukabumiJalan Karamat Nomor 36, Karamat, Kec. Sukabumi, Kota Sukabumi,Jawa Barat 431221e-mail: Pola asuh merupakan cara yang digunakan orang tua dalam mencoba berbagai strategi untukmendoron...

  8. Headmaster Technology Leadership in Malaysia Elementary Schools

    Directory of Open Access Journals (Sweden)

    Ai Yieng Wong

    2017-05-01

    Full Text Available Headmaster technology leadership increasingly important in education today. This leadership, providing various positive effects to the headmaster, teachers, students and schools. Therefore, headmaster need to master this leadership to take up the leadership role of technology in schools. Based on the Headmaster Technology Leadership Model by Chang (2003, a study based on interviews conducted on 6 headmasters serving in Johor, Malaysia. This study aims to review i the role of the headmaster in Johor as a technology leader in school ii the challenges faced by headmaster to serve as a technology leader. Analysis of the findings from interviews found the headmaster in Johor play a role as a technology leader in the school. However, the findings have found the effort in ICT development by the headmaster in schools is different based on the needs of the school. Therefore, there is no single fixed pattern headmaster role as a technology leader. In addition, the role of the headmaster as a technology leader is not comprehensive of the five dimensions as suggested by Chang (2003. Headmaster of Johor advised to make improvements to the school led to the transformation of technology-based education.

  9. Multiple metal accumulation as a factor in learning achievement within various New Orleans elementary school communities

    International Nuclear Information System (INIS)

    Mielke, H.W.; Berry, K.J..; Mielke, P.W.; Powell, E.T.; Gonzales, C.R.

    2005-01-01

    In New Orleans, the elementary school system is divided into attendance districts with established boundaries that define student enrollment among schools. This study concerns environmental quality as defined by amount of soil metals (Pb, Zn, Cd, Ni, Mn, Cu, Co, Cr, and V) in attendance district elementary school communities (n=111) paired with learning achievement as measured by individual test scores (n=32,741) of students enrolled at each school. The Louisiana Educational Assessment Program (LEAP) 4th grade scores measure learning achievement for English language arts, social studies, mathematics, and science. The best fit between environmental quality and higher learning achievement is found to be inversely associated with the sum of the metals or multiple metal accumulations (MMA) in New Orleans communities. The P values for MMA partitions for ELA, SOC, MAT, and SCI are 0.57x10 -7 , 0.29x10 -8 , 0.41x10 -6 , and 0.17x10 -8 , respectively. Efforts to prevent childhood metal exposure should improve New Orleanians' learning achievement as measured by the LEAP scores and thereby enhance the socioeconomic situation in contaminated communities. This study establishes global relationships between LEAP scores in schools and soil metal concentrations in school neighborhoods. However, these data do not allow relating of the LEAP scores with metal levels for individual students

  10. Departmentalized, Self-Contained, or Somewhere in Between: Understanding Elementary Grade-Level Organizational Decision-Making

    Science.gov (United States)

    Parker, Audra; Rakes, Lori; Arndt, Katie

    2017-01-01

    Recent trends indicate a move away from self-contained classrooms and toward content-focused departmentalization in elementary schools. This study takes a snapshot of the existing organizational structures used in elementary schools in one district and explores administrators' beliefs and practices regarding this phenomenon. Our findings suggest…

  11. Adventures in STEM: Lessons in Water Chemistry From Elementary School to Graduate School

    Science.gov (United States)

    Dittrich, T. M.

    2014-12-01

    I will present the accumulation of over 10 years of experience teaching STEM subjects to students ranging from 1st grade to graduate school. I was fortunate to gain a lot of valuable teaching experience while in graduate school in Boulder, CO and so many of my experiences center on opportunities for connecting with students in the field in CO. 3rd-5th grade field hikes - While helping at Jamestown Elementary School, I led hikes with a 3-5th grade class to an abandoned flourospar mine where the students were able to pick up beautiful purple fluorite crystals from the ground while discussing how mining works. During the hike back, we used field meters to measure the pH and conductivity of the stream and discussed the need to balance society's need for metals with the harmful effects of acid mine drainage. 9th, 10th grade STEM Academy at Skyline High School - During an NSF-sponsored fellowship, I had the opportunity to teach a STEM class to 9th and 10th graders where we used the engineering design process to a) design a tool to help a handicapped 3rd grader use the drinking fountain by herself and b) design a treatment system for cleaning up acid mine drainage. Undergraduate and Graduate Environmental Water Chemistry Field Trip - Students had the opportunity to tour two local mine sites to collect contaminated water that would be used in class for alkalinity titrations and pH, sulfate, and hardness measurements. They also collected water samples upstream and at multiple points downstream of a wastewater treatment plan and measured and graphed the dissolved oxygen "sag" in the river. My main teaching philosophy has two parts: 1) assume the students know nothing and 2) assume the students are even smarter than you think you are. This informs my approach to field trips by always starting from the beginning, but also not oversimplifying the topic. 1st graders on their best day can be very similar to graduate students on their worst.

  12. An Examination of School Attitude and Self-Esteem among African-American Elementary School Students

    Science.gov (United States)

    Foster, Esau, II

    2009-01-01

    The focus of this research investigation was to examine school attitudes and self-esteem among 48 African-American elementary school children. Based on achievement data on standardized testing, administered by a school district located within the Mid-Atlantic region of the United States, African-American children were stratified in order to…

  13. The Impact of School Community Partnerships on the Success of Elementary Schools

    Science.gov (United States)

    Grady, Kevin Richard

    2010-01-01

    This study employed multiple regression modeling to examine the success of 63 California elementary schools in terms of (a) school-community social capital, (b) student academic performance, (c) student behavioral incident rate, and (d) teacher turnover rate with respect to the extent of school-community partnership programs. Also of interest to…

  14. Comprehensive School Reform and Standardized Test Scores in Illinois Elementary and Middle Schools

    Science.gov (United States)

    McEnroe, James D.

    2010-01-01

    The study examined the effects of the federally funded Comprehensive School Reform (CSR) program on student performance on mandated standardized tests. The study focused on the mathematics and reading scores of Illinois public elementary and middle and junior high school students. The federal CSR program provided Illinois schools with an annual…

  15. Demonstration of the greenhouse effect for elementary school students

    Science.gov (United States)

    Radovanovic, Jelena

    2014-05-01

    The school where I work is part of the "Step by step towards the sustainable development school" project. Project activities are partly directed towards the popularization of science. As a physics teacher, I have had the opportunity to engage in designing interactive workshops, aiming to introduce younger students to simple experiments which illustrate different natural phenomena, and also in organization, preparation and implementation of school and city science festival (in 2012 and 2013). Numerous displays, workshops and experiments served to introduce a large number of visitors to different topics in the area of science and technology. One of the subjects of forthcoming science festival, planned for May of 2014, is the climate change. To that effect, eight grade students will hold a demonstration and explanation of the greenhouse effect. Although the terms greenhouse effect and global warming are widely used in media, most of the elementary school students in Serbia have poor understanding of the underlying scientific concepts. The experiment with analysis and discussion will first be implemented in one eight-grade class (14 years of age). After that, a group of students from this class will present their newly-acquired knowledge to their peers and younger students at the science fair. Activity objectives: • Explain how atmosphere affects the surface temperature of Earth • Conduct an experiment to demonstrate the greenhouse effect • Analyze the consequences of climate changes Experiment description: Take two empty, transparent containers and add a layer of garden soil. Use cardboard or similar material to make housings for the thermometers. Hang them in the containers, so that they don't touch the soil. Cover one container with a glass panel, and leave the other one open. Place identical incandescent light bulbs at the same distance above each container. Turn the light bulbs on. The students should mark the thermometer readings every 2 minutes, for 20

  16. Preparing perservice teachers to teach elementary school science

    Science.gov (United States)

    Lewis, Amy D.

    The development of scientifically literate citizens begins in the elementary school. Yet elementary school teachers are ill prepared to teach science (Trygstad, Smith, Banilower, Nelson, & Horizon Research, Inc., 2013). The research base on teacher preparation finds that programs designed to prepare elementary teachers are inadequate in providing both the content knowledge and pedagogical content knowledge necessary to teach science effectively (Baumgartner, 2010; Bodzin & Beerer, 2003; Bulunuz & Jarrett 2009). This mixed methods study examined what happened when a science methods course was interactively co-taught by an expert in elementary teaching methods and a physics expert. This study also aimed to discover what aspects of the curriculum pre-service teachers (PSTs) said helped them in developing their understanding of science content and scientific reasoning, and how to implement inquiry practices to teach science. A nested case study of three PSTs provided descriptive portraits of student experiences in the class. A whole class case analysis was used to examine what PSTs learned in terms of science, scientific reasoning skills, and pedagogical content knowledge (PCK) from their experiences in the course. It was found that students often conflated science content with the experiences they had in learning the content. Although PSTs felt the interactive co-teaching model effectively created a balance between theory and practice, it was their experiences doing science--conducting physical experiments, developing and discussing scientific models, and the use of inquiry-based instruction--that they credited for their learning. Even with careful curriculum planning, and a course purposely designed to bridge the theory to practice gap, this study found one semester-long methods course to be insufficient in providing the vast content knowledge and PCK elementary school science teachers need.

  17. Mechatronics Workshop for Elementary School Outreach

    OpenAIRE

    Berg, Devin; Donahue, Meghan; Wigdahl, Matthew; Collins, Charis

    2017-01-01

    In an attempt to engage a classroom of fifth-grade students in an engineering design experience, we took advantage of the prior experiences of a larger collaboration which demonstrated that these students gravitate towards projects which involve electronics while also providing an opportunity to help people. The field of assistive technology, which provides a means of achieving greater independence and standard of living through the integration of technology with the tasks of everyday life an...

  18. Income-Based Disparities in Early Elementary School Science Achievement

    Science.gov (United States)

    Curran, F. Chris

    2017-01-01

    This study documents gaps in kindergarten and first-grade science achievement by family income and explores the degree to which such gaps can be accounted for by student race/ethnicity, out-of-school activities, parental education, and school fixed effects. In doing so, it expands on prior research that documents disparate rates of science…

  19. An Analysis of Academic Achievement in Public Elementary Open-Enrollment Charter and Traditional Public Schools

    Science.gov (United States)

    Benson, Tammy

    2012-01-01

    The purpose of this study was to examine two types of school organizational structures: elementary open-enrollment charter schools and elementary traditional public schools. The study examined the degree to which attendance rates (based upon the prior school year's data), class size and average number of years of teaching experience were related…

  20. Improved Attitude and Achievement: A Case Study of an Elementary School Academic Advisement Intervention

    Science.gov (United States)

    Kamrath, Barry; Brooker, Teresa

    2018-01-01

    School counselors are often called upon to develop and implement academic interventions. In this case study of one urban elementary school, a school counselor conducted a small group academic advisement intervention. The results suggest that integrating the activities into the elementary school counseling program can be an effective Response to…

  1. The Development and Implementation of Successful School-Community Partnerships in Public Elementary Education

    Science.gov (United States)

    Record, Vincent N.

    2012-01-01

    Purpose: The study aimed to define common characteristics of successful school-community partnerships supporting the improvement of academic achievement in public elementary schools. Based on the perceptions of elementary school administrators, this study identified important factors of, barriers to, and benefits of successful school-community…

  2. Elementary Technology Demonstration Schools: The Third Year 1992-93. Publication Number 92.31.

    Science.gov (United States)

    Sabatino, Melissa

    The 1992-93 school year was the third year of the Elementary Technology Demonstration Schools program of the Austin (Texas) schools; the project is funded by International Business Machines Corporation (IBM) and Apple Computer Inc. Grants from these corporations were used to equip three elementary schools with IBM equipment and one with Apple…

  3. Gender-specific relationships between socioeconomic disadvantage and obesity in elementary school students.

    Science.gov (United States)

    Zahnd, Whitney E; Rogers, Valerie; Smith, Tracey; Ryherd, Susan J; Botchway, Albert; Steward, David E

    2015-12-01

    To assess the gender-specific effect of socioeconomic disadvantage on obesity in elementary school students. We evaluated body mass index (BMI) data from 2,648 first- and fourth-grade students (1,377 male and 1,271 female students) in eight elementary schools in Springfield, Illinois, between 2012 and 2014. Other factors considered in analysis were grade level, year of data collection, school, race/ethnicity, gender, and socioeconomic disadvantage (SD). Students were considered SD if they were eligible for free/reduced price lunch, a school-based poverty measure. We performed Fisher's exact test or chi-square analysis to assess differences in gender and obesity prevalence by the other factors and gender-stratified logistic regression analysis to determine if SD contributed to increased odds of obesity. A higher proportion of SD female students (20.8%) were obese compared to their non-SD peers (15.2%) (p=0.01). Unadjusted and adjusted logistic regression analysis indicated no difference in obesity in SD and non-SD male students. However, in both unadjusted and adjusted analyses, SD female students had higher odds of obesity than their peers. Even after controlling for grade level, school, year of data collection, and race/ethnicity, SD female students had 49% higher odds of obesity than their non-SD classmates (odds ratio:1.49; 95% confidence interval: 1.09-2.04). Obesity was elevated in SD female students, even after controlling for factors such as race/ethnicity, but such an association was not seen in male students. Further study is warranted to determine the cause of this disparity, and interventions should be developed to target SD female students. Copyright © 2015 Elsevier Inc. All rights reserved.

  4. Postural changes and pain in the academic performance of elementary school students

    Directory of Open Access Journals (Sweden)

    Maria Homéria Leite de Morais Sampaio

    Full Text Available Abstract Postural changes and pain in the spine of children and adolescents of school age are influenced by the permanent incorrect sitting position, misuse of furniture and weight of the backpack. The aim of this study was to verify postural changes and pain in the academic performance of elementary school students. It was a cross-sectional study, with a descriptive and analytical approach. The subjects were 83 elementary students, aged 8 to 12 years, of Kindergarten and Elementary Education at Paulo Sarasate Municipal School, Ceará. It was performed from March to June 2008. In the physical examination it was used an evaluation form, based on Global Postural reeducation, by Souchard method, which included the variables: compromised anterior, posterior, superior shoulder muscle chains and pain and, in academic performance, a semi-structured questionnaire with the variables: behavior, attendance and performance. The data was stored in the Statistical Package for the Social Science (SPSS version 18.0. In the descriptive analysis, absolute and relative frequencies were used, and in the inferential analysis, the following tests were applied: Mann-Whitney, to verify the existence of significant differences in changes in groups A and B, at a significance level of 5%, and the F statistical test, for comparing postural changes and pain, in the three grades. Results: it was noted that the majority of the students presented postural changes, such as forward head, lifted shoulders, dorsal hyperkyphosis and pain, which predominantly occurred in the anterior chain, when compared with the posterior and superior chains. These changes in both groups were statistically significant only in subjects of the fifth grade with satisfactory academic performance and behavior. It was concluded that there was no association between postural changes and school performance, although it was influenced by pain.

