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

Science.gov (United States)

Goebel, Camille A.

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

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...

[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.

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

Science.gov (United States)

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

2018-03-01

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

A Study on Improving Information Processing Abilities Based on PBL

Science.gov (United States)

Kim, Du Gyu; Lee, JaeMu

2014-01-01

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

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.

Assessing Professional Decision-Making Abilities.

Science.gov (United States)

McNergney, Robert; Hinson, Stephanie

1985-01-01

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

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.

Chinese EFL teachers' knowledge of basic language constructs and their self-perceived teaching abilities.

Science.gov (United States)

Zhao, Jing; Joshi, R Malatesha; Dixon, L Quentin; Huang, Liyan

2016-04-01

The present study examined the knowledge and skills of basic language constructs among elementary school teachers who were teaching English as a Foreign Language (EFL) in China. Six hundred and thirty in-service teachers completed the adapted Reading Teacher Knowledge Survey. Survey results showed that English teachers' self-perceived ability to teach vocabulary was the highest and self-perceived ability to teach reading to struggling readers was the lowest. Morphological knowledge was positively correlated with teachers' self-perceived teaching abilities, and it contributed unique variance even after controlling for the effects of ultimate educational attainment and years of teaching. Findings suggest that elementary school EFL teachers in China, on average, were able to display implicit skills related to certain basic language constructs, but less able to demonstrate explicit knowledge of other skills, especially sub-lexical units (e.g., phonemic awareness and morphemes). The high self-perceived ability of teaching vocabulary and high scores on syllable counting reflected the focus on larger units in the English reading curriculum.

High ability: Giftedness and talent

Directory of Open Access Journals (Sweden)

María Dolores Prieto Sánchez

2010-04-01

Full Text Available This special issue of the journal aims at putting together national and international research on high abilities, and is divided into three sections: 1 Roles and cognitive, emotional and professional competences of high ability students’ teachers, 2 Identification and assessment of high ability students, 3 Analysis of practices, programs and mentoring of high ability students’ attention to diversity.The articles are authored by scholars from nine different countries (Spain, Argentina, UK, USA, Russia, Brazil, Saudi Arabia, Portugal and Poland, from sixteen different Spanish and international universities: Alicante (Spain, Autónoma de Barcelona (Spain, Málaga (Spain, Murcia (Spain, Navarra (Spain, Oviedo (Spain, Tufts University (USA, Yale University (USA, Moscow State University (Russia, Nacional de La Plata (Argentina, University of Connecticut (USA, Universidade do Minho (Portugal, Universidade da Beira Interior (Portugal, Universidade do Estado do Rio de Janeiro (Brazil, King Faisal University (Saudi Arabia and Universidad de Szczecin (Poland.

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.

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…

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

Science.gov (United States)

Willis, Belinda F.

2016-01-01

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

Quality of nutrition analysis among graduating classes of elementary and high school students

Directory of Open Access Journals (Sweden)

Pejčić Ana

2014-01-01

Full Text Available Results of numerous studies indicate that young people have improper eating habits. The aim of this study was to determine whether daily intake of vitamins, minerals and energy satisfies nutrition requirements for graduating classes of elementary and high school students. An epidemiological cross-sectional study was conducted on 84 students, including 42 students from graduating class of an elementary school and 42 students from graduating class of a high school. The students were asked to write the amount and composition of food consumed over a week, their age, body weight and height. 'USDA National Nutrient Database for Standard Reference, Release 25' was used to calculate daily intake of vitamins, minerals and energy. Comparison was made with respect to recommendations of Dietary Reference Intake of the Food and Nutrition Board of the Institute of Medicine, US National Academy of Science. The mean, standard deviation and percentiles of daily intake of certain nutrients were determined. For nutrients for which there was defined value of Estimated Average Requirement the results are presented as percentages of individuals with intakes less than the Estimated Average Requirement as estimates of the prevalence of inadequacy, whereas for nutrients for which only Adequate Intake was defined the results are presented as percentages of individuals with intakes at or greater than the Adeqate Intake. Assessment of adequacy of energy intake was done with respect to calculated Estimated Energy Requirement for each participant in the study. It was shown that 47.6% of elementary and 38.1% of high school students have adequate energy intake. Daily intake of students from both elementary and high school does not meet the dietary recommendations for magnesium, calcium, vitamin C and liposoluble vitamins A, D, E and K. The findings of this study emphasize the importance of proper nutrition. There is a need for increased intake of milk, dairy products, fresh

Specific Abilities May Increment Psychometric g for High Ability Populations

Science.gov (United States)

2016-04-14

tend to sort themselves into jobs that are commensurate with their ability level ( McCormick , DeNisi, & Staw, 1979; McCormick , Jeanneret, & Mecham...of Genetic Psychology, 153, 229-230. Specific abilities, g, & high ability populations 14 McCormick , E. J., DeNisi, A. S., & Shaw, J. B... McCormick , E. J., Jeanneret, P. R., & Mecham, R. C. (1972). A study of job characteristics and job dimensions as based on the Position Analysis Questionnaire

Nurturing Mathematical Promise in a Regular Elementary Classroom: Exploring the Role of the Teacher and Classroom Environment

Science.gov (United States)

Dimitriadis, Christos

2016-01-01

This article presents findings from a case study of an in-classroom program based on ability grouping for Year 2 (ages 6-7) primary (elementary) children identified as high ability in mathematics. The study examined the role of classroom setting, classroom environment, and teacher's approach in realizing and developing mathematical promise. The…

Creativity, synthetic intelligence and high ability

Directory of Open Access Journals (Sweden)

Marta Sainz

2010-04-01

Full Text Available The objective of this study is to analyze the construct of creativity and its relationship with high ability, presenting different definitions, assessment tools and strategies to encourage their development in the school context. The paper is structured into five sections: firstly, we define the concept of creativity. Secondly, we present the most relevant instruments used in the analysis of high ability students’ creativity. Thirdly, we look into several studies on creativity and high abilitiy, highlighting the main limitations of the research carried out. Fourthly, we present principles and strategies in order to foster creativity in the school context. Finally, some conclusions are drawn on the relationship between creativity and high ability.