  5. Validity and reliability of a nutrition knowledge survey for assessment in elementary school children.

    Science.gov (United States)

    Gower, Jared R; Moyer-Mileur, Laurie J; Wilkinson, Robert D; Slater, Hillarie; Jordan, Kristine C

    2010-03-01

    Limited surveys are available to assess the nutrition knowledge of children. The goals of this study were to test the validity and reliability of a computer nutrition knowledge survey for elementary school students and to evaluate the impact of the "Fit Kids 'r' Healthy Kids" nutrition intervention via the knowledge survey. During survey development, a sample (n=12) of health educators, elementary school teachers, and registered dietitians assessed the survey. The target population consisted of first- through fourth-grade students from Salt Lake City, UT, metropolitan area schools. Participants were divided into reliability (n=68), intervention (n=74), and control groups (n=59). The reliability group took the survey twice (2 weeks apart); the intervention and control groups also took the survey twice, but at pre- and post-intervention (4 weeks later). Only students from the intervention group participated in four weekly nutrition classes. Reliability was assessed by Pearson's correlation coefficients for knowledge scores. Results demonstrated appropriate content validity, as indicated by expert peer ratings. Test-retest reliability correlations were found to be significant for the overall survey (r=0.54; PNutrition knowledge was assessed upon program completion with paired samples t tests. Students from the intervention group demonstrated improvement in nutrition knowledge (12.2+/-1.9 to 13.5+/-1.6; Pnutrition survey demonstrated content validity and test-retest reliability for first- through fourth-grade elementary school children. Also, the study results imply that the Fit Kids 'r' Healthy Kids intervention promoted gains in nutrition knowledge. Overall, the computer survey shows promise as an appealing medium for assessing nutrition knowledge in children. Copyright 2010 American Dietetic Association. Published by Elsevier Inc. All rights reserved.

  6. Edmodo social learning network for elementary school mathematics learning

    Science.gov (United States)

    Ariani, Y.; Helsa, Y.; Ahmad, S.; Prahmana, RCI

    2017-12-01

    A developed instructional media can be as printed media, visual media, audio media, and multimedia. The development of instructional media can also take advantage of technological development by utilizing Edmodo social network. This research aims to develop a digital classroom learning model using Edmodo social learning network for elementary school mathematics learning which is practical, valid and effective in order to improve the quality of learning activities. The result of this research showed that the prototype of mathematics learning device for elementary school students using Edmodo was in good category. There were 72% of students passed the assessment as a result of Edmodo learning. Edmodo has become a promising way to engage students in a collaborative learning process.

  7. Social Determinants of Overweight and Obesity Rates by Elementary School in a Predominantly Hispanic School District.

    Science.gov (United States)

    Santos, Richard; Huerta, Gabriel; Karki, Menuka; Cantarero, Andrea

    This study analyzes the social determinants associated with the overweight or obesity prevalence of 85 elementary schools during the 2010-11 academic year in a predominantly Hispanic school district. A binomial logistic regression is used to analyze the aggregate overweight or obesity rate of a school by the percent of Hispanic students in each school, selected school and neighborhood characteristics, and its geographical location. The proportion of Hispanic enrollment more readily explains a school's aggregate overweight or obesity rate than social determinants or spatial location. Number of fast food establishments and the academic ranking of a school appear to slightly impact the aggregate prevalence rate. Spatial location of school is not a significant factor, controlling for other determinants. An elementary school's overall overweight or obesity rate provides a valuable health indicator to study the social determinants of obesity among Hispanics and other students within a local neighborhood. Copyright © 2017 Elsevier Inc. All rights reserved.

  8. Playing Fair: The Contribution of High-Functioning Recess to Overall School Climate in Low-Income Elementary Schools

    Science.gov (United States)

    London, Rebecca A.; Westrich, Lisa; Stokes-Guinan, Katie; McLaughlin, Milbrey

    2015-01-01

    Background: Recess is a part of the elementary school day with strong implications for school climate. Positive school climate has been linked to a host of favorable student outcomes, from attendance to achievement. We examine 6 low-income elementary schools' experiences implementing a recess-based program designed to provide safe, healthy,…

  9. Parent Involvement in Elementary School Libraries

    Science.gov (United States)

    Copeland, Michele Rzewski

    2012-01-01

    In the 21st century, school libraries are under pressure to innovate. Library budgets are frequently slashed as districts struggle with limited fiscal resources, while library personnel are increasingly expected to provide students with resources they need to help them pass high stakes tests. In an effort to meet student needs with limited…

  10. Instructional Leadership in Elementary School Science

    Science.gov (United States)

    Sherman, Ann; MacDonald, Leo

    2008-01-01

    Instructional leadership is internationally recognized as being a key role for school administrators to advance in their relationships with teachers. But what happens when a principal lacks content knowledge or specific pedagogical knowledge about certain curriculum areas? How do administrators support instructional practices of teachers who teach…

  11. Strengthening Elementary School Bully Prevention with Bibliotherapy

    Science.gov (United States)

    Heath, Melissa Allen; Moulton, Emily; Dyches, Tina Taylor; Prater, Mary Anne; Brown, Alec

    2011-01-01

    The consequences of bullying are both widespread and severe. It disrupts learning, threatens school safety, and poses long-term emotional repercussions for bullies, victims, and bystanders. Although multiple strategies have targeted bullying, bullying must be understood within a social contextual framework beyond the bully-victim dyad. Davis and…

  12. Teachers’ Views On Activities Practised In Elementary Schools

    OpenAIRE

    Pınar KARAAĞAÇ

    2017-01-01

    In this research, positive and negative effects of club activities, the difficulties students had and the thoughts of teachers on how to conduct club activities effective are tried to be determined. In the research,where qualitative research and interview techniques are applied, ten teachers who work in Ankara Tevfik Fikret Private Elementary School, are chosen incidentally to be interviewed. During the interviews with the teachers, four questions were asked and their answers were...

  13. CREATIVITY OF PRESCHOOL AND ELEMENTARY SCHOOL TEACHERS AND THEIR STUDENTS.

    Science.gov (United States)

    Sali, Güneş; Akyol, Aysel Köksal

    2015-12-01

    Although creativity provides a considerable number of advantages, many teachers have direct and indirect prejudices against creative students since they may display distracting and disruptive behaviors toward teachers and classmates. To determine how teachers' creativity affects their students' creative development, 90 preschool and elementary school teachers and 90 pupils were assessed for creative thinking. The children's sex was not correlated with creativity scores. There were small, significant relationships between various measures of preschool teachers' and students' creativity.

  14. Elementary School Children Contribute to Environmental Research as Citizen Scientists

    OpenAIRE

    Miczajka, Victoria L.; Klein, Alexandra-Maria; Pufal, Gesine

    2015-01-01

    Research benefits increasingly from valuable contributions by citizen scientists. Mostly, participating adults investigate specific species, ecosystems or phenology to address conservation issues, but ecosystem functions supporting ecosystem health are rarely addressed and other demographic groups rarely involved. As part of a project investigating seed predation and dispersal as ecosystem functions along an urban-rural gradient, we tested whether elementary school children can contribute to ...

  15. Burnout in Prospective Elementary School Teachers: Is It Related to Reasons for Choosing the Elementary School Teaching Major, Beliefs about the Teaching Career and Satisfaction with the Choice?

    Science.gov (United States)

    Dundar, Sahin

    2014-01-01

    The present study was carried out to examine the relationships between elementary school teacher candidates' motivations for choosing the teaching profession, beliefs about the teaching profession, satisfaction with the choice, and burnout. The study was carried out with 171 senior elementary school teacher candidates at one public university in…

  16. Achievement goal profiles and developments in effort and achievement in upper elementary school.

    Science.gov (United States)

    Hornstra, Lisette; Majoor, Marieke; Peetsma, Thea

    2017-12-01

    The multiple goal perspective posits that certain combinations of achievement goals are more favourable than others in terms of educational outcomes. This study aimed to examine longitudinally whether students' achievement goal profiles and transitions between profiles are associated with developments in self-reported and teacher-rated effort and academic achievement in upper elementary school. Participants were 722 fifth-grade students and their teachers in fifth and sixth grade (N = 68). Students reported on their achievement goals and effort in language and mathematics three times in grade 5 to grade 6. Teachers rated students' general school effort. Achievement scores were obtained from school records. Goal profiles were derived with latent profile and transition analyses. Longitudinal multilevel analyses were conducted. Theoretically favourable goal profiles (high mastery and performance-approach goals, low on performance-avoidance goals), as well as transitions from less to more theoretically favourable goal profiles, were associated with higher levels and more growth in effort for language and mathematics and with stronger language achievement gains. Overall, these results provide support for the multiple goal perspective and show the sustained benefits of favourable goal profiles beyond effects of cognitive ability and background characteristics. © 2017 The Authors. British Journal of Education Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.

  17. Instructional Strategies for Teaching Algebra in Elementary School: Findings from a Research-Practice Collaboration

    Science.gov (United States)

    Earnest, Darrell; Balti, Aadina A.

    2008-01-01

    Incorporating algebra into the elementary grades has become a focus for teachers, principals, and administrators across the country. The Dinner Tables problem described in this article is a lesson commonly used in elementary grades for its algebraic potential. Instructional strategies for supporting algebra instruction use an example from a…

  18. Video Streaming for Creative Writing at International Elementary School

    Directory of Open Access Journals (Sweden)

    Deni Darmawan

    2013-02-01

    Full Text Available This study aims at overcoming difficulty in learning language, both in Indonesian Language and English at international elementary school, especially in creative writing. Creative writing as part of human activity is creativity with language medium as prose (narrative, description, poem (old, new and modern, as well as drama (dialogue, role play, and sosio drama. Specific target to be achieved is the design of Video Streaming for all kinds of creative writing in the language of Indonesian and English. This investigation is a continuation of the previos investigation that has managed to make a video leaning in English for Math and Science as integrated learning to early class at international elementary school. The method used follow the principles of developmental reasearch. The firts stage is script writing video streaming through brainstorming with teachers, lecturers, teams of investigators Indonesia (UPI and Malaysia (USM. The second stage manuscript, making finalization Video Streaming, make the Web, media experts and creative writing material team investigators. The third stage, testing the Video Streaming, Web and dissemination of results into all the international elementary school in Indonesia and Malaysia.

  19. Health promotion strategies: situational diagnosis in elementary schools

    Directory of Open Access Journals (Sweden)

    Cristina Berger Fadel

    2014-06-01

    Full Text Available Objective: To identify the existence of health-promoting actions in public and private schools. Methods: Exploratory and descriptive study with qualitative approach, conducted from June 2012 to June 2013, comprising 10 institutional managers of elementary schools of the public and private networks in the city of Ponta Grossa, PR. Data was collected through semistructured interviews, and examined with use of content analysis thus emerging thematic categories. Results: Regarding nutrition, monitoring is carried out by nutritionists in both types of school. Private schools provide theoretical guidance, while the public ones practice the orientations about personal care. With respect to the access to health services, public schools provide assistance to their students through the city’s Health Secretariat, whereas private schools are direct providers. The private network was also found to satisfy fully the human and social development. Concerning the structure, accessibility has been prioritized, both schools having implemented the necessary adaptations. As for security, although schools are equipped with monitoring cameras, violence and vandalism are more frequent in public schools. Conclusion: The institutions practice health-promoting actions, with significant differences between public and private schools, especially in the field of personal care, and social and human development. Approaching public and private networks is suggested, in order to perform an inter-institutional work, aiming to improve health promotion for the students. doi:10.5020/18061230.2014.p169

  20. Posttraumatic symptoms in elementary and junior high school children after the 2011 Japan earthquake and tsunami: symptom severity and recovery vary by age and sex.

    Science.gov (United States)

    Iwadare, Yoshitaka; Usami, Masahide; Suzuki, Yuriko; Ushijima, Hirokage; Tanaka, Tetsuya; Watanabe, Kyota; Kodaira, Masaki; Saito, Kazuhiko

    2014-04-01

    To measure psychiatric symptoms exhibited by children in Ishinomaki City, Japan, an area severely damaged by the 2011 earthquake and tsunami, at 8 and 20 months post-tsunami to investigate differences in symptom severity and recovery rate by age, sex, and degree of trauma experienced. Prospective data were collected from children in elementary school (5th and 6th grades) and junior high school (8th and 9th grades). Students completed the Post-Traumatic Stress Symptoms for Children-15 (PTSSC-15) survey. Trauma severity was scored according to experiences of bereavement, home damage, and evacuation. In total, 3795 PTSSC-15 surveys were analyzed, yielding total scores, post-traumatic stress disorder (PTSD) factor subscores, and depression factor subscores, which were analyzed according to grade group, sex, and degree of trauma (trauma dose). In the elementary school children, mean total PTSSC-15 score, PTSD factor score, and depression factor score were significantly improved at 20 months post-tsunami compared with 8 months (P junior high school children. In females of the older group, the depression factor score at 20 months post-tsunami was significantly higher than at 8 months (P Elementary school and junior high school children living near the epicenter of the 2011 Japan earthquake and tsunami exhibited marked differences in PTSD and depressive symptoms. The mental health status of elementary school children improved, whereas that of junior high school children did not. Crown Copyright © 2014. Published by Mosby, Inc. All rights reserved.

  1. Matematicas Para La Escuela Primaria, Grado 4 (Parte 2), Comentario. Traduccion Preliminar de la Edicion en Ingles Revisada. (Mathematics for the Elementary School, Grade 4, Part 2, Teacher's Commentary. Preliminary Translation of the Revised English Edition).