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

Science.gov (United States)

Holman, Shavonna Leigh

2011-01-01

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

THE CONCEPT OF VOCATIONAL TRAINING OF FUTURE ELEMENTARY SCHOOL TEACHER TO INFORMATICS TRAINING

Directory of Open Access Journals (Sweden)

Olena Sagan

2016-09-01

Full Text Available In the article the problem of professional training of future elementary school teacher to teach Informatics of junior schoolchild is revealed. Rapid development of information and communication technologies actualizes the high-quality requirements to informational competent members of society. Transformation of content of primary education, namely putting Informatics in the curricula, exerted impact on a social request of the elementary school teacher who doesn’t only thoroughly use means of information technologies, but also teaches Informatics as invariant discipline of elementary school. In work it is designed the methodical model of training of future elementary school teacher for teaching Informatics, its purpose is forming of methodology informational competence at future elementary school teacher, which is based on theoretical and practical readiness for teaching Informatics of junior schoolchild and is shown in abilities to organize of the teaching and educational process. Finding of a ratio of essential results of training in higher education institution and general and professional competences which were determined by means of expert evaluations became a basis of a substantial component of system. We design the expected result in the form of competence-based model of future elementary school teacher in a perspective of its preparation for the decision the informational and the methodology-informational tasks of elementary school.

Shared-Environmental Contributions to High Cognitive Ability

OpenAIRE

Kirkpatrick, Robert M.; McGue, Matt; Iacono, William G.

2009-01-01

Using a combined sample of adolescent twins, biological siblings, and adoptive siblings, we estimated and compared the differential shared-environmentality for high cognitive ability and the shared-environmental variance for the full range of ability during adolescence. Estimates obtained via multiple methods were in the neighborhood of 0.20, and suggest a modest effect of the shared environment on both high and full-range ability. We then examined the association of ability with three measur...

Playing Golf Is Elementary

Science.gov (United States)

Goldman, Jill S.; Pfluge, Kevin F.

2010-01-01

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

Instruction in Musical Education during the Transitory Stage from Kindergarten to Elementary School

OpenAIRE

田中, 宏明; Hiroaki, TANAKA; 藤女子大学人間生活学部保育学科非常勤講師; Department of Erarly Childhood Care and Dducation, Faculty of Human Life Sciences, Fuji Women's University

2015-01-01

Kindergarten curricula are designed to encourage children to naturally learn music through everyday activities centered on playing as prescribed for the field of expression in Japan's Educational Guidelines for Kindergartens. In the revised 2008 Educational Guidelines for Elementary Schools, the phase "basic ability in musical activity"was added. The term "expression,"which appears at the beginning of the objectives in the Educational Guidelines for Elementary Schools, is not an ability consi...

Mock Referendum on Nuclear Power with Korean Elementary, Middle, and High School Students

International Nuclear Information System (INIS)

Lee, Seung Koo; Park, Pil Han; Choi, Yoon Seok; Han, Eun Ok

2017-01-01

Today, policies relating to nuclear power generation face a myriad of issues regarding the aspects of understanding, sympathy, acceptance, and satisfaction by policy consumers. This study has provided education on nuclear power for elementary, middle, and high school students who are expected to have high ripple effects of communication and education, and organized a mock referendum on nuclear power generation to observe the results of the referendum. Based on the results of this study, it is important to provide sufficient information on the dangers of nuclear power to the future generation in order to enable them to participate in policies with the right value judgments. Both before and after the educational program, all of elementary, middle, and high school students overwhelmingly indicated that nuclear power was dangerous in presenting their disagreement. The expert groups must consider that students are concerned about the risks of nuclear power generation, despite the explanations from experts on the safety of nuclear power. Based on the results of this study, it is important to provide sufficient information on the dangers of nuclear power to the future generation in order to enable them to participate in policies with the right value judgments. Both before and after the educational program, all of elementary, middle, and high school students overwhelmingly indicated that nuclear power was dangerous in presenting their disagreement.

Mock Referendum on Nuclear Power with Korean Elementary, Middle, and High School Students

Energy Technology Data Exchange (ETDEWEB)

Lee, Seung Koo; Park, Pil Han; Choi, Yoon Seok; Han, Eun Ok [Dept. of Education and Research, Korea Academy of Nuclear Safety, Seoul (Korea, Republic of)

2017-04-15

Today, policies relating to nuclear power generation face a myriad of issues regarding the aspects of understanding, sympathy, acceptance, and satisfaction by policy consumers. This study has provided education on nuclear power for elementary, middle, and high school students who are expected to have high ripple effects of communication and education, and organized a mock referendum on nuclear power generation to observe the results of the referendum. Based on the results of this study, it is important to provide sufficient information on the dangers of nuclear power to the future generation in order to enable them to participate in policies with the right value judgments. Both before and after the educational program, all of elementary, middle, and high school students overwhelmingly indicated that nuclear power was dangerous in presenting their disagreement. The expert groups must consider that students are concerned about the risks of nuclear power generation, despite the explanations from experts on the safety of nuclear power. Based on the results of this study, it is important to provide sufficient information on the dangers of nuclear power to the future generation in order to enable them to participate in policies with the right value judgments. Both before and after the educational program, all of elementary, middle, and high school students overwhelmingly indicated that nuclear power was dangerous in presenting their disagreement.