    Science.gov (United States)

    Beatty, Leslie; And Others

    This is Part 2 of the teacher's commentary for the grade 4 mathematics program. Part 2 includes the commentary for chapters 6 through 10. Topics covered include addition and subtraction, multiplication and division, geometrical figures, lines and lineal measurement, and fractions. (RH)

  2. Situational and Intrapersonal Predictors of School and Life Satisfaction of Elementary School Students

    Science.gov (United States)

    Drost, Amy Linden

    2012-01-01

    This study examined predictors of school and life satisfaction of fifth-grade students. Two situational predictor variables (school climate and school stress) and two intrapersonal predictor variables (locus of control and academic self-concept) were examined. It was hypothesized that positive school climate, low levels of school stress, internal…

  3. Elementary school students' perceptions of stuttering: A mixed model approach.

    Science.gov (United States)

    Panico, James; Healey, E Charles; Knopik, Jennifer

    2015-09-01

    Past research studies have focused on perceptions of stuttering by various age groups and only a few have examined how children react to a peer who stutters. All of these studies used a quantitative analysis but only one included a qualitative analysis of elementary school age children's responses to stuttering. The aim of this study was to further explore the perceptions of elementary school students toward a peer who stutters using both quantitative and qualitative analyses of three levels of stuttering. Participants included 88 elementary school children between 8 and 12 years of age. Each participant viewed one of four audiovisual samples of a peer producing fluent speech and mild, moderate, and severe simulated stuttering. Each participant then rated five Likert statements and answered three open-ended questions. Quantitative and qualitative results indicated that negative ratings and the percentage of negative comments increased as the frequency of stuttering increased. However, the children in this study indicated that they were comfortable listening to stuttering and would be comfortable making friends with the peer who stutters. The findings of this study together with past research in this area should help clinicians and their clients appreciate the range of social and emotional reactions peers have of a child who stutters. After reading this article, the reader will be able to: (a) discuss past research regarding children's perceptions of stuttering; (b) summarize the need to explore the perceptions of elementary-aged children toward a peer who stutters; (c) describe the major quantitative and qualitative findings of children's perceptions of stuttering; and (d) discuss the need for disseminating more information about stuttering to children and teachers. Copyright © 2015 Elsevier Inc. All rights reserved.

  4. Growing minds: The effect of school gardening programs on the science achievement of elementary students

    Science.gov (United States)

    Klemmer, Cynthia Davis

    Science literacy refers to a basic knowledge and understanding of science concepts and processes needed to consider issues and make choices on a daily basis in an increasingly technology-driven society. A critical precursor to producing science literate adults is actively involving children in science while they are young. National and state (TX) science standards advocate the use of constructivist methods including hands-on, experiential activities that foster the development of science process skills through real-world investigations. School gardens show promise as a tool for implementing these guidelines by providing living laboratories for active science. Gardens offer opportunities for a variety of hands-on investigations, enabling students to apply and practice science skills. School gardens are increasing in popularity; however, little research data exists attesting to their actual effectiveness in enhancing students' science achievement. The study used a quasi-experimental posttest-only research design to assess the effects of a school gardening program on the science achievement of 3rd, 4th, and 5th grade elementary students. The sample consisted of 647 students from seven elementary schools in Temple, Texas. The experimental group participated in school gardening activities as part of their science curriculum. The control group did not garden and were taught using traditional classroom-based methods. Results showed higher scores for students in the experimental group which were statistically significant. Post-hoc tests using Scheffe's method revealed that these differences were attributed to the 5th grade. No statistical significance was found between girls and boys in the experimental group, indicating that gardening was equally effective for both genders. Within each gender, statistical significance was found between males in the experimental and control groups at all three grade levels, and for females in the 5 th grade. This research indicated that

  5. Assessing the Promise of a Supplemental Reading Intervention for At-Risk First Grade Students in a Public School Setting

    Science.gov (United States)

    Mokhtari, Kouider; Neel, Joanna L.; Kaiser, Forrest; Le, Hong-Hai

    2015-01-01

    In this exploratory quasi-experimental case study, we assessed the promise of a yearlong supplemental reading intervention with a small pilot group of at-risk first grade readers in an elementary school setting. Using standardized measures of reading proficiency, we found that after 47 hours of one-on-one tutoring instruction, students read…

  6. DEMOCRATIC ATTITUDES OF ELEMENTARY SCHOOL TEACHERS

    Directory of Open Access Journals (Sweden)

    Müge TAÇMAN

    2006-06-01

    Full Text Available The primary aim of this study was to determine the democratic attitudes of the classroomteachers. This study is a descriptive research. In this research, democratic attitude scala which was developed by“published for the attitude research labaratory” and adapted to Turkish educational system by Gözütok (1995 wasused. Research group consisted fifty teachers from four private primary schools in Ankara. The data were analyzed byone way ANOVA. According of the results of the research, democratic attitudes of teachers have been discriminated onteachers’ sexuality, seniority and graduate level

  7. Obesity in elementary school children after the Great East Japan Earthquake.

    Science.gov (United States)

    Moriyama, Hidenori; Fuchimukai, Toru; Kondo, Naoki; Takayama, John I

    2018-03-01

    Rikuzentakata was one of the cities most devastated by the Great East Japan Earthquake on 11 March 2011. Many buildings were swept away or destroyed and affected families were placed into temporary housing. The aim of this study was to determine the impact of long-term temporary housing on the body mass index (BMI) of elementary school children living in Rikuzentakata City. A retrospective cohort study of was carried out of students attending 1st-3rd grade in 2010, and 4th-6th grade in 2013, in eight elementary schools in Rikuzentakata City. Height and weight were measured annually. We compared changes in BMI between children in temporary housing and those in permanent housing. Separately, parents of students attending one of the elementary schools were surveyed in 2013. Of 526 children in the present study, 32% were living in temporary housing. The prevalence of obesity climbed from 5.3% in 2010 to 7.8% in 2013 in the temporary housing group, and from 7.6% to 7.8% in the permanent housing group. BMI z-score in the temporary housing group increased by 0.102 points between 2010 and 2013 (P comic books and their walking commute time had decreased by 2 min compared with before the disaster. Obesity prevalence and BMI z-score increased in children in temporary housing compared with permanent housing. A more sedentary lifestyle may explain this trend. It is important for policy makers and health-care providers to recognize potential consequences of long-term residence in temporary housing. © 2017 Japan Pediatric Society.

  8. Education for Disaster Prevention in Elementary School in Japan

    Science.gov (United States)

    Shida, Masakuni

    2013-04-01

    Education for disaster prevention has become more and more important since the Great East Japan Earthquake and tsunami in 2011. More than 18 thousand people were killed or have not been found yet in the tragedy, however, in Kesn'numa, which is a city located in the seriously damaged area, there were few student victims of tsunami. This is because every school in Kesen'numa has excellent education systems for disaster prevention. They have several safety exercises and conducts emergency drills each year in unique ways which have been developed upon the tragic experiences of serious earthquakes and tsunami in the past. For disaster prevention education, we should learn two important points from the case in Kesen'numa; to learn from the ancient wisdom, and to ensure for students to have enough opportunities of safety exercises and emergency drills at school. In addition to these two points, another issue from the viewpoint of science education can be added, which is to learn about the mechanisms of earthquake. We have developed disaster prevention and reduction programs in educational context, taking these three points into consideration. First part of the program is to study local history, focusing on ancient wisdom. In Kesen'numa City, there were thirty-three monumental stones with cautionary lessons of the possible danger of tsunami before the great earthquake. The lessons were based on the disasters actually happened in the past and brought down to the current generation. Kesen'numa-Otani elementary school has conducted education for disaster prevention referring to this information with full of ancient wisdom. Second part of the program is to make sure that every student has enough and rich opportunities to simulate the worst situation of any disasters. For example, in the case of earthquake and tsunami, teachers take students to the safest place through the designated evacuation rout according to each school's original manual. Students can experience this

  9. Effective educational practice of river learning by using of Hiikawa-river of elementary school, Shimane prefecture, Japan

    Science.gov (United States)

    Tomoyuki, U.; Matsumoto, I.

    2012-12-01

    The importance of field learning has been increasing at elementary school and junior high school in Japan. However, In Japan, it is little actual situation that there is in an opportunity for the field learning enforced in the school science lesson. This tendency is strong as much as school of the city and that circumference. I think that this cause is that there are few suitable places for educational tool to observe geological field near the school. Children learn about "Function of running water" in Grade 5 of elementary school in Japan. Therefore, In this study, We remark the river called "Hiikawa-river" which flow in Izumo city, Shimane prefecture as the science teaching materials. Hiikawa is the river which flowing through the granitic rock district. Therefore We can observe granitic rock from in the upper stream, midstream, to the down stream. That is, we can observe the function of running water and diameter (size) of granitic boulders. It is mean that Hiikawa is the one of good educational tool for Children to learn the function of running water. Though it is the place where nature is comparatively rich even in Japan, it can't be said that field learning is relatively popular in Shimane prefecture. I think that teacher has to learning experience at field, because teacher should settle confidence to guide to the student at the field. That is, if it is not, you can not teach children with truly important of curriculum view point of natural and field science. In this research, we introduce practice of geological field learning at the public elementary school of the Shimane prefecture by using of Hiikawa as educational tool which children learn about the function of running water in grade 5, elementary school. In addition, we hope that this study contribute to teachers teaching method and to children natural science literacy.

  10. Comparing Slovenian year 8 and year 9 elementary school pupils’ knowledge of electrolyte chemistry and their intrinsic motivation

    OpenAIRE

    Devetak, Iztok; Drofenik Lorber, Erna; Juriševič, Mojca; Glažar, Saša

    2015-01-01

    This study explored the differences between eight-year elementary school pupils (before the curriculum reform) and nine-year elementary school pupils (soon after the curriculum reform) in Slovenia, as regards specific chemistry knowledge and motivation to learn chemistry. Altogether, 191 elementary school pupils participated in the study. The results show that pupils of nine-year elementary school are not significantly better at chemistry knowledge test scores than eight-year elementary schoo...

  11. READY TO LEARN: THE IMPACT OF THE MORNING BLAST PHYSICAL ACTIVITY INTERVENTION ON ELEMENTARY SCHOOL STUDENTS

    Directory of Open Access Journals (Sweden)

    Tingting Xu

    2017-08-01

    Full Text Available Objective: The purpose of this study was to investigate the effects of a physical activity intervention programme, named “Morning Blast”, on elementary school students’ math learning and daily physical activity. The Morning Blast intervention programme was a 16-week cardiovascular endurance emphasized physical activity program that students voluntarily participated in before the school day. Participants that volunteered, did so for the duration of the program. Methods: This mixed-methods study included seven educators and 83 students (n=90. The students were all children who were enrolled in Grades 3, 4, and 5 in a semi-rural elementary school in the United States. Data were collected through focus-group interviews, surveys, quantitative analysis of step counts, and from quasi-experimental research design. Results: Students in the experimental group were found to have: (1 increased scores on math standard score, (2 greater confidence in their academic ability, and (3 had more accumulated steps compared to students in the control group. Students in the experimental group also reported that they were more “ready to learn” after completing the physical activity intervention. This finding was also confirmed by their teachers. Conclusion: This study demonstrates how an increase in physical activity during the morning time has positive benefits for students throughout the school day.

  12. Reinforcement at last years of elementary school assessment the inclusion in the political- pedagogical project.

    Directory of Open Access Journals (Sweden)

    LEANDRO JACQUES MARTINS

    2015-12-01

    Full Text Available The reports produced by the Education Ministry, after the Prova Brasil results, applied to 8º and 9º grade students in the Portuguese and Mathematics subject shows the Brazilians students learning difficulties in these areas. The Prova Brasil results applied in 2013 shows that in Portuguese only 28,7% of the students graduates at elementary school with the appropriate learning and in mathematics this rate falls to 16,4%. The Brazilian educational legislation determines the minimum pattern at the education quality and the compulsory requirement of reinforcement classes to students who has learning difficulties. Many authors and the legislation establish the pedagogical time and space expansion necessity. The reinforcement, assessment the inclusion in the political- pedagogical project, is an important alternative to the mathematic and Portuguese learning difficulties confront. With the purpose of know the difficulties faced by the Mathematics and Portuguese teachers at the last years of elementary school and the schools reinforcement adoption, interviews were carried out with docents of both areas who works at two public schools at Barra do Quaraí.

  13. Increasing STEM Competence in Urban, High Poverty Elementary School Populations

    Directory of Open Access Journals (Sweden)

    Sueanne McKinney

    2017-10-01

    Full Text Available Enhancing STEM competence (e.g., interests, knowledge, skills, and dispositions among urban, high poverty, elementary school populations in the United States (U.S. is and remains a growing national concern, especially since Science, Technology, Engineering and Mathematics (STEM competence is and will continue to be a necessary requisite for gainful employment in the future, according to workforce development experts. In an attempt to address this gap, many urban elementary schools have begun to offer STEM-related programs to increase STEM learning at an early age. STEM competence (interest, knowledge, skills, and dispositions, however, remains low. This paper results in a matrix used to analyze children's fictional literary selections and a model that argues that elementary teachers, as the first point of contact with young students, can affect STEM competence. By adopting a more culturally responsive pedagogy that attends to the 21st Century Learning Skills and the Next Generation Science Standards, teachers can choose literature that serves to excite and reinforce STEM learning.

  14. The Elementary School Students’ Mathematical Problem Solving Based on Reading Abilities

    Science.gov (United States)

    Wulandari, R. D.; Lukito, A.; Khabibah, S.

    2018-01-01

    The aim of this research is to describe the third grade of elementary school students’ mathematical problem in solving skills based on their reading abilities. This research is a descriptive research with qualitative approach. This research was conducted at elementary school Kebraon II Surabaya in second semester of 2016-2017 academic years. The participants of this research consist of third grade students with different reading abilities that are independent level, instructional level and frustration level. The participants of this research were selected with purposive sampling technique. The data of this study were collected using reading the narration texts, the Ekwall and Shanker Informal Reading Inventory, problem solving task and interview guidelines. The collected data were evaluated using a descriptive analysis method. Once the study had been completed, it was concluded that problem solving skills varied according to reading abilities, student with independent level and instructional level can solve the problem and students with frustration level can’t solve the problem because they can’t interpret the problem well.

  15. Public Schools Energy Conservation Measures, Report Number 4: Hindman Elementary School, Hindman, Kentucky.

    Science.gov (United States)

    American Association of School Administrators, Arlington, VA.

    Presented is a study identifying and evaluating opportunities for decreasing energy use at Hindman Elementary School, Hindman, Kentucky. Methods used in this engineering investigation include building surveys, computer simulations and cost estimates. Findings revealed that modifications to the school's boiler, temperature controls, electrical…

  16. Effects of School Counselors' Cognitive Behavioral Consultation on Irrational and Efficacy Beliefs of Elementary School Teachers

    Science.gov (United States)

    Warren, Jeffrey M.; Gerler, Edwin R., Jr.