READING PERFORMANCE OF ELEMENTARY STUDENT TEACHERS IN A DEVELOPING INSTITUTION.

Science.gov (United States)

ADAMS, EFFIE KAYE

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

Innovation in the Elementary Classroom

Science.gov (United States)

Wright, Geoffrey A.; Jones, Matthew D.

2018-01-01

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

Elementary operators - still not elementary?

Directory of Open Access Journals (Sweden)

Martin Mathieu

2016-01-01

Full Text Available Properties of elementary operators, that is, finite sums of two-sided multiplications on a Banach algebra, have been studied under a vast variety of aspects by numerous authors. In this paper we review recent advances in a new direction that seems not to have been explored before: the question when an elementary operator is spectrally bounded or spectrally isometric. As with other investigations, a number of subtleties occur which show that elementary operators are still not elementary to handle.

High Ability Students' Voice on Learning Motivation

Science.gov (United States)

Garn, Alex C.; Jolly, Jennifer L.

2014-01-01

This study used a self-determination theory lens to investigate high ability learners' motivational experiences. Participants were 15 high ability youth involved in a summer learning camp for gifted students. Two major themes emerged from qualitative data analysis: (a) "The Fun Factor of Learning" and (b) "The Rewards and Pressures…

Elementary Business Calculus with Computer Algebra.

Science.gov (United States)

Judson, Phoebe T.

1990-01-01

Described are various ways that a computer algebra system (MAPLE) was used to facilitate the resequencing of skills and applications within an elementary college-level business calculus course. Experimental results confirmed earlier findings that skills acquisition is not a prerequisite to conceptual understanding or problem-solving ability. (JJK)

Shared-environmental contributions to high cognitive ability.

Science.gov (United States)

Kirkpatrick, Robert M; McGue, Matt; Iacono, William G

2009-07-01

Using a combined sample of adolescent twins, biological siblings, and adoptive siblings, we estimated and compared the differential shared-environmentality for high cognitive ability and the shared-environmental variance for the full range of ability during adolescence. Estimates obtained via multiple methods were in the neighborhood of 0.20, and suggest a modest effect of the shared environment on both high and full-range ability. We then examined the association of ability with three measures of the family environment in a subsample of adoptive siblings: parental occupational status, parental education, and disruptive life events. Only parental education showed significant (albeit modest) association with ability in both the biological and adoptive samples. We discuss these results in terms of the need for cognitive-development research to combine genetically sensitive designs and modern statistical methods with broad, thorough environmental measurement.

Emotional Experience, Expression, and Regulation of High-Quality Japanese Elementary School Teachers

Science.gov (United States)

Hosotani, Rika; Imai-Matsumura, Kyoko

2011-01-01

The present study investigates the emotional experience, expression, and regulation processes of high-quality Japanese elementary school teachers while they interact with children, in terms of teachers' emotional competence. Qualitative analysis of interview data demonstrated that teachers had various emotional experiences including self-elicited…

Urban Forestry Laboratory Exercises for Elementary, Middle and High School Students.

Science.gov (United States)

Kupkowski, Gary; And Others

The curriculum in this program has been developed for the elementary, middle, and high school levels. Each level builds on the other, and forms a "thread of skills" that are upgraded at each level. The program is divided into two components. The first component is for the development of a school arboretum, tree walk, and herbarium. The second…

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

Science.gov (United States)

Upadyaya, Katja; Eccles, Jacquelynne

2015-01-01

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

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

Science.gov (United States)

Cakmak, Sedanur; Isiksal, Mine; Koc, Yusuf

2014-01-01

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

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

Science.gov (United States)

Akkus, Oylum

2008-01-01

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

Characteristics of headaches in Japanese elementary and junior high school students: A school-based questionnaire survey.

Science.gov (United States)

Goto, Masahide; Yokoyama, Koji; Nozaki, Yasuyuki; Itoh, Koichi; Kawamata, Ryou; Matsumoto, Shizuko; Yamagata, Takanori

2017-10-01

Few studies have investigated pediatric headaches in Japan. Thus, we examined the lifetime prevalence and characteristics of headaches among elementary and junior high school students in Japan. In this school-based study, children aged 6-15years completed a questionnaire based on the diagnostic criteria of the International Classification of Headache Disorders-3β to assess headache characteristics and related disability. Of the 3285 respondents, 1623 (49.4%) experienced headaches. Migraine and tension-type headaches (TTH) were reported by 3.5% and 5.4% of elementary school students, respectively, and by 5.0% and 11.2% of junior high school students. Primary headaches increased with age. Compared with TTH sufferers, the dominant triggers in migraine sufferers were hunger (odds ratio=4.7), sunny weather (3.3), and katakori (neck and shoulder pain) (2.5). Compared with TTH, migraine caused higher headache-related frustration (P=0.010) as well as difficulty concentrating (P=0.017). Migraine-related disability was greater among junior high school students (feeling fed up or irritated, P=0.028; difficulty concentrating, P=0.016). TTH-related disability was also greater among junior high school students (feeling fed up or irritated, P=0.035). Approximately half of the students who complained of headache-related disability were not receiving medical treatment. This is the first detailed study of headaches in Japanese children to include elementary school students. Nearly 50% of the school children reported headaches and the disruption of daily activities caused by migraine was higher among junior high students than elementary school students. Copyright © 2017 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

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

Science.gov (United States)

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

2015-06-01

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

On the radiochemical purity of elementary 35S with high specific activity

International Nuclear Information System (INIS)

Todorovsky, D.S.; Kostadinov, K.N.; Efremova, Yu.N.