    2013-01-01

    Consultation is an indirect service frequently offered as part of comprehensive school counseling programs. This study explored the efficacy of a specific model of consultation, rational emotive-social behavior consultation (RE-SBC). Elementary school teachers participated in face-to-face and online consultation groups aimed at influencing…

  17. Transitioning from Elementary School to Middle School: The Ecology of Black Males' Behavior

    Science.gov (United States)

    Mundy, Alma Christienne

    2014-01-01

    The purpose of this mixed method study is to explain the ecology Black males experience as they transition from elementary school to middle school in terms of behavior. The Black male graduation rate is well below 50% nationally (Orfield, Losen, Wald, & Swanson, 2004; Schott Foundation for Public Education, 2010). Graduating from high school…

  18. Integration of Character Values in School Culture at Elementary Schools in Jakarta, Indonesia

    Directory of Open Access Journals (Sweden)

    Arita - Marini

    2017-04-01

    Full Text Available Character values can be integrated not only in the classroom, but also in the school culture. Some teachers are not familiar with the ways of integrating these values in the school culture. The purpose of this study was to find out about implementation of character values integration in school culture at elementary schools in Jakarta. This research was conducted in Jakarta, the capital city of Indonesia. A quantitatively descriptive method was used for this study. Questionnaires related to integration of character values in school culture consists of religious, honesty, discipline, clean and healthy, tolerance, working ethos, and nationalism culture. A total of 63 principals from 63 elementary schools in Jakarta were involved in the study. The result showed that means of character values integration in religious, honesty, discipline, clean and healthy, tolerance, working ethos, and nationalism culture were achieved 13.40, 6.16, 17.71, 13.24, 11.81, 12.33, and 10.49 or 83.75 %, 68.44 %, 98.39 %, 88.27 %, 98.42 %, 94.85 %, and 95.36 % from theoretically maximum scores. This study concludes that character values has already been integrated effectively in religious, discipline, clean and healthy, tolerance, working ethos, and nationalism culture at 63 elementary schools in Jakarta.  On the other hand, integration of character values in honesty culture hasn’t been effective at 63 elementary schools in Jakarta.

  19. Urban school leadership for elementary science instruction: Identifying and activating resources in an undervalued school subject

    Science.gov (United States)

    Spillane, James P.; Diamond, John B.; Walker, Lisa J.; Halverson, Rich; Jita, Loyiso

    2001-10-01

    This article explores school leadership for elementary school science teaching in an urban setting. We examine how school leaders bring resources together to enhance science instruction when there appear to be relatively few resources available for it. From our study of 13 Chicago elementary (K-8) schools' efforts to lead instructional change in mathematics, language arts, and science education, we show how resources for leading instruction are unequally distributed across subject areas. We also explore how over time leaders in one school successfully identified and activated resources for leading change in science education. The result has been a steady, although not always certain, development of science as an instructional area in the school. We argue that leading change in science education involves the identification and activation of material resources, the development of teachers' and school leaders' human capital, and the development and use of social capital.

  20. Objectively Measured School Day Physical Activity Among Elementary Students in the United States and Finland.

    Science.gov (United States)

    Yli-Piipari, Sami; Kulmala, Janne Santeri; Jaakkola, Timo; Hakonen, Harto; Fish, Joseph Cole; Tammelin, Tuija

    2016-04-01

    Schools are in a unique position to ensure that all students meet the current physical activity (PA) recommendations. This study aimed to examine 1st to 3rd grade elementary students' accelerometer measured school day PA in the United States (U.S.) and Finland. The sample consisted of 200 students (107 girls, 93 boys; ages 6 to 8) and their school day PA was monitored with hip-worn ActiGraph GT3X+ accelerometers across a 5-day school week and the thresholds 100 and 2296 count per minute were used to separate sedentary time, light PA, and moderate-to-vigorous PA (MVPA). On an average school day, students were engaged in MVPA for 20.0 min in the U.S. and 24.1 min in Finland. Students' school-day MVPA was 9 to 16 minutes higher during physical education (PE) days compared with non-PE days (U.S: 25.8 vs. 16.6 min/day; Finland: 36.3 vs. 20.1 min/day). Girls had less MVPA and more sedentary time compared with boys in both samples. This study highlights both the role of PE and other school day physical activities in meeting PA guidelines. Policy measures are needed to change the structure of the school day and enhance PA to ensure that students meet the PA recommendations.

  1. Effect of Food Service Nutrition Improvements on Elementary School Cafeteria Lunch Purchase Patterns

    Science.gov (United States)

    Cluss, Patricia A.; Fee, LuAnn; Culyba, Rebecca J.; Bhat, Kiran B.; Owen, Kay

    2014-01-01

    Background: Schools can play a major role in prevention and intervention for childhood obesity. We describe changes in elementary school cafeteria lunch sales patterns resulting from nutritional improvements in menu offerings that were part of a community-wide focus on health. Methods: Elementary school lunch sales data were collected for 1 week…

  2. Are elementary school teachers prepared to tackle bullying? : A pilot study

    NARCIS (Netherlands)

    Oldenburg, Beau; Bosman, Rie; Veenstra, Rene

    The aim of this pilot study was to investigate to what extent elementary school teachers were prepared to tackle bullying. Interview data from 22 Dutch elementary school teachers (M age=43.3, 18 classrooms in eight schools) were combined with survey data from 373 students of these teachers (M

  3. Teachers' Perspectives of Children's Mental Health Service Needs in Urban Elementary Schools

    Science.gov (United States)

    Williams, James Herbert; Horvath, Violet E.; Wei, Hsi-Sheng; Van Dorn, Richard A.; Jonson-Reid, Melissa

    2007-01-01

    This study uses a phenomenological approach to investigate elementary school teachers' perspectives on children's mental health service needs. Focus groups were conducted at two elementary schools with differing levels of available social services in a moderate-sized urban midwestern school district. Data collection centered on six prominent…

  4. Promoting Physical Activity in Elementary Schools: Needs Assessment and a Pilot Study of Brain Breaks

    Science.gov (United States)

    Perera, Thushanthi; Frei, Simone; Frei, Balz; Bobe, Gerd

    2015-01-01

    A sedentary life style contributes to many chronic diseases and poor educational performance. Since elementary school-aged children spend most wakeful hours in school, classroom teachers are essential for providing physical activity (PA) breaks during school. As first objective, we assessed current PA levels for Oregon public elementary schools…

  5. The Vulnerability of Urban Elementary School Arts Programs: A Case Study

    Science.gov (United States)

    Shaw, Ryan D.

    2018-01-01

    With the intent of improving understanding of cuts to elementary arts programs, the purpose of this research was to investigate how one urban school district (Lansing School District in Lansing, Michigan) eliminated its elementary arts specialists. Research questions were (1) What policy conditions enabled the Lansing School District's decision to…

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

    Science.gov (United States)

    Store, Jessie Chitsanzo

    2012-01-01

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

  7. 41 CFR 101-6.205-3 - Elementary and secondary schools.

    Science.gov (United States)

    2010-07-01

    ... schools. 101-6.205-3 Section 101-6.205-3 Public Contracts and Property Management Federal Property...-Nondiscrimination in Programs Receiving Federal Financial Assistance § 101-6.205-3 Elementary and secondary schools. The requirements of §§ 101-6.205-1 and 101-6.205-2 with respect to any elementary or secondary school...

  8. Music Education in Puerto Rican Elementary Schools: A Study from the Perspective of Music Teachers

    Science.gov (United States)

    López-León, Ricardo; Lorenzo-Quiles, Oswaldo; Addessi, Anna Rita

    2015-01-01

    This article presents, for the first time, descriptive research on the status of music education in Puerto Rican public elementary schools. General music education at elementary schools on the island has been part of the school offering for more than 50 years. As yet, music education at this level has not been recognized as an essential discipline…

  9. Effects of a language program in the social functioning of children at elementary school.

    Science.gov (United States)

    Stivanin, Luciene; Carnio, Maria Silvia

    2017-10-23

    the purpose of this study was to describe a language stimulation program, including teacher training and practical activities in the classroom, and investigate the effectiveness of this action on the social functioning and behavioral problems of elementary school children. 136 children from six classrooms of a public school and their teachers participated in this research. Of these, half were given the language stimulation program: 16 hours of training for teachers and 9 meetings in the classroom with activities for students. The activities involved instruction for the use of language reflection and practice with the narrative structure. Teachers filled out questionnaires about the social skills and behavior problems of their students before and after the program. there was no statistically significant difference between the research groups pre- and post- program in terms of assertiveness/ social resourcefulness (1st and 5th grades) and cooperation/affection (1st and 3rd grades). In the research groups, children of the 3rd grade, different from the 1st and the 5th grade, showed more evolution in their self-control abilities, which may be related to the lower frequency of externalizing problems in this group. the language program had positive effects on social assertiveness/resourcefulness skills and social cooperation/affection.

  10. The School Breakfast Program strengthens household food security among low-income households with elementary school children.

    Science.gov (United States)

    Bartfeld, Judith S; Ahn, Hong-Min

    2011-03-01

    The School Breakfast Program is an important component of the nutritional safety net and has been linked to positive changes in meal patterns and nutritional outcomes. By offering a breakfast, which for low-income children is available either at no cost or reduced price, the program also has the potential to increase household food security. This study examined the relationship between availability of the School Breakfast Program and household food security among low-income third-grade students by using data from the Early Childhood Longitudinal Survey-Kindergarten Cohort. The primary sample included 3010 students. Availability of school breakfast was assessed by surveys of school administrators. Food security was assessed by parents' reports by using the standard 18-item food security scale and considering 2 different food security thresholds. A probit model was estimated to measure the relationship between school breakfast availability and household food security while controlling for a range of other characteristics. Access to school breakfast reduced the risk of marginal food insecurity but not the risk of food insecurity at the standard threshold. That is, the program appeared beneficial in offsetting food-related concerns among at-risk families, although not necessarily in alleviating food insecurity once hardships had crossed the food insecurity threshold. Increasing the availability of school breakfast may be an effective strategy to maintain food security among low-income households with elementary school children.

  11. A Research on the Impact of Internet Use in American Elementary School Libraries

    Directory of Open Access Journals (Sweden)

    Feng-Hsiung Hou

    2003-03-01

    Full Text Available The purpose of this research was to explore the impact of Internet use in American elementary school libraries operations and to find the best way for use Internet tools in elementary school libraries operations. This study may offer important information about the impact of Internet usage for elementary school library s operations. The research question was: Is the Internet usage having significant impact for organizational operations in the American elementary school libraries? This study employed survey research to conduct the research process. Research participants were 50 administrators in 50 elementary school libraries; Texas, U.S.A. Descriptive statistics was used to analyze the impact of Internet applied in the elementary school libraries. Results indicated that there was a significant impact of the Internet usage in American elementary school libraries operations. The author suggests that elementary school libraries organizational leaders need pay attention to the impact of Internet usage in their business and they also need plan how to utilize the Internet into their elementary school libraries in the future.

  12. Hand hygiene instruction decreases illness-related absenteeism in elementary schools: a prospective cohort study

    Science.gov (United States)

    2012-01-01

    Background Illness-related absences have been shown to lead to negative educational and economic outcomes. Both hand washing and hand sanitizer interventions have been shown to be effective in reducing illness-related absences. However, while the importance of hand hygiene in schools is clear, the role of instruction in use is less obvious. The purpose of this study was to compare absenteeism rates among elementary students given access to hand hygiene facilities versus students given both access and short repetitive instruction in use, particularly during influenza season when illness-related absences are at a peak. Methods A hand hygiene intervention was implemented from October to May during the 2009/2010 academic year, including peak flu season, in two Chicago Public Elementary Schools among students grades pre-kindergarten to eighth grade (ages 4–14). Classrooms were systematically assigned to an intervention or control group by grade (cluster design). Hand hygiene facilities (sanitizer and soap) were made available to all students. Students in the intervention group also received short repetitive instruction in hand hygiene every 2 months. Only absences as a result of respiratory or gastrointestinal illness were used to establish illness-related absenteeism rates. Percent absent days were calculated and bivariate analyses were performed to compare percent absent days among students given access to hand hygiene facilities versus students given both access and instruction. Prior to the intervention, teachers’ perceptions of students’ hand hygiene were also evaluated. Teacher perceptions were analysed to describe attitudes and beliefs. Results Data were collected and analysed for 773 students reporting 1,886 absences during the study period (1.73% of total school days). Both the percent total absent days and percent illness-related absent days were significantly lower in the group receiving short instruction during flu season (P = 0.002, P

  13. Effect of breakfast timing on the cognitive functions of elementary school students.

    Science.gov (United States)

    Vaisman, N; Voet, H; Akivis, A; Vakil, E

    1996-10-01

    To study the effect of breakfast timing on selected cognitive functions of elementary school students. A 2-week randomized control intervention trial. Five elementary schools. The subjects comprised 569 children, 51% of them boys, aged 11 to 13 years; the children were in grades 5 through 6 (17 classes). The subjects lived in different areas and had different socioeconomic backgrounds. Each subject was tested twice, by 2 versions of the Rey Auditory-Verbal Learning Test, 2 alternative forms of the logical memory subtest of the revised Wechsler Memory Scale, and 2 versions of the Benton Visual Retention Test. On the first test, before any nutritional intervention, the subjects were asked to complete a questionnaire about their food intake on the day of testing. Two thirds of the subjects received 200 ml of 3%-fat milk and 30 g of sugared cornflakes for the next 14 days, and all the subjects were reexamined on the 15th day. Scoring on the different tests was compared with baseline scores. After 15 days, children who ate breakfast at school scored notably higher on most of the test modules than did children who ate breakfast at home and children who did not at breakfast. Our results indicate that routinely eating breakfast 2 hours prior to being tested does not improve cognitive functions in 11- to 13-year-old elementary school students, but food supplementation 30 minutes prior to taking a test notably improves scoring. We suggest further studies on the relationship between meal content, feeding time, and scholastic performance.

  14. Prevalence and risk factors of violence among elementary school children in Cairo.

    Science.gov (United States)

    Ez-Elarab, Hanan S; Sabbour, Sahar M; Gadallah, Mohsen A; Asaad, Tarek A

    2007-01-01

    School violence is a growing problem that has received widespread attention. Violent behavior for elementary school children is primarily expressed as physical or verbal aggression. Various factors contribute to violent and aggression by children at homes, schools or individual risk factors. The aim of the present study is to measure the prevalence of violence, risk factors, and different forms among elementary school children, to identify consequence of violent exposure and children with abnormal behavior score. A cross-sectional study was done enrolling a total of 500 elementary students from two mixed schools (private and public) 250 from each in North Cairo Educational Zone. Data collected from students, parents and teachers were: violence behavior, home and family atmosphere, peer relation, exposure to violence at school; being victimized, witness, or initiator, and other risk factors. Standardized questionnaires were used as Achenback Child Behavior checklist, parent and teacher forms of Strength and Difficulty questionnaires (SDQ), and developmental history of child. Monthly grades of students, IQ assessment, physical examination of students were recorded. Prevalence of different forms of violence was higher in public school than private; physical violence 76%, 62% respectively. All forms of violence were higher among boys. Living with a single parent (OR = 2.3), absence of an attachment figure (OR = 13.6), instrumental delivery or cesarean section (OR = 1.9), corporal punishment (OR = 3), violent video games preference (OR = 2.5), exposure to verbal aggression (OR = 3), relations with aggressive peers (OR = 3) were risk factors for violence. Teacher's report of SDQ revealed abnormal score of student's behavior in (32.4%) and (22%) students of public and private schools respectively. The most frequent problems revealed by SDQ among victimized students of both schools was conduct problems (64.7%) in teacher's report and peer relation problems 93.6% in parent

  15. Experimental activities in the early years of elementary school: a methodological tool for construction of the teaching-learning process

    Directory of Open Access Journals (Sweden)

    Ana de Souza Lima

    2017-07-01

    Full Text Available Focusing on the early years of elementary school, this study evaluated the impact of experimental activities based in the scientific method and preconceptions on the learning and memorization of concepts and phenomena associated with the fermentation process. The different activities were carried out through an experimental course (20hs, with students of elementary school from school municipal Diacono Joao Luiz Pozzobon, Santa Maria-RS. The research involved 20 students, with 6 and 7 old years. The evaluation was performed by comparing the interview responses made before the course (pre-test and after the course (post-test. The post-tests were applied at the end of the experimental course, and after 6 and 12 months. The experimental activities facilitated the acquisition and retention of new concepts. The data show that "experimental activities" can be used by teachers in early grades as a methodological tool to complement the teaching-learning process.

  16. Walking school bus programs in U.S. public elementary schools.

    Science.gov (United States)

    Turner, Lindsey; Chriqui, Jamie F; Chaloupka, Frank J

    2013-07-01

    Active transportation to school provides an important way for children to meet physical activity recommendations. The "walking school bus" (WSB) is a strategy whereby adults walk with a group of children to and from school along a fixed route. This study assessed whether school-organized WSB programs varied by school characteristics, district policies, and state laws. School data were gathered by mail-back surveys in nationally representative samples of U.S. public elementary schools during the 2008-2009 and 2009-2010 school years (n = 632 and 666, respectively). Corresponding district policies and state laws were obtained. Nationwide, 4.2% of schools organized a WSB program during 2008-2009, increasing to 6.2% by 2009-2010. Controlling for demographic covariates, schools were more likely to organize a WSB program where there was a strong district policy pertaining to safe active routes to school (OR = 2.14, P law requiring crossing guards around schools (OR = 2.72, P laws are associated with an increased likelihood of elementary schools organizing these programs. Policymaking efforts may encourage schools to promote active transportation.

  17. Taking risks with a growth mindset: long-term influence of an elementary pre-service after school science practicum

    Science.gov (United States)

    Cartwright, T. J.; Hallar, B.

    2018-02-01

    In this study, we present the long-term influence of an after school science practicum associated with an elementary science methods course. The practicum or field experience could be considered a community-based service learning programme as it is situated both within and for the community. Study participants included eight third- and fifth-grade teachers who had participated in elementary science methods courses; four of these teachers participated in the after school teaching practicum while four participants experienced a more traditional observation-based elementary science practicum. All of these teachers were in their second or third year teaching which was 3-4 years after taking the methods course. Investigation methods included questionnaires, field observations and semi-structured, individual interviews. Teachers more regularly utilised reform-based teaching strategies and cited the after school teaching practicum as preparing them to use these strategies in their own classrooms. All teachers exhibited a growth mindset to some degree, but the after school practicum participants did demonstrate a wider use of reformed-based teaching strategies and a higher growth mindset. Elementary teachers perceive risk associated with these key aspects of instruction: (1) managing instruction and classroom management, (2) teaching science through guided inquiry, and (3) overcoming adoptions in other 'mandated' curriculum like math and reading.

  18. Sodium intake of elementary school children in Bandung

    International Nuclear Information System (INIS)

    Endah Damastuti; Muhayatun Santoso; Natalia Adventini; Katherina Oginawati

    2010-01-01

    Sodium is essential micro nutrient which is needed by human body such as in regulating body fluids balance, maintaining the normal pH of blood, transmitting nerve signal, and helping cells in metabolism of other essential nutrients. The changes of modern life style at the moment, had lead people tend to consume fast foods and processed foods which have high sodium content that apprehensively increasing prevalence of hypertension. In this research, the determination of sodium intake of elementary school children in Bandung and the contribution of street foods to sodium intake was conducted. Food sampling was done by duplicate diet method of 19 elementary school children and 24 kinds of street foods often consumed by children in Bandung. The samples were analysed using neutron activation analysis technique. The results showed that sodium intake of elementary school children was ranging from 228 to 7019 mg/day with approximately 47 % of children have sodium intake above the upper intake level, 2200 mg/day. While the estimation of sodium intake from street foods, assuming that 1 portion of street food consumed in 1 day, was ranging from 53 to 3750 mg/day with average sodium intake contribution was about 65 % of adequate intake value. It could be generally concluded that present dietary pattern of children tends to over consumed of sodium and this matter could apprehensively impact to the increasing of future prevalence of hypertension as well as hypertension probability at age < 20 years old. From this research, it was expected to encourage all societies in giving more attention at dietary pattern and nutrient intake of their children for better quality human resources in the future. (author)

  19. Suicide in Elementary School-Aged Children and Early Adolescents.

    Science.gov (United States)

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

    2016-10-01

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

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

    Science.gov (United States)

    Wood, E. L.

    2012-12-01

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

  1. Causal relationships among academic delay of gratification, motivation, and self-regulated learning in elementary school children.

    Science.gov (United States)

    Zhang, Lili; Maruno, Shun'ichi

    2010-10-01

    Academic delay of gratification refers to the postponement of immediate rewards by students and the pursuit of more important, temporally remote academic goals. A path model was designed to identify the causal relationships among academic delay of gratification and motivation, self-regulated learning strategies (as specified in the Motivated Strategies for Learning Questionnaire), and grades among 386 Chinese elementary school children. Academic delay of gratification was found to be positively related to motivation and metacognition. Cognitive strategy, resource management, and grades mediated these two factors and were indirectly related to academic delay of gratification.

  2. New School Meal Regulations and Consumption of Flavored Milk in Ten US Elementary Schools, 2010 and 2013.

    Science.gov (United States)

    Yon, Bethany A; Johnson, Rachel K

    2015-10-01

    Milk is a source of shortfall nutrients in children's diets, but most children do not consume recommended amounts. We measured consumption of milk by elementary-schoolchildren (grades 3-5) in a diverse sample of schools before and after implementation of the US Department of Agriculture's updated meal regulations requiring flavored milk to be fat-free. Flavored milk consumption did not change from 2010 to 2013; 52.2% of students in 2010 and 49.7% in 2013 consumed 7 ounces or more of an 8-ounce container. Updated regulations succeeded in lowering the amount of fat, added sugars, and calories in school milk but did not change overall milk consumption, thus improving children's diet quality.

  3. Self-evaluation Maintenance in Actual School Performance and School Morale among Elementary Schoolchildren(Educational Psychology)

    OpenAIRE

    磯崎, 三喜年; イソザキ, ミキトシ; Mikitoshi, ISOZAKI

    2001-01-01

    The relation between self-evaluation maintenance in school performance and school morale among elementary school children was examined. Questionnaires were administered to two hundred and fifteen (113 male, 102 female) elementary schoolchildren. They were asked to name their close classmates and school subjects which they considered both relevant and not relevant to their self-definition. They were also asked to complete the School Morale Test (SMT, Nihon Bunka Kagakusha). The SMT consists of...

  4. An after-school exercise program improves fitness, and body composition in elementary school children.

    Science.gov (United States)

    Carrel, Aaron L; Logue, Julie; Deininger, Heidi; Clark, R Randall; Curtis, Vanessa; Montague, Paul; Baldwin, Sharon

    2011-07-01

    Reduced cardiovascular fitness (CVF) is a risk factor for obesity and cardiovascular disease. It has previously shown that a school-based fitness curriculum can improve CVF, and other health indicators in middle school aged children. Whether an afterschool program improves CVF and other health markers in elementary-school children is unresolved. The objective of this study was therefore to determine whether an on-site afterschool-based fitness program improves body composition, cardiovascular fitness level, in elementary school children. 80 elementary school children were evaluated in a "fitness-oriented" afterschool program managed by the local YMCA. Children underwent evaluation of cardiovascular fitness by maximal VO 2 treadmill testing and body composition by dual x-ray absorptiometry (DXA), at baseline (prior to the school-year) and again at end of the school year. Findings revealed that, at baseline, children had a mean age of 8.8 years, BMI of 18.7± 3, with a maximal VO 2 of 40.03 ± 7.6 ml/kg/min, and percent body fat of 28.7 ± 7%. After a 9-month intervention, children maximal VO 2 increased to 44.8 ± 7.5 ml/kg/min (p=0.04) and percent body fat decreased to 25.8 ± 6.2% (p=0.033). The study concluded that on-site afterschool programming focusing on fitness improved body composition and cardiovascular fitness, in elementary school children. Combined with prior studies, these data demonstrate that afterschool-based fitness curricula can benefit both obese and non-obese children. It was therefore recommended that, partnerships with schools to promote fitness even outside of school time should be a part of a school approach to improving children's health.

  5. Earlier school start times are associated with higher rates of behavioral problems in elementary schools.

    Science.gov (United States)

    Keller, Peggy S; Gilbert, Lauren R; Haak, Eric A; Bi, Shuang; Smith, Olivia A

    2017-04-01

    Early school start times may curtail children's sleep and inadvertently promote sleep restriction. The current study examines the potential implications for early school start times for behavioral problems in public elementary schools (student ages 5-12 years) in Kentucky. School start times were obtained from school Web sites or by calling school offices; behavioral and disciplinary problems, along with demographic information about schools, were obtained from the Kentucky Department of Education. Estimated associations controlled for teacher/student ratio, racial composition, school rank, enrollment, and Appalachian location. Associations between early school start time and greater behavioral problems (harassment, in-school removals, suspensions, and expulsions) were observed, although some of these associations were found only for schools serving the non-Appalachian region. Findings support the growing body of research showing that early school start times may contribute to student problems, and extend this research through a large-scale examination of elementary schools, behavioral outcomes, and potential moderators of risk. Copyright © 2017 National Sleep Foundation. Published by Elsevier Inc. All rights reserved.

  6. Hand hygiene instruction decreases illness-related absenteeism in elementary schools: a prospective cohort study

    Directory of Open Access Journals (Sweden)

    Lau Claudia H

    2012-05-01

    Full Text Available Abstract Background Illness-related absences have been shown to lead to negative educational and economic outcomes. Both hand washing and hand sanitizer interventions have been shown to be effective in reducing illness-related absences. However, while the importance of hand hygiene in schools is clear, the role of instruction in use is less obvious. The purpose of this study was to compare absenteeism rates among elementary students given access to hand hygiene facilities versus students given both access and short repetitive instruction in use, particularly during influenza season when illness-related absences are at a peak. Methods A hand hygiene intervention was implemented from October to May during the 2009/2010 academic year, including peak flu season, in two Chicago Public Elementary Schools among students grades pre-kindergarten to eighth grade (ages 4–14. Classrooms were systematically assigned to an intervention or control group by grade (cluster design. Hand hygiene facilities (sanitizer and soap were made available to all students. Students in the intervention group also received short repetitive instruction in hand hygiene every 2 months. Only absences as a result of respiratory or gastrointestinal illness were used to establish illness-related absenteeism rates. Percent absent days were calculated and bivariate analyses were performed to compare percent absent days among students given access to hand hygiene facilities versus students given both access and instruction. Prior to the intervention, teachers’ perceptions of students’ hand hygiene were also evaluated. Teacher perceptions were analysed to describe attitudes and beliefs. Results Data were collected and analysed for 773 students reporting 1,886 absences during the study period (1.73% of total school days. Both the percent total absent days and percent illness-related absent days were significantly lower in the group receiving short instruction during flu season (P

  7. Correlates of state enactment of elementary school physical education laws.

    Science.gov (United States)

    Monnat, Shannon M; Lounsbery, Monica A F; Smith, Nicole J

    2014-12-01

    To describe variation in U.S. state elementary school physical education (PE) policies and to assess associations between state PE policy enactment and education funding, academic achievement, sociodemographic disadvantage, and political characteristics. U.S. state laws regarding school PE time, staffing, curriculum, fitness assessment, and moderate-to-vigorous physical activity (MVPA) in 2012 were classified as strong/specific, weak/nonspecific, or none based on codified law ratings within the Classification of Laws Associated with School Students (C.L.A.S.S.). Laws were merged with state-level data from multiple sources. Logistic regression was used to determine associations between state characteristics and PE laws (N=51). Laws with specific PE and MVPA time requirements and evidence-based curriculum standards were more likely in states with low academic performance and in states with sociodemographically disadvantaged populations. School day length was positively associated with enacting a PE curriculum that referenced evidence-based standards. School funding and political characteristics were not associated with PE laws. Limited time and high-stake testing requirements force schools to prioritize academic programs, posing barriers to state passage of specific PE laws. To facilitate PE policy enactment, it may be necessary to provide evidence on how PE policies can be implemented within existing time and staffing structures. Copyright © 2014 Elsevier Inc. All rights reserved.

  8. Do Thinking Styles Matter for Science Achievement and Attitudes toward Science Class in Male and Female Elementary School Students in Taiwan?

    Science.gov (United States)

    Wang, Tzu-Ling; Tseng, Yi-Kuan

    2015-01-01

    The purposes of this study were to explore the effects of thinking styles on science achievement and attitudes toward science class among Taiwanese elementary school students and to explore the differences between male and female students in their modes of thinking. Participants included 756 sixth-grade students from 28 classes in four elementary…

  9. Sanchez and Metz Elementary Schools: Dos Idiomas, Un Mundo. Dual Language Project. Title VII First-Year Evaluation Report, 1995-96.