1979-01-01

Radiochemical composition and chemical changes with increasing storage time of benzene solutions and of solid species of elementary 35 S with high specific activity are studied. The dependence of the stability on the specific activity and the radioactive concentration is shown and some tentative limits are given for permissible storage periods. (author)

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

Science.gov (United States)

Green, Linda D.

2017-01-01

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

High resolution time-of-flight spectrometer for crossed molecular beam study of elementary chemical reactions

International Nuclear Information System (INIS)

Qiu Minghui; Che Li; Ren Zefeng; Dai Dongxu; Wang Xiuyan; Yang Xueming

2005-01-01

In this article, we describe an apparatus in our laboratory for investigating elementary chemical reactions using the high resolution time-of-flight Rydberg tagging method. In this apparatus, we have adopted a rotating source design so that collision energy can be changed for crossed beam studies of chemical reactions. Preliminary results on the HI photodissociation and the F atom reaction with H 2 are reported here. These results suggest that the experimental apparatus is potentially a powerful tool for investigating state-to-state dynamics of elementary chemical reactions

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

Science.gov (United States)

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

2009-07-01

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

Investigation of scientific literacy on understanding of ionizing radiations in elementary and junior high school students in Kagoshima prefecture

International Nuclear Information System (INIS)

Fukutoku, Yasuo

2009-01-01

Recently in Japan, many investigations to grasp the ways of thinking in the national layers for energy, environment and radiation applications have been carried out. In the investigations for radiation applications, there is a pointing out that the age which the knowledge on radiations and their related matters is formed is predominantly in elementary school years. Therefore, in order to find out the future way of proceeding with the education of nuclear power and radiations in the curriculums of elementary and junior high schools, the questionnaire survey on radiations and their related matters was carried out for the public elementary and junior high school students in Kagoshima prefecture. The results of the questionnaire survey are summarized in the present paper. (K. Kato)

Visuospatial training improves elementary students' mathematics performance.

Science.gov (United States)

Lowrie, Tom; Logan, Tracy; Ramful, Ajay

2017-06-01

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

Myth 15: High-Ability Students Don't Face Problems and Challenges

Science.gov (United States)

Moon, Sidney M.

2009-01-01

One rationale for failure to address the needs of high-ability students in schools is that high-ability students do not need special services because they do not face any special problems or challenges. A more extreme corollary of this attitude is the notion that high ability is so protective that students with high ability do not face problems or…

Elementary excitations in nuclei

International Nuclear Information System (INIS)

Lemmer, R.H.

1987-01-01

The role of elementary quasi-particle and quasi-hole excitations is reviewed in connection with the analysis of data involving high-lying nuclear states. This article includes discussions on: (i) single quasi-hole excitations in pick-up reactions, (ii) the formation of single quasi-hole and quasi-particle excitations (in different nuclei) during transfer reactions, followed by (iii) quasi-particle quasi-hole excitations in the same nucleus that are produced by photon absorption. Finally, the question of photon absorption in the vicinity of the elementary Δ resonance is discussed, where nucleonic as well as nuclear degrees of freedom can be excited

Analysis of EFL Students' Ability in Reading Vocabulary of Synonyms and Antonyms

Directory of Open Access Journals (Sweden)

Vina Fathira

2017-02-01

Full Text Available Reading is an important thing for academic level. Every student must have many vocabularies to encourage her/his reading skill. The aim of this research is to analyze the students' understanding of reading vocabularies of synonyms and antonyms in the higher education level. Synonyms and antonyms are two important things should be mastered to get better reading comprehension. The method used in this research was quantitative with survey design. The population same as the sample of this research was from fifth semester students of STIBA Persada Bunda Pekanbaru. The procedures of the research were divided into 3 parts. First, students were asked to choose the best choice in the multiple choice for synonyms and anton, number and the wrong number, and grouped the wrong number into difficulties level. Last, the researcher analyzed the students' ability in reading vocabulary of synonyms and antonyms and concluded the result of students' ability in reading vocabulary of synonyms and antonyms in elementary, intermediate, and advanced level. The result of this research showed that the students' ability in reading vocabulary of synonyms and antonyms was categorized into "excellent" level with mean score 85. From the three difficulties level of question, the findings of this research were explained every level of question. In synonyms, the mean score of students' ability were 89, 85, and 84 for elementary, intermediate, and advanced level of question. Whereas, in antonyms, the mean score of students' ability were 97, 85, and 69 for elementary, intermediate, and advanced level of question.Keywords: students' ability, reading vocabulary, synonyms and antonyms

Working memory, intelligence and reading ability in children

NARCIS (Netherlands)

de Jonge, P.; de Jong, P.F.

1996-01-01

The dimensions of working memory in children and the relationships between working memory capacity, reasoning and reading ability were investigated. Simple and complex span tests were administered to 280 grade four, five and six elementary school children. Simple span tests were hypothesized to

Sources of Writing Self-Efficacy Beliefs of Elementary, Middle, and High School Students

Science.gov (United States)

Pajares, Frank; Johnson, Margaret J.; Usher, Ellen L.