    Science.gov (United States)

    Ernest, Harishini M.; Gonzalez, Rosa Maria

    The first-year evaluation of a two-way Spanish/English bilingual education program at two Austin (Texas) elementary schools is presented. The developmental program has as its objectives the development of students' oral proficiency in Spanish and English, development of grade-level appropriate literacy in both languages, increase in academic…

  10. Navigating middle grades: role of social contexts in middle grade school climate.

    Science.gov (United States)

    Kim, Ha Yeon; Schwartz, Kate; Cappella, Elise; Seidman, Edward

    2014-09-01

    During early adolescence, most public school students undergo school transitions, and many students experience declines in academic performance and social-emotional well-being. Theories and empirical research have highlighted the importance of supportive school environments in promoting positive youth development during this period of transition. Despite this, little is known about the proximal social and developmental contexts of the range of middle grade public schools US students attend. Using a cross-sectional dataset from the eighth grade wave of the Early Childhood Longitudinal Study-Kindergarten Cohort 1998-1999, the current study examines the middle grade school social context from the perspectives of administrators and teachers in public schools with typical grade configurations (k-8 schools, middle schools, and junior high schools) and how it relates to students' perceptions of school climate. We find that administrators and teachers in k-8 schools perceive a more positive school social context, controlling for school structural and demographic characteristics. This school social context, in turn, is associated with students' perceptions of their schools' social and academic climate. Implications for educational policy and practice are discussed.

  11. The Relationship among Grade Configuration, School Attachment, and Achievement

    Science.gov (United States)

    Carolan, Brian V.; Chesky, Nataly Z.

    2012-01-01

    Many school districts have turned attention to school grade configuration as a way to ease student transitions and improve academic performance, however the research base supporting such reforms is limited. Little attention has been given to how and to what degree school attachment influences the relationship between schools' middle level grade…

  12. Factors of School Effectiveness and Performance of Selected Public and Private Elementary Schools: Implications on Educational Planning in the Philippines

    Directory of Open Access Journals (Sweden)

    Gilbert C. Magulod Jr.

    2017-02-01

    Full Text Available What defines effective school is the necessity of the school community to tailor interventions to improve quality of education. This study determined the factors of school effectiveness and level of school performance of private and public elementary schools in the Second Congressional District of Cagayan Province, Philippines. The study made use of mixed-method research. For quantitative, the descriptive correlational method was used to identify the relationship between school effectiveness and school performance. Factorial analysis was also used to identify the principal components of school effectiveness of private and public elementary schools. The participants of the study were the 182 public and private elementary school principals and teachers from the 20 sampled schools. School effectiveness was measured using the seven correlates of effective schools. On the other hand, the level of school performance was gauged through the National Achievement Test (NAT results for the past three years. The qualitative part of the study focused on the school effectiveness practices and NAT practices of selected private and public elementary schools. The findings of the study revealed that the level of school effectiveness of both private and public elementary schools was excellent. However, test of difference showed that public schools exhibited stronger home-school relations than the private schools. In terms of the level of school performance, public schools perform better than the private schools for the past three years. Significantly, there exists a strong positive relationship between school effectiveness and school performance. The factorial analysis revealed that among all the correlates of school effectiveness, school leadership competency and professional collaboration influenced the performance of both schools. Recommendations of the study can help the government and school officials to plan appropriate strategies in improving the quality of

  13. Food-related practices and beliefs of rural US elementary and middle school teachers.

    Science.gov (United States)

    Findholt, Nancy E; Izumi, Betty T; Shannon, Jackilen; Nguyen, Thuan

    2016-01-01

    Childhood obesity disproportionately affects rural populations; therefore, promoting healthy eating among rural children is essential. Teachers are important role models for children and can influence children's eating behaviors through their own behaviors and beliefs about food. This study examined the food-related practices and beliefs of rural elementary and middle school teachers. Data were used from the SNACZ study, a school- and community-based trial conducted in rural Oregon. Kindergarten through eighth-grade teachers (n=87), teaching students usually aged 5-14 years, from eight rural school districts completed a baseline survey in November 2012 concerning their classroom food practices, eating behaviors at school, beliefs about the school food environment, and nutrition knowledge. Frequencies of responses to each item were calculated. Nearly all teachers (97.6%) agreed that a healthy school food environment is important, but fewer agreed that teachers' behaviors and the foods available at school influence students' eating behaviors (71.0% and 67.0%, respectively). Nearly 86% of teachers used candy as a reward for students, while 78.2% consumed unhealthy snacks and 42.5% consumed sweetened beverages in the classroom. The results suggest that most rural teachers recognize that having a healthy school food environment is important, but are less aware of factors within the school that influence students' eating behaviors - including their own eating behaviors and classroom food practices - and, perhaps for this reason, many rural teachers engage in classroom practices and behaviors that do not promote healthy eating. Teacher training and expanded school policies that focus on teacher behavior may be needed to ensure a healthier rural school food environment.

  14. School Gardens: An Experiential Learning Approach for a Nutrition Education Program to Increase Fruit and Vegetable Knowledge, Preference, and Consumption among Second-Grade Students

    Science.gov (United States)

    Parmer, Sondra M.; Salisbury-Glennon, Jill; Shannon, David; Struempler, Barbara

    2009-01-01

    Objective: To examine the effects of a school garden on children's fruit and vegetable knowledge, preference, and consumption. Design: Self-report questionnaires, interview-style taste and rate items, lunchroom observations. Setting: An elementary school. Participants: Second-grade students (n = 115). Intervention: Participants were assigned to…

  15. MEDIA EDUCATION IN FOREIGN LANGUAGE LESSONS IN ELEMENTARY SCHOOL

    Directory of Open Access Journals (Sweden)

    Iryna O. Taraba

    2018-04-01

    Full Text Available The article deals with possible ways of the use of media education in the process of teaching foreign languages in elementary school, which corresponds to innovative educational trends. The task of the teacher is to build a learning process so that the children were interested. The author analyzes the concept of media education and suggests possible ways of formation of skills of using media education for primary school pupils. This will allow teachers to use self-made educational material based on the personal characteristics of the students, their level of preparation, the individual way of perception of information and work with it in order to develop their autonomy, the ability to analyze, synthesize and generalize information, to form a culture of communication with the media, creative, communicative abilities, critical thinking.

  16. Holocaust Studies in Austrian Elementary and Secondary Schools

    Directory of Open Access Journals (Sweden)

    Philipp Mittnik

    2016-09-01

    Full Text Available This article presents arguments in support of teaching about the Holocaust and Nazism in Austria at an early age. To accomplish this, Austrian and German elementary school textbooks were analyzed for the amount of content dealing with the Holocaust and Jews; the results showed that since 1980 the amount of content on the Holocaust increased in Germany, and to a lesser extent in Austria. The article reviews some of the criticism in Europe of the term Holocaust Education and explores some of arguments about why that is. The author argues that moral education and teaching of Human Rights are important components of, but ought not be the main goal of teaching about the Holocaust. The role of Austria after World War II, and exploration of the so called victim myth, prevalent until the 1990s are important to understanding history and to how history textbooks were created. After a discussion of how the Holocaust can be taught to elementary and early secondary school aged children, some suggestions are made about approaches to teaching the Holocaust to students in these age groups.

  17. The elementary school teachers’ ability in the length measurement

    Science.gov (United States)

    Julie, Hongki

    2017-09-01

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

  18. Integrating Piano Keyboarding into the Elementary Classroom: Effects on Memory Skills and Sentiment Toward School.

    Science.gov (United States)

    Marcinkiewicz, Henryk R.; And Others

    1995-01-01

    Discovered that the introduction of piano keyboarding into elementary school music instruction produced a positive effect regarding children's sentiment towards school. No discernible effect was revealed concerning memory skills. Includes statistical data and description of survey questionnaires. (MJP)

  19. Development and Testing of the Observational System for Recording Physical Activity in Children: Elementary School

    Science.gov (United States)

    McIver, Kerry L.; Brown, William H.; Pfeiffer, Karin A.; Dowda, Marsha; Pate, Russell R.

    2016-01-01

    Purpose: This study describes the development and pilot testing of the Observational System for Recording Physical Activity-Elementary School (OSRAC-E) Version. Method: This system was developed to observe and document the levels and types of physical activity and physical and social contexts of physical activity in elementary school students…

  20. Providing a Full Circle of Support to Teachers in an Inclusive Elementary School

    Science.gov (United States)

    Waldron, Nancy L.; Redd, Lacy

    2011-01-01

    Providing a full circle of support to teachers in an inclusive elementary school, the Newberry Elementary School (NES) principal and staff have worked for 5 years to ensure the inclusion of students with disabilities in general education classrooms. The authors would like to share their perceptions of how this full circle (the multiple systems) of…

  1. A Survey of Greek Elementary School Students' Smoking Habits and Attitudes

    Science.gov (United States)

    Piperakis, Stylianos M.; Karagouni-Areou, Fotini; Triga, Anastasia; Piperakis, Alexander S.; Argyracouli, Efthimia; Thanou, Aggeliki; Papadimitriou, Basiliki; Gourgoulianis, Konstantinos; Zafiropoulou, Maria

    2007-01-01

    The purpose of this study was to investigate the smoking habits of Greek elementary school students, their attitudes towards smoking, and their perceptions of the health consequences of tobacco use. Data were obtained from 1,092 elementary school students who completed a 24-item questionnaire designed for this study. Results indicated more older…

  2. Integrating E-Books into Science Teaching by Preservice Elementary School Teachers

    Science.gov (United States)

    Lai, Ching-San

    2016-01-01

    This study aims to discuss the issues of integrating e-books into science teaching by preservice elementary school teachers. The study adopts both qualitative and quantitative research methods. In total, 24 preservice elementary school teachers participated in this study. The main sources of research data included e-books produced by preservice…

  3. Caught in the Balance: An Organizational Analysis of Science Teaching in Schools with Elementary Science Specialists

    Science.gov (United States)

    Marco-Bujosa, Lisa M.; Levy, Abigail Jurist

    2016-01-01

    Elementary schools are under increasing pressure to teach science and teach it well; yet, research documents that classroom teachers must overcome numerous personal and school-based challenges to teach science effectively at this level, such as access to materials and inadequate instructional time. The elementary science specialist model…

  4. A Phenomenological Examination of Antisocial Behaviors in the Elementary School Workplace

    Science.gov (United States)

    Morton, Cynthia

    2010-01-01

    Antisocial behavior has a direct impact on the public elementary school setting. While considerable research has been conducted on collegiality in postsecondary schools, this study addressed the gap in practice concerning the lack of attention in regard to the impact of antisocial behavior on collegial relationships in the elementary school…

  5. Professional Learning for Cultural Mathematics in Papua New Guinea's Elementary Schools

    Science.gov (United States)

    Owens, Kay; Edmonds-Wathen, Cris; Kravia, Geori; Sakopa, Priscilla

    2014-01-01

    A design of principles for teacher professional learning was developed to improve the teaching of "Cultural Mathematics" in elementary schools in Papua New Guinea. The design's appropriateness for PNG elementary schools is the focus of the research implemented through week-long workshops using technology enhancement. Implementation has…

  6. Promoting the Understanding of Photosynthesis among Elementary School Student Teachers through Text Design

    Science.gov (United States)

    Södervik, Ilona; Mikkilä-Erdmann, Mirjamaija; Vilppu, Henna

    2014-01-01

    The purpose of this study was to investigate elementary school pre-service teachers' understanding of photosynthesis and to examine if a refutational text can support understanding of photosynthesis better than a non-refutational text. A total of 91 elementary school pre-service teachers read either a refutational or a non-refutational text…

  7. A Phenomenological Narrative Study: Elementary Charter School Principals' Managerial Roles

    Science.gov (United States)

    Cetinkaya, Ahmet

    2016-01-01

    This study was a phenomenological narrative research investigating the managerial roles of elementary charter school principals. Managerial leadership practices were investigated under three categories personnel management, student management, and finance management. Elementary charter school principals provided positive feedback for having small…

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

    Science.gov (United States)

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

    2015-01-01

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

  9. Elementary School Parents' Opinions toward Educational Technology and Its Role in Their Children's Education

    Science.gov (United States)

    Biddle, Kevin J.

    2013-01-01

    This study surveyed parents of elementary students in the small Midwestern community of Montpelier, Indiana to elicit their opinions toward the educational technology in their children's school and the role it plays in their education. Montpelier Elementary School (MES) has 223 students from 161 families. A phone survey was done to which about 42%…

  10. Effective Group Work for Elementary School-Age Children Whose Parents Are Divorcing.

    Science.gov (United States)

    DeLucia-Waack, Janice; Gerrity, Deborah

    2001-01-01

    Parental divorce is the issue of most concern for elementary school children. This article describes interventions for children-of-divorce groups for elementary school children. Suggests guidelines related to goal setting; securing agency and parental consent; leadership planning; recruitment, screening, and selection of members; group member…

  11. A Case Study on Mathematical Literacy of Prospective Elementary School Teachers

    Science.gov (United States)

    Suharta, I. Gusti Putu; Suarjana, I. Made

    2018-01-01

    The purpose of this study is to describe Mathematical Literacy (ML) of Prospective Elementary School Teachers with attention to aspects of mathematical skills and gender. The type of research is qualitative with the research design of Case Study. Respondents are assigned 12 Prospective Elementary School Teachers, consisting of 6 men and 6 women.…

  12. A model for evaluating the environmental benefits of elementary school facilities.

    Science.gov (United States)

    Ji, Changyoon; Hong, Taehoon; Jeong, Kwangbok; Leigh, Seung-Bok

    2014-01-01

    In this study, a model that is capable of evaluating the environmental benefits of a new elementary school facility was developed. The model is composed of three steps: (i) retrieval of elementary school facilities having similar characteristics as the new elementary school facility using case-based reasoning; (ii) creation of energy consumption and material data for the benchmark elementary school facility using the retrieved similar elementary school facilities; and (iii) evaluation of the environmental benefits of the new elementary school facility by assessing and comparing the environmental impact of the new and created benchmark elementary school facility using life cycle assessment. The developed model can present the environmental benefits of a new elementary school facility in terms of monetary values using Environmental Priority Strategy 2000, a damage-oriented life cycle impact assessment method. The developed model can be used for the following: (i) as criteria for a green-building rating system; (ii) as criteria for setting the support plan and size, such as the government's incentives for promoting green-building projects; and (iii) as criteria for determining the feasibility of green building projects in key business sectors. Copyright © 2013 Elsevier Ltd. All rights reserved.

  13. Kissing Brides and Loving Hot Vampires: Children's Construction and Perpetuation of Heteronormativity in Elementary School Classrooms

    Science.gov (United States)

    Ryan, Caitlin L.

    2016-01-01

    This paper explores notions of (hetero)sexuality circulating in elementary school classrooms through an analysis of students' own talk and interactions. Data collected during a multi-site ethnography in a diverse set of elementary schools demonstrate that while curricular silences and teachers contribute to heteronormative classroom environments,…

  14. Does Teaching Geometry with Augmented Reality Affect the Technology Acceptance of Elementary School Mathematics Teacher Candidates?

    Science.gov (United States)

    Önal, Nezih; Ibili, Emin; Çaliskan, Erkan

    2017-01-01

    The purpose of this research is to determine the impact of augmented reality technology and geometry teaching on elementary school mathematics teacher candidates' technology acceptance and to examine participants' views on augmented reality. The sample of the research was composed of 40 elementary school mathematics teacher candidates who were…

  15. Survey of Occupational Stress of Secondary and Elementary School Teachers and the Lessons Learned

    Science.gov (United States)

    Pei, Wang; Guoli, Zhang

    2007-01-01

    Based on the measuring instruments used by scholars in China and abroad, we devised a questionnaire to study occupational stress of 500 secondary and elementary school teachers in Tacheng municipality in Xinjiang and examined its negative effects on teachers. They found that the occupational stress of secondary and elementary school teachers are…

  16. Mean hemoglobin levels in venous blood samples and prevalence of anemia in Japanese elementary and junior high school students.

    Science.gov (United States)

    Igarashi, Toru; Itoh, Yasuhiko; Maeda, Miho; Igarashi, Tsutomu; Fukunaga, Yoshitaka

    2012-01-01

    Screening for anemia has been performed in schools in Japan for over 30 years. The long-term effect of the nuclear power plant disaster on the prevalence of anemia in school age children is unknown. This research was performed to evaluate the prevalence of anemia in school age children and to determine grade-level and gender-related reference hemoglobin (Hb) levels prior to the nuclear disaster. Data for this research were obtained from results of screening for anemia obtained by venous blood sampling in schools in 2002. Mean Hb levels were calculated for each grade level (elementary school grades 1-6 and junior high school years 1-3) and according to gender, and the prevalence of anemia was determined. In our research, Tokyo Health Service Association guidelines were used to determine reference Hb levels for anemia. We demonstrated that Hb levels in boys increased with age during childhood and adolescence (from 13.1 ± 0.7 g/dL in 7 year olds to 14.9 ± 1.1 g/dL in 15 year olds); in girls, Hb levels peaked at menarche (13.7 ± 0.8 g/dL in 12 year olds), decreasing slightly thereafter (13.4 ± 1.1 g/dL in 15 year olds). The prevalence of anemia was 0.26% in elementary school boys, 0.27% in elementary school girls, and 1.21% in junior high school boys. The prevalence of anemia in second- and third-year junior high school girls was lower than that in first-year junior high school girls. Among all junior high school girls, 5.73% had mild anemia. Iron-deficiency anemia is the commonest type of anemia in high school girls, secondary to the relative lack of iron due to menstruation, the growth spurt and exercise. Appropriate dietary therapy and treatment of anemia, together with education about the dietary prevention of anemia, are important to reduce the prevalence of anemia in high school students. When complete blood counts are performed in regions thought to be affected by the Fukushima nuclear power plant disaster, our report can serve as a reference during

  17. Mean hemoglobin levels in venous blood samples and prevalence of anemia in Japanese elementary and junior high school students

    International Nuclear Information System (INIS)

    Igarashi, Toru; Itoh, Yasuhiko; Maeda, Miho; Igarashi, Tsutomu; Fukunaga, Yoshitaka

    2012-01-01

    Screening for anemia has been performed in schools in Japan for over 30 years. The long-term effect of the nuclear power plant disaster on the prevalence of anemia in school age children is unknown. This research was performed to evaluate the prevalence of anemia in school age children and to determine grade-level and gender-related reference hemoglobin (Hb) levels prior to the nuclear disaster. Data for this research were obtained from results of screening for anemia obtained by venous blood sampling in schools in 2002. Mean Hb levels were calculated for each grade level (elementary school grades 1-6 and junior high school years 1-3) and according to gender, and the prevalence of anemia was determined. In our research, Tokyo Health Service Association guidelines were used to determine reference Hb levels for anemia. We demonstrated that Hb levels in boys increased with age during childhood and adolescence (from 13.1±0.7 g/dL in 7 year olds to 14.9±1.1 g/dL in 15 year olds); in girls, Hb levels peaked at menarche (13.7±0.8 g/dL in 12 year olds), decreasing slightly thereafter (13.4±1.1 g/dL in 15 year olds). The prevalence of anemia was 0.26% in elementary school boys, 0.27% in elementary school girls, and 1.21% in junior high school boys. The prevalence of anemia in second- and third-year junior high school girls was lower than that in first-year junior high school girls. Among all junior high school girls, 5.73% had mild anemia. Iron-deficiency anemia is the commonest type of anemia in high school girls, secondary to the relative lack of iron due to menstruation, the growth spurt and exercise. Appropriate dietary therapy and treatment of anemia, together with education about the dietary prevention of anemia, are important to reduce the prevalence of anemia in high school students. When complete blood counts are performed in regions thought to be affected by the Fukushima nuclear power plant disaster, our report can serve as a reference during evaluation of Hb

  18. Content, format, gender and grade level differences in elementary students' ability to read science materials as measured by the cloze procedure

    Science.gov (United States)

    Williams, Richard L.; Yore, Larry D.

    Present instructional trends in science indicate a need to reexamine a traditional concern in science education: the readability of science textbooks. An area of reading research not well documented is the effect of color, visuals, and page layout on readability of science materials. Using the cloze readability method, the present study explored the relationships between page format, grade level, sex, content, and elementary school students ability to read science material. Significant relationships were found between cloze scores and both grade level and content, and there was a significant interaction effect between grade and sex in favor of older males. No significant relationships could be attributed to page format and sex. In the area of science content, biological materials were most difficult in terms of readability followed by earth science and physical science. Grade level data indicated that grade five materials were more difficult for that level than either grade four or grade six materials were for students at each respective level. In eight of nine cases, the science text materials would be classified at or near the frustration level of readability. The implications for textbook writers and publishers are that science reading materials need to be produced with greater attention to readability and known design principles regarding visual supplements. The implication for teachers is that students need direct instruction in using visual materials to increase their learning from text material. Present visual materials appear to neither help nor hinder the student to gain information from text material.

  19. [Development and effect analysis of web-based instruction program to prevent elementary school students from safety accidents].

    Science.gov (United States)

    Chung, Eun-Soon; Jeong, Ihn-Sook; Song, Mi-Gyoung

    2004-06-01

    This study was aimed to develop a WBI(Web Based Instruction) program on safety for 3rd grade elementary school students and to test the effects of it. The WBI program was developed using Macromedia flash MX, Adobe Illustrator 10.0 and Adobe Photoshop 7.0. The web site was http://www.safeschool.co.kr. The effect of it was tested from Mar 24, to Apr 30, 2003. The subjects were 144 students enrolled in the 3rd grade of an elementary school in Gyungju. The experimental group received the WBI program lessons while each control group received textbook-based lessons with visual presenters and maps, 3 times. Data was analyzed with descriptive statistics, and chi2 test, t-test, and repeated measure ANOVA. First, the WBI group reported a longer effect on knowledge and practice of accident prevention than the textbook-based lessons, indicating that the WBI is more effective. Second, the WBI group was better motivated to learn the accident prevention lessons, showing that the WBI is effective. As a result, the WBI group had total longer effects on knowledge, practice and motivation of accident prevention than the textbook-based instruction. We recommend that this WBI program be used in each class to provide more effective safety instruction in elementary schools.

  20. Status of School Safety and Security among Elementary Schools in the Fifth Class Municipality

    Directory of Open Access Journals (Sweden)

    Cresente E. Glariana

    2015-12-01

    Full Text Available This study attempted to determine the status of school safety and security in terms of the school sites, school playground, school canteen services, water safety, fire safety, campus security, building security, and sanitary facilities situation in eight (8 elementary schools in Libertad town. The descriptive survey was used to find out the status of school safety and security in the elementary schools of Libertad, Misamis Oriental. A checklist on the standards of facilities as implemented by the Department of Education was used to gather the data. Checklist was based from the 2010 Educational Facilities Manual. Evaluation based on the checklist showed that some of standards on 2010 Educational Facilities Manual were not observed. The schools have not complied with the requirements and specifications. The evaluation showed further that most of the schools did not comply within the standards set by the 2010 Educational Facilities Manual. School authorities may review the standards in the 2010 Educational Facilities Manual. The school should try to meet the standard to ensure safety and security of the pupils. Action plan may be prepared to be implemented in case of emergency.

  1. Validation of the school lunch recall questionnaire to capture school lunch intake of third- to fifth-grade students.

    Science.gov (United States)

    Paxton, Amy; Baxter, Suzanne Domel; Fleming, Phyllis; Ammerman, Alice

    2011-03-01

    Children's dietary intake is a key variable in evaluations of school-based interventions. Current methods for assessing children's intake, such as 24-hour recalls and meal observations, are time- and resource-intensive. As part of a study to evaluate the impact of farm-to-school programs, the school lunch recall was developed from a need for a valid and efficient tool to assess school lunch intake among large samples of children. A self-administered paper-and-pencil questionnaire, the school lunch recall prompts for school lunch items by asking children whether they chose a menu item, how much of it they ate, how much they liked it, and whether they would choose it again. The school lunch recall was validated during summer school in 2008 with 18 third- to fifth-grade students (8 to 11 years old) in a North Carolina elementary school. For 4 consecutive days, trained observers recorded foods and amounts students ate during school lunch. Students completed the school lunch recall immediately after lunch. Thirty-seven total observation school lunch recall sets were analyzed. Comparison of school lunch recalls against observations indicated high accuracy, with means of 6% for omission rate (items observed but unreported), 10% for intrusion rate (items unobserved but reported), and 0.63 servings for total inaccuracy (a measure that combines errors for reporting items and amounts). For amounts, accuracy was high for matches (0.06 and 0.01 servings for absolute and arithmetic differences, respectively) but lower for omissions (0.47 servings) and intrusions (0.54 servings). In this pilot study, the school lunch recall was a valid, efficient tool for assessing school lunch intake for a small sample of third- to fifth-grade students. Copyright © 2011 American Dietetic Association. Published by Elsevier Inc. All rights reserved.

  2. Description of Clean and Healthy Behavior of Food Borne Disease Among by School Children Age in Babat Jerawat I Elementary School, District Pakal Surabaya

    Directory of Open Access Journals (Sweden)

    Hidayat Heny Sholikhah

    2014-08-01

    Full Text Available Background: Incidence of food borne disease, such as diarrhea, typhoid and hookworm infection in school childrenwere still sufficient susceptible. Lack of clean and healthy behavior became primary cause, so that the agent can easilyenter to the body through the food consumed. The purpose of this study was to descript the clean and healthy behaviors by school children age at Babat Jerawat I Elementary School, District Pakal Surabaya. Methods: This study was a crosssectional study. The sample of this study were 112 of fifth grade students at Babat Jerawat I Elementary school, District Pakal Surabaya, selected by purposive sampling of 121 students who met the inclusion criteria. Data of clean and healthy behavior were collected by observation and interviews focused on a group of school children using questionnaires, checklists and interview guides. Data analysis was done by using descriptive analysis. Results: The results showed that the clean and healthy behaviors about food borne disease, the majority of school children in Elementary school Babat Jerawat I District Pakal Surabaya included in good criteria (51.8% and small portion of these included less category (48.2%. Conclusion:Clean and Healthy Behavior of food borne disease in school children age had good criteria, but still need attention formany factors that influence it, such as the availability of facilities, affordability snacks outside of school and examples ofunhealthy behaviors in family environment. Recommendation: Improve the cooperation between the school and localhealth officials to tighten rules on the management of snack vending around schools, and do continuous education both within the school and the child’s school community.

  3. Re-Placing the Arts in Elementary School Curricula: An Interdisciplinary, Collaborative Action Research Project

    Science.gov (United States)

    Trent, Allen; Riley, Jorge-Ayn

    2009-01-01

    This article describes a collaborative action research project aimed at deliberately "re-placing" art in the elementary curriculum through targeted planning, implementation, and assessment of an art integrated unit in an urban 4th grade classroom. Findings and implications should be relevant to elementary teachers, administrators, art specialists,…

  4. Mission Statements of Christian Elementary Schools in the United States and the Netherlands

    Science.gov (United States)

    Zandstra, Anne M.

    2012-01-01

    This study compares the mission statements of a small sample of Christian elementary schools in the United States and the Netherlands. In the United States, Christian schools are private schools, while in the Netherlands Christian schools receive state funding, just like public schools. Content analysis of mission statements revealed similarities…

  5. The New Northview Elementary School. Public School Reporter, Vol. 3, No. 1.

    Science.gov (United States)

    Olathe Board of Education, KS.

    The Northview Elementary School is described, some features including a centrally located library-instructional materials center, flexibility through the absence of load bearing walls allowing flexible use of space, planning areas for teachers, and a minimum of corridor space. Among the unusual features are windowless construction, individual…

  6. Profile of elementary school science teacher instruction in disaster risk reduction: case study of volcano disaster

    Science.gov (United States)

    Pujianto; Prabowo; Wasis

    2018-04-01

    This study examined the profile of science' teacher instruction in Disaster Risk Reduction (DRR), as a feature of instructional quality, on students’ learning experiences. A qualitative study was done to observe teacher activities in teaching of disaster preparedness. Science teacher and 14 students at grade 4 of SDN (elementary school) Kiyaran 2 are involved as the subject of this study. Teacher’ instruction was coded with regard to preparation, action, and evaluation using observation sheets and documentation. Data analysis results showed a positive significant effect of the readiness during preparation on learning process of disaster risk reduction and an indirect effect of teacher’ action on students’ learning experiences. There is a lack of teaching materials about volcano disaster in the elementary school. Teacher found difficulties on evaluation of student achievement in disaster preparedness. These findings highlight the importance of DRR in uphold science teachers’ education. Items of teachers’ skill in preparing of DRR may be used to offer model of concrete instruction situation during university workshop for maintain teacher education.

  7. Problematic Social Situations for Peer-Rejected Students in the First Year of Elementary School

    Directory of Open Access Journals (Sweden)

    Luis Jorge Martín-Antón

    2016-12-01

    Full Text Available This study examined the social situations that are problematic for peer-rejected students in the first year of elementary school. For this purpose, exploratory and confirmatory factor analyses were conducted on the Taxonomy of Problematic Social Situations for Children (TOPS, Dodge et al., 1985 in 169 rejected pupils, identified from a sample of 1457 first-grade students (ages 5-7 enrolled in 62 classrooms of elementary school. For each rejected student, another student of average sociometric status of the same gender was selected at random from the same classroom (naverage = 169. The model for the rejected students showed a good fit, and was also invariant in the group of average students. Four types of situations were identified in which rejected students have significantly more difficulties than average students. They are, in descending order: (a respect for authority and rules, (b being disadvantaged, (c prosocial and empathic behavior, and (d response to own success. Rejected boys have more problems in situations of prosociability and empathy than girls. The implications concerning the design of specific programs to prevent and reduce early childhood rejection in the classroom are discussed.