2007-01-01

The purpose of this study was to examine the influence of Albert Bandura's four hypothesized sources of self-efficacy on students' writing self-efficacy beliefs (N = 1256) and to explore how these sources differ as a function of gender and academic level (elementary, middle, high). Consistent with the tenets of self-efficacy theory, each of the…

Radiation education to the elementary and junior high school students in Aomori prefecture

International Nuclear Information System (INIS)

Nagai, Susumu; Okamura, Yasuharu; Sakata, Misaki; Miyakawa, Toshiharu

2015-01-01

In 2006, Japan Nuclear Fuel Limited (JNFL) began 'the delivery lesson on radiation' in order to promote understanding of radiation for the elementary and junior high schools students. Currently, 'the delivery lesson on radiation' is aimed mainly for the junior high school students. About 1800 students per year take the lesson. We will report the effects and tasks of 'the delivery lesson on radiation' based on the results of the questionnaire filled out before and after the lesson. (author)

A Case Study of 21st Century Skills in High Achieving Elementary Schools in Pennsylvania

Science.gov (United States)

Egnor, Gregory P.

2013-01-01

This study examines if practices that advocate for 21st century skills are in conflict with the mandates of NCLB. Interviews with influential school leaders of high achieving elementary schools focused on collecting data about 21st century skills. This study was designed to (a) Determine if 21st century skills are addressed in high achieving…

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…

Elementary Teachers' Perspectives of Mathematics Problem Solving Strategies

Science.gov (United States)

Bruun, Faye

2013-01-01

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

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.

Relative Age Effect in Physical Fitness Among Elementary and Junior High School Students.

Science.gov (United States)

Nakata, Hiroki; Akido, Miki; Naruse, Kumi; Fujiwara, Motoko

2017-10-01

The present study investigated characteristics of the relative age effect (RAE) among a general sample of Japanese elementary and junior high school students. Japan applies a unique annual age-grouping by birthdates between April 1 and March 31 of the following year for sport and education. Anthropometric and physical fitness data were obtained from 3,610 Japanese students, including height, weight, the 50-m sprint, standing long jump, grip strength, bent-leg sit-ups, sit and reach, side steps, 20-m shuttle run, and ball throw. We examined RAE-related differences in these data using a one-way analysis of variance by comparing students with birthdates in the first (April-September) versus second (October-March of the following year) semesters. We observed a significant RAE for boys aged 7 to 15 years on both anthropometric and fitness data, but a significant RAE for girls was only evident for physical fitness tests among elementary school and not junior high school students. Thus, a significant RAE in anthropometry and physical fitness was evident in a general sample of school children, and there were RAE gender differences among adolescents.

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.

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

Science.gov (United States)

Koc, Yakup

2017-01-01

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

Human face recognition ability is specific and highly heritable.

Science.gov (United States)

Wilmer, Jeremy B; Germine, Laura; Chabris, Christopher F; Chatterjee, Garga; Williams, Mark; Loken, Eric; Nakayama, Ken; Duchaine, Bradley

2010-03-16

Compared with notable successes in the genetics of basic sensory transduction, progress on the genetics of higher level perception and cognition has been limited. We propose that investigating specific cognitive abilities with well-defined neural substrates, such as face recognition, may yield additional insights. In a twin study of face recognition, we found that the correlation of scores between monozygotic twins (0.70) was more than double the dizygotic twin correlation (0.29), evidence for a high genetic contribution to face recognition ability. Low correlations between face recognition scores and visual and verbal recognition scores indicate that both face recognition ability itself and its genetic basis are largely attributable to face-specific mechanisms. The present results therefore identify an unusual phenomenon: a highly specific cognitive ability that is highly heritable. Our results establish a clear genetic basis for face recognition, opening this intensively studied and socially advantageous cognitive trait to genetic investigation.

Charm-quarks and new elementary particles

International Nuclear Information System (INIS)

Petersen, J.L.

1978-01-01

This is the first part of an extensive paper which discusses: the Nobel prize in physics 1976; discovery of the J/psi-particle; elementary particles and elementary building blocks; the four reciprocal effects; gauge theories; quark-antiquark reciprocal effects; the high-energy approximation; a simple quark-antiquark potential; and quark diagrams and the Zweig rule. (Auth.)

A comparative analysis of Science-Technology-Society standards in elementary, middle and high school state science curriculum frameworks

Science.gov (United States)

Tobias, Karen Marie

An analysis of curriculum frameworks from the fifty states to ascertain the compliance with the National Science Education Standards for integrating Science-Technology-Society (STS) themes is reported within this dissertation. Science standards for all fifty states were analyzed to determine if the STS criteria were integrated at the elementary, middle, and high school levels of education. The analysis determined the compliance level for each state, then compared each educational level to see if the compliance was similar across the levels. Compliance is important because research shows that using STS themes in the science classroom increases the student's understanding of the concepts, increases the student's problem solving skills, increases the student's self-efficacy with respect to science, and students instructed using STS themes score well on science high stakes tests. The two hypotheses for this study are: (1) There is no significant difference in the degree of compliance to Science-Technology-Society themes (derived from National Science Education Standards) between the elementary, middle, and high school levels. (2) There is no significant difference in the degree of compliance to Science-Technology-Society themes (derived from National Science Education Standards) between the elementary, middle, and high school level when examined individually. The Analysis of Variance F ratio was used to determine the variance between and within the three educational levels. This analysis addressed hypothesis one. The Analysis of Variance results refused to reject the null hypothesis, meaning there is significant difference in the compliance to STS themes between the elementary, middle and high school educational levels. The Chi-Square test was the statistical analysis used to compare the educational levels for each individual criterion. This analysis addressed hypothesis two. The Chi-Squared results showed that none of the states were equally compliant with each

Further Fostering Intrinsic Motivation in the Montessori Elementary Classroom

Science.gov (United States)

Fitch, Victoria A.

2013-01-01

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

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…

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

Science.gov (United States)

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

2014-01-01

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

Is an elementary particle really: (i) a particle? (ii) elementary?

Indian Academy of Sciences (India)

First page Back Continue Last page Overview Graphics. Is an elementary particle really: (i) a particle? (ii) elementary? Over centuries, naïve notions about this have turned out incorrect. Particles are not really pointlike. The word elementary is not necessarily well-defined. Notes:

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

Directory of Open Access Journals (Sweden)

Alavi Naeini SM

2000-06-01

Full Text Available 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 subjects, and a low-calorie control group (117 subjects, and then given 3 cognitive functions tests. The test were repeated after 4 months. The data were collected by questionnaires and included family socio-economic conditions, nutritional status and dietary habit of the children. Also, the grades of the major courses and scores of cognitive tests were collected, and the effects of treatment on the mean grades and scores differences were determined by T-test and analysis of variance (ANOVA. Our findings are presented as follow: The experimental and control groups were similar in the initial assessment. 7.1% of the students were stunted based on height-for-age classification (NCHS. The intervention led to an increase in tests scores, but the increase was only significant in the case of the short-term memory test (P<0.03. The findings of the study showed that the intervention was effective on short-term memory and since short-term memory function in memorization process and retrieval of subjects form long-term memory and congenitive functions, we can conclude that the food intervention with an energy lower than 10% of recommended dietary needs increases learning ability level of the subjects. Stunting and the habit of eating breakfast were related to educational performance of students. Therefore implementation of such programs in the community, such as food intervention and nutritional education may be effective.

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.

Development Mathematic Assessment to Increase Mathematical Prerequisite Ability on The Student with Learning Disabilities in Inclusive Elementary School

Science.gov (United States)

Robiansyah, S. T. U.; Nanang, F.; Hidayat

2018-01-01

The purpose of this study was to introduce about mathematic assessment is a process of obtaining data or information about the mastery of a student's mathematical skills as an ingredient in preparing a learning program. With this mathematics assessment can be known obstacles, difficulties and needs of students especially in the field of mathematic, so that the learning program will be in accordance with the potential students because it is tailored to what is required of students. This research study was conducted at elementary school of inclusive precisely at SDN Sukagalih I Bandung City based learning in setting of inclusive education. This research study is motivated by the existence of a first-grade student who has disabilities learning in mathematics, the ability of the mathematical prerequisite mastery of the classification of objects by color. The results of the research can provide a profile picture of student data information, the data obtained from the results of the development of systematic and formal mathematical assessment. After doing the development of mathematics assessment then the teacher gets important related information: 1. process the analysis of students’ learning needs, especially in the field of mathematics, 2. preparing the learning program planning according to student learning needs, 3. Designing procedural of method remedial program.

Preservice elementary teachers learning of astronomy

Science.gov (United States)

Fidler, Chuck Gary

The dissertation presents a new approach for the study of preservice elementary teacher astronomy education. The approach suggests that learning astronomical concepts are facilitated by greater sophistication in scale perception and spatial-aptitude. This dissertation is underscored by the national call for elementary science education reform efforts and suggests certain strategies shown more effective for the development of accurate astronomical comprehension. The present research study describes how preservice elementary teachers conceptualize and communicate ideas about Space. Instead of assuming a universal mental conception of cosmic orientations and relationships, the dissertation claims that the perception of Space related dimensions vary among preservice elementary teachers. Furthermore, the dissertation suggests individual perceptions of the scale sizes and orientations of celestial systems have direct influences on mental models used to organize and communicate astronomical information. The development of inaccurate mental models of the scaled dimensions of Space may perpetuate the teacher-student cycle of misconception and naive-theory generation among children in elementary education settings. The ability to conceptualize the vast cosmos is facilitated by the minds ability to think about vast scales and orientations of celestial objects. The Earth-based perspective of astronomy education compels the learner to think about astronomical principles within imaginary frames of reference and across unfamiliar scaled dimensions. Therefore, mental astronomical model building is underscored by the perception of scale and cosmic spatiality. This study suggests these cognitive skill sets are interconnected and facilitate the learning of accurate astronomy principles; as well as play an important role when designing an astronomy education program for preservice elementary teachers. This research study is comprised of three separate standalone articles designed and

On Strategies of Improving Junior High School Students' Oral English Ability

Institute of Scientific and Technical Information of China (English)

罗茜

2015-01-01

With the increasingly frequent international exchanges,English,as an international language,has been attached greater importance.The oral English ability of junior high school students plays an indispensable role in their everyday study and social interaction,and it is the present junior school study that can lay a solid foundation for their future study and life. Therefore,to comprehensively improve their oral English ability is in urgent need and of paramount significance.This paper focuses on analyzing the external and internal factors influencing the cultivation of junior high school students' oral English ability,and put forwards the corresponding cultivating strategies of the oral English ability of junior high school students.

On Strategies of Improving Junior High School Students’ Oral English Ability

Institute of Scientific and Technical Information of China (English)

罗茜

2015-01-01

With the increasingly frequent international exchanges,English,as an international language,has been attached greater importance.The oral English ability of junior high school students plays an indispensable role in their everyday study and social interaction,and it is the present junior school study that can lay a solid foundation for their future study and life.Therefore,to comprehensively improve their oral English ability is in urgent need and of paramount significance.This paper focuses on analyzing the external and internal factors influencing the cultivation of junior high school students’oral English ability,and put forwards the corresponding cultivating strategies of the oral English ability of junior high school students.

Elementary number theory with programming

CERN Document Server

Lewinter, Marty

2015-01-01

A successful presentation of the fundamental concepts of number theory and computer programming Bridging an existing gap between mathematics and programming, Elementary Number Theory with Programming provides a unique introduction to elementary number theory with fundamental coverage of computer programming. Written by highly-qualified experts in the fields of computer science and mathematics, the book features accessible coverage for readers with various levels of experience and explores number theory in the context of programming without relying on advanced prerequisite knowledge and con

Implementation of Biplot Analysis for Mapping Elementary and Junior High Schools in West Sumatra Based on National Examination Results 2016

Science.gov (United States)

Amalita, N.; Fitria, D.; Distian, V.

2018-04-01

National examination is an assessment of learning outcomes that aims to assess the achievement of graduate competence nationally. The result of the national examination is used as a mapping of educational issues in order to arrange the national education policy. Therefore the results of National Examination are used, also, as a reference for the admission of new students to continue their education to a higher level. The results of National Examination in West Sumatra in 2016 decreased from the previous year, both elementary schools (SD) and Junior High School level (SMP). This paper aims to determine the characteristics of the National Examination results in each regency / city in West Sumatra for elementary and junior levels by using Bi-plot analysis. The result of Bi-plot Analysis provides the information that the results of the National Examination of Regency / City in West Sumatra Province are quite diverse. At Junior High School level there are 9 of Regencies / Cities which have similar characteristics. English subjects are the greatest diversity among all of subjects. The calculation results of the correlation of each variable in junior high school level are positively correlated. The variables with positive correlation are mathematics that correlates with English. Based on the mark of National Examination for elementary school level in West Sumatra, there are 8 Regencies / Cities have similar characteristics. The correlations of each variable at the elementary level are positively correlated. The variables that have positive correlation are Sciences (IPA) with Language.

Elementary Mathematics Leaders

Science.gov (United States)

Fennell, Francis; Kobett, Beth McCord; Wray, Jonathan A.

2013-01-01

Elementary school mathematics leaders often come to the realization that their position, however titled and determined, although dedicated to addressing needs in math teaching and learning, also entails and directly involves leadership. Elementary school math specialists/instructional leaders (referenced here as elementary mathematics leaders, or…

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

Science.gov (United States)

Toscano, Lisa; Clemente, Fran

2008-01-01

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

Sociocultural Concept of High Ability and Heart-Mind Epistemology in Confucian Societies

Science.gov (United States)

Park, Jae

2016-01-01

This theoretical paper begins with a reflection on the dominant conceptions of "high ability", based on psychometrics, and examines claims that the ethos of a particular cultural heritage is essential to what "high ability" signifies. The article semantically distinguishes "giftedness" from "ability", using…

High Ability and Learner Characteristics

Directory of Open Access Journals (Sweden)

Huda Hindal

2013-01-01

Full Text Available The outstandingly able learner has been conceptualised, in terms of test and examination performance, as the learner showing superior academic performance which is markedly better than that of peers and in ways regarded as of value by wider society. In Kuwait, such superior examination performance leads to a classification regarded as being ‘gifted’. This study looks at the inter-correlations between performance in various subjects in examinations and then considers how examination performance correlates with measures of working memory capacity, extent of field dependency, extent of divergency and visual-spatial abilities. A very large sample of grade 7 Kuwaiti students (aged ~13 was involved, the sample being selected in such a way that it contained a high proportion of those regarded as ‘gifted’ under the procedures used in Kuwait. While specific learner characteristics have been related to examination performance, this study brings four different characteristics together to gain a picture of the way these characteristics may be seen in those who perform extremely well in examinations. Principal components analysis using varimax rotation, was used to look at the examination data and one factor accounted for 87% of the variance. A consideration of the examination papers led to the conclusion that the national examinations tested only recall-recognition. It was also found that those who performed best in all six subjects tended to be those who are highly divergent and strongly visual-spatial as well as those tending to have higher working memory capacities and being more field independent. The inter-correlations between the various learner characteristics are explained in terms of the way the brain is known to process information. The implications of the findings for assessment and for the way high ability is considered are discussed.

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

Science.gov (United States)

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

2017-01-01

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

Elementary particle interactions

International Nuclear Information System (INIS)

Bugg, W.M.; Condo, G.T.; Handler, T.; Hart, E.L.; Ward, B.F.L.; Close, F.E.; Christophorou, L.G.

1990-10-01

This report discusses freon bubble chamber experiments exposed to μ + and neutrinos, photon-proton interactions; shower counter simulations; SLD detectors at the Stanford Linear Collider, and the detectors at the Superconducting Super Collider; elementary particle interactions; physical properties of dielectric materials used in High Energy Physics detectors; and Nuclear Physics

CONNECTION OF FUNCTIONAL ABILITIES WITH JUMPING AND THROWING ATHLETIC DISCIPLINES

Directory of Open Access Journals (Sweden)

Igor Stanojević

2014-06-01

Full Text Available The aim of this study was to determine the connection between functional abilities with results of jumping and throwing athletic disciplines with athletes. The sample was taken from a population of elementary school students from Prokuplje region, 13 and 14 old, included in regular physical education classes. The sample consisted of 200 male athletes involved in the training process in sports clubs at least three times a week in addition to physical education classes. For assessment of functional abilities six functional tests were used: resting heart rate, Cooper test, heart rate in the first minute after Cooper test, heart rate in the second minute after Cooper test, systolic arterial blood pressure, diastolic arterial blood pressure. For assessment of jumping and throwing athletic disciplines four tests were used: long jump, high jump, shot put and javelin. Data analysis was performed with canonical correlation and regression analysis. The results showed a statistically significant correlation between functional abilities with all of tests in jumping and throwing athletic disciplines.

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…

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

Science.gov (United States)

Hickendorff, Marian

2013-01-01

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

Social understanding of high-ability children in middle and late childhood

NARCIS (Netherlands)

Boor-Klip, H.J.; Cillessen, A.H.N.; Hell, J.G. van

2014-01-01

Despite its importance in social development, social understanding has hardly been studied in high-ability children. This study explores differences in social understanding between children in high-ability and regular classrooms, specifically theory of mind (ToM) and perception accuracy, as well as

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

Science.gov (United States)

What Works Clearinghouse, 2010

2010-01-01

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

Elementary particles. 2

International Nuclear Information System (INIS)

Ranft, G.; Ranft, J.

1977-01-01

In this part the subject is covered under the following headings, methods for producing high-energy particles; interaction of high-energy particles with matter; methods for the detection of high-energy particles; symmetry properties and conservation laws; quantum number and selection rules; theorem of scattering behaviour at asymptotically high energies; statistical methods in elementary particle physics; interaction of high-energy particles with nuclei; relations of high-energy physics to other branches of science and its response to engineering. Intended as information on high-energy physics for graduate students and research workers familiar with the fundamentals of classical and quantum physics

[Relationship among inattentive and hyperactive-impulsive behavior, aggression, and depression in Japanese elementary and junior high school students].

Science.gov (United States)

Noda, Wataru; Okada, Ryo; Tani, Iori; Ohnishi, Masafumi; Naoto, Mochizuki; Nakajima, Syunji; Tsujii, Masatsugu

2013-06-01

The present study examines the relationship among inattentive, and hyperactive-impulsive behavior, aggression, and depression in elementary school and junior high school students. The participants were 3,885 children and their teachers and caregivers. Children's inattentive and hyperactive-impulsive behavior was rated by their teachers and caregivers (ADHD-RS). Children rated aggression (HAQ-C) and depression (DSRS-C) themselves. Inattentive and hyperactive-impulsive behavior rated by teachers and caregivers were positively related to aggression and depression. Inattention predicted higher levels of aggression and depression. Inattentive and hyperactive-impulsive behavior as rated by teachers was more highly related to depression than those behaviors as rated by caregivers. The relationships among inattentive, and hyperactive-impulsive behavior, aggression, and depression were almost the same for both elementary school and junior high school students. This study suggests the importance of assessing inattentive and hyperactive-impulsive behavior from multiple views to examine the relationship between inattentive and hyperactive-impulsive behavior and mental health problems.

Social Understanding of High-Ability Children in Middle and Late Childhood

Science.gov (United States)

Boor-Klip, Henrike J.; Cillessen, Antonius H. N.; van Hell, Janet G.

2014-01-01

Despite its importance in social development, social understanding has hardly been studied in high-ability children. This study explores differences in social understanding between children in high-ability and regular classrooms, specifically theory of mind (ToM) and perception accuracy, as well as associations between individual characteristics…

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

Science.gov (United States)

Falkenberg, Karen L.

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

A Study on Career Development of Female Principals at Elementary and Junior High Schools

OpenAIRE

深澤, 真奈美; 重川, 純子

2015-01-01

The purpose of this paper is to investigate career development of female principals at elementary and junior high schools. We interviewed eight married principals who had children with respect to their work and private lives, especially child care. Respondents recognized that both teaching jobs on their first stages and management jobs as middle leader led to management jobs as executive. Most respondents were recommended to advance their careers by their supervisors (principals). They recogn...

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

Science.gov (United States)

Espinoza, Lorissa

2016-01-01

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

Teachers of high ability pupils

Directory of Open Access Journals (Sweden)

Cándido Genovard

2010-04-01

Full Text Available In this article we analyze the characteristics of gifted and talented students’ expert teachers. The subject background and the specific proprieties of the instructional process to meet gifted students’ educational needs are analyzed. The value of teacher-student interactions and of teaching and learning styles are highlighted. Also, we include different action guidelines and instructional resources to use in the classroom to teach these students. There is not an ideal teacher for high ability students. However, teachers must know what the teaching-learning processes are and how these work, and the diverse psychological, content and contextual variables involved in such processes.

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

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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…

Elementary Children’s Retrodictive Reasoning about Earth Science

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Julie C. LIBARKIN

2012-10-01

Full Text Available We report on interviews conducted with twenty-one elementary school children (grades 1-5 about a number of Earth science concepts. These interviews were undertaken as part of a teacher training video series designed specifically to assist elementary teachers in learning essential ideas in Earth science. As such, children were interviewed about a wide array of earth science concepts, from rock formation to the Earth’s interior. We analyzed interview data primarily to determine whether or not young children are capable of inferring understanding of the past based on present-day observation (retrodictive reasoning in the context of Earth science. This work provides a basis from which curricula for teaching earth and environmental sciences can emerge, and suggests that new studies into the retrodictive reasoning abilities of young children are needed, including curricula that encourage inference of the past from modern observations.

Use of 15N dilution method for screening soybean lines with high yield and high nitrogen fixation ability

International Nuclear Information System (INIS)

Li Haixian; Li Xinmin; Danso, S.K.A.

1998-01-01

15 N dilution method was used for screening soybean lines with high nitrogen fixation ability. Screened lines 1005, 8502, 2096, 943, 1454 and Dongnong-42 have high nitrogen fixation ability with their % Ndfa of about 70%. 1454 and 1555 are both high yield and high nitrogen fixation lines. The ability of nitrogen fixation was not related to the yield, but related to maturing time. The cultivars with different maturing time have different levels of nitrogen fixation ability. The longer the maturing period is, the greater the ability of nitrogen fixation it has. There were ten cultivars or lines used in the test of 1992 and 1994. Although the weather condition were greatly different between the two years the results of seven cultivars or lines were the same, indicating that nitrogen fixation ability of the soybean is stable with years. Using 15 N dilution method to estimate nitrogen fixation ability of soybean is reliable, however, the % Ndfa of lines