  8. Massage and Storytelling Reduce Aggression and Improve Academic Performance in Children Attending Elementary School.

    Science.gov (United States)

    Gonçalves, Lia Lopes; Voos, Mariana Callil; de Almeida, Maria Helena Morgani; Caromano, Fátima Aparecida

    2017-01-01

    Aggressive behaviors must be addressed in elementary schools. Massage and storytelling can be strategies to deal with aggression because both involve experience exchange and social interaction. Both can decrease stress and anxiety and increase self-esteem. To evaluate the effect of two interventions (massage and storytelling) on aggressive behaviors and academic performance of elementary school children. Three groups ( n = 35 children in each group) of the second grade participated (aged 6.5-8.1 years). One group received ten extra classes of massage (MG), another group received extra classes of storytelling (SG), and the control group received extra classes of random subjects (CG). Extra classes lasted for 50 minutes, once a week. Aggressive behaviors were recorded on diaries, by the teachers and the coordinator. The frequency of aggressive behaviors and the academic performance of MG, SG, and CG were observed for six months and the groups were compared. ANOVAs evidenced that MG and SG, but not CG, showed a reduction in aggressive behaviors registered by the teachers and coordinator, after the intervention. Academic performance of MG and SC improved after the intervention ( p < 0.05).

  9. COMPETENCE OF SCHOOL PRINCIPALS REGARDING KNOWLEDGE MANAGEMENT IN ELEMENTARY SCHOOLS

    Directory of Open Access Journals (Sweden)

    Gökmen DAĞLI

    2007-12-01

    Full Text Available This research aims to determine the manner of school principals regarding knowledge managementin primary school education. The research is a subjective one conducted in general scanning method. Personal informationform and five-likert scale are the main means in which data was collected. During the data collection stage, school principalswere requested to provide information about the way in which they obtain, share, process, evaluate knowledge, take decisionand analyze problems within the scope of knowledge management. In the virtue of the data acquired, the research shows that;the school principals obtain knowledge by attending meetings with teachers, making personal observation, their personalexperience and online resources. Regarding the sharing of knowledge, the research shows the principals always shareknowledge with their assistant principals and teachers; in using of knowledge, decision making and analyzing problemsresearch also shows that principals take decisions in co-operation with assistant principals and teachers. Last but not least,research shows that in storing the knowledge principals mainly use computers and traditional filing techniques. Seminarsshould be organized periodically by specialists with respect to acquiring, sharing, using and also filling knowledge followingdecision-making in order for school administrators to keep abreast of the latest developments in knowledge management

  10. Effects of School Gardening Lessons on Elementary School Children's Physical Activity and Sedentary Time.

    Science.gov (United States)

    Rees-Punia, Erika; Holloway, Alicia; Knauft, David; Schmidt, Michael D

    2017-12-01

    Recess and physical education time continue to diminish, creating a need for additional physical activity opportunities within the school environment. The use of school gardens as a teaching tool in elementary science and math classes has the potential to increase the proportion of time spent active throughout the school day. Teachers from 4 elementary schools agreed to teach 1 math or science lesson per week in the school garden. Student physical activity time was measured with ActiGraph GT3X accelerometers on 3 garden days and 3 no-garden days at each school. Direct observation was used to quantify the specific garden-related tasks during class. The proportion of time spent active and sedentary was compared on garden and no-garden days. Seventy-four children wore accelerometers, and 75 were observed (86% participation). Children spent a significantly larger proportion of time active on garden days than no-garden days at 3 of the 4 schools. The proportion of time spent sedentary and active differed significantly across the 4 schools. Teaching lessons in the school garden may increase children's physical activity and decrease sedentary time throughout the school day and may be a strategy to promote both health and learning.

  11. Development and validation of the computer technology literacy self-assessment scale for Taiwanese elementary school students.

    Science.gov (United States)

    Chang, Chiung-Sui

    2008-01-01

    The purpose of this study was to describe the development and validation of an instrument to identify various dimensions of the computer technology literacy self-assessment scale (CTLS) for elementary school students. The instrument included five CTLS dimensions (subscales): the technology operation skills, the computer usages concepts, the attitudes toward computer technology, the learning with technology, and the Internet operation skills. Participants were 1,539 elementary school students in Taiwan. Data analysis indicated that the instrument developed in the study had satisfactory validity and reliability. Correlations analysis supported the legitimacy of using multiple dimensions in representing students' computer technology literacy. Significant differences were found between male and female students, and between grades on some CTLS dimensions. Suggestions are made for use of the instrument to examine complicated interplays between students' computer behaviors and their computer technology literacy.

  12. Relationship Between Personal Hygiene of Elementary School and Helminthiasis

    OpenAIRE

    Mukono, J; Rusmanto, Dwi

    2012-01-01

    Environmental conditions and poor personal hygiene as one of the causes of the high incidence of helminthiasis in Indonesia, affectingthe status of health, nutrition, intelligence and economic productivity. This study aims to determine the relationship between personal hygieneand the incidence of helminthiasis among primary school students. A cross sectional research was conduct at Omben Regency, District ofSampang, Madura island. Study sample were 57 students at 4th, 5th, and 6th grade from ...

  13. Training Elementary Teachers to Prepare Students for High School Authentic Scientific Research

    Science.gov (United States)

    Danch, J. M.

    2017-12-01

    The Woodbridge Township New Jersey School District has a 4-year high school Science Research program that depends on the enrollment of students with the prerequisite skills to conduct authentic scientific research at the high school level. A multifaceted approach to training elementary teachers in the methods of scientific investigation, data collection and analysis and communication of results was undertaken in 2017. Teachers of predominately grades 4 and 5 participated in hands on workshops at a Summer Tech Academy, an EdCamp, a District Inservice Day and a series of in-class workshops for teachers and students together. Aspects of the instruction for each of these activities was facilitated by high school students currently enrolled in the High School Science Research Program. Much of the training activities centered around a "Learning With Students" model where teachers and their students simultaneously learn to perform inquiry activities and conduct scientific research fostering inquiry as it is meant to be: where participants produce original data are not merely working to obtain previously determined results.

  14. Emotions and elementary school science teaching: Postmodernism in practice

    Science.gov (United States)

    Zembylas, Michalinos

    This is an ethnographic study about an elementary school teacher's emotions in her science teaching and pedagogy. This study is an interdisciplinary account of emotions in teaching and draws both methodologically and theoretically from a variety of disciplines: philosophy, sociology, psychology, anthropology, cultural studies and feminist studies. The account developed here is based on my understanding of the role of one teacher's (Catherine) emotions in her classroom life for three years. I describe my approach in terms of what I call emotional genealogies of teaching; referring to an account of the events, objects, persons and their relationships that are present or absent in the realization of emotions, and the ways that these emotions are experienced in relation to the self (individual reality), the others (social interactions) and the world in general (sociopolitical context). Applied to my study, an emotional genealogy of Catherine's science teaching seeks not to trace the gradual evolution of her emotions but to record the singularity of various events that make some emotions present and others absent. My study shows how certain emotions are constructed in the science classroom and how they are transformed over the years (as mediated by values, philosophies, beliefs and so on). Catherine's emotions in science teaching is a "history of the present," a history of her emotions' "presences and absences" in her daffy interactions with her students, parents and administrators in the context of the science classroom. This work raises important questions that go beyond the meaning and interpretation of teachers' emotions: How can teachers' emotions become a legitimate topic in (science) education as well as in efforts for science curricular reform? Further, how can educational institutions (universities and schools) and elementary school science teachers themselves support their personal and professional emotional growth?

  15. Behavioral Dysphonia and Depression in Elementary School Teachers.

    Science.gov (United States)

    Marques da Rocha, Luise; Behlau, Mara; Dias de Mattos Souza, Luciano

    2015-11-01

    To verify the relationship between behavioral dysphonia and current depressive episodes in municipal elementary school teachers. We hypothesize that teachers with behavioral dysphonia will be more susceptible to psychiatric disorders. Cross-sectional study, quantitative, conducted across municipal schools in both rural and urban regions of Pelotas. Five-hundred seventy-five teachers from urban and rural areas of the same Brazilian state were included. The full version of the Voice Handicap Index validated into Brazilian Portuguese was used to determine the presence of behavioral dysphonia. A profile of vocal behaviors was also used to quantify the number of phonotraumatic events. In addition, the Mini-International Neuropsychiatric Interview was used to determine current episodes of depression. Data were analyzed via correlative studies using chi-square and Poisson regression analyses. Across all teachers, the prevalence of dysphonia was 33.9% and 55% reported that they had already taken a leave because of their voice. Those teachers with a current depressive episode had a higher rate of dysphonia compared with those without depression (prevalence ratio [PR] 1.66; P Teachers who presented with a risk of serious vocal problems had a prevalence ratio of 2.58, indicating a greater proportion of dysphonia, whereas teachers classified as champions of abuse were five times more likely compared with those teachers with behaved or candidates for voice problems. There is an association between behavioral dysphonia and current depressive episodes in elementary school teachers. Copyright © 2015 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

  16. Cognitive-Behavioral Therapy for Anxiety in Elementary School Students

    Directory of Open Access Journals (Sweden)

    Emine Gül Kapçı

    2012-07-01

    Full Text Available Objective: The study examined the effectiveness of a school-based cognitive-behavioral therapy (CBT program for school aged children with high levels of anxiety symptoms. Method: The study design was a randomized controlled trial (RCT comparing CBT to a waitlist-control condition. A total of 61 children (37 girls and 24 boys; age range 8-13 with high scores on either self-report or parental reports of anxiety participated in the study. The treatment group received 10 weekly sessions over three months that was administered using the Cool Kids treatment manual (Lyneham 2003. Outcome measures included parent-rated scales of anxiety and anxiety interference, and child self-report scales of anxiety, anxiety interference, depression and self-esteem. Both study groups were comparable at baseline for clinical and demographic variables. A mixed design ANOVA with pre-post treatment as within and CBT vs waitlist groups as between group variable was used for statistical analysis. Results: At post-test, CBT group had lower scores on anxiety, interference of anxiety and depression scales and higher scores on self-esteem scales of scholastic competence, social acceptance and behavioral conduct, but not physical appearance and athletic ability compared to the waitlist control group. Conclusions: The study presents empirical evidence for the effectiveness of a school based CBT Cool Kids program for reducing anxiety symptoms and increasing self-esteem in elementary school children. Future studies may examine the durability of treatment gains

  17. Unhealthy and healthy food consumption inside and outside of the school by pre-school and elementary school Mexican children in Tijuana, Mexico.

    Science.gov (United States)

    Vargas, Lilian; Jiménez-Cruz, Arturo; Bacardí-Gascón, Montserrat

    2013-12-01

    Food from lunch packs (LP) or food available inside and outside of school can play an important role in the development of obesity. The purpose of this study was to evaluate the LP of elementary school (ES) and preschool children (PS) in Tijuana, and the foods available to them inside and outside of school. Eight public schools participated in the study. A random sample of all the groups from a school district was conducted. A questionnaire was administered to children in first through sixth grade (ES) and to the parents of PS. LP and food available inside and outside of the school were classified as healthy, unhealthy, and adequate according to the guidelines set forth by the Secretariat of Health. A total of 2,716 questionnaires were administered and the content of 648 LP was assessed. It was observed that 99% of PS had LP prepared at home, a higher percentage than ES. None of the LP of the ES was classified as healthy, and 1% was classified as adequate. Among PS, 21% of the LP were classified as healthy and 6% as adequate. More than half of the children recognized the brand name of foods high in fat, salt, and added sugar available inside and outside of school grounds. Most of the LP of ES and PS and the foods available inside and outside of school were unhealthy and inadequate. A strategy to prevent the availability of unhealthy and inadequate food in LP and foods available inside and outside schools is recommended.

  18. Health-care conditions in elementary schools and teachers' knowledge of childhood asthma.

    Science.gov (United States)

    Canitez, Yakup; Cekic, Sukru; Celik, Ugur; Kocak, Abdulkadir; Sapan, Nihat

    2016-02-01

    For the adequate control of asthma in school-age children, it is recommended that teachers, school health personnel and administrators should have sufficient knowledge of how to manage asthma during school hours. To investigate asthma health care in elementary schools, and teachers' knowledge of childhood asthma and its management. The extent of knowledge of childhood asthma in 2779 teachers in 141 elementary schools (children aged 6-14, grades 1-8) in Bursa, the fourth largest city in Turkey, was evaluated. Section I comprised questions about asthma health-care in schools, Section II teachers' knowledge of the main characteristics of asthma and Section III (Likert Scale) teachers' detailed knowledge of the signs, triggering factors, treatment and general knowledge of asthma. The findings of Section I demonstrated that the organisation of health-care for asthma in schools was insufficient. Of the teachers questioned, 14·7% were not even aware and only 1% and 9·6% of the teachers had been made aware by school health personnel and school records, respectively, of asthmatic children. Only 27·3% of the teachers stated that they were responsible for the health of an asthmatic child. The majority of teachers (70%) said that asthmatic children could use the medication (e.g. inhalers) themselves. In Section II, there were between 44·1% and 75·5% correct answers, while in Section III this figure ranged from 3·3% to 78·4%. The correct answer rate was 60·4% for Sections II and III combined. The results of Sections II and III showed that the teachers' knowledge of asthma was poor in many respects. Teachers who stated that they had asthma or had first-degree relatives with asthma, or those with 10 or more years' experience provided significantly more correct answers in Sections II and III combined than did those without these characteristics (Phealth care for asthma (asthma management policies) in schools. The implementation of asthma education programmes for teachers

  19. Introducing Technology Education at the Elementary Level

    Science.gov (United States)

    McKnight, Sean

    2012-01-01

    Many school districts are seeing a need to introduce technology education to students at the elementary level. Pennsylvania's Penn Manor School District is one of them. Pennsylvania has updated science and technology standards for grades 3-8, and after several conversations the author had with elementary principals and the assistant superintendent…

  20. Military Deployment and Elementary Student Achievement

    Science.gov (United States)

    Phelps, Terri; Dunham, Mardis; Lyons, Robert

    2010-01-01

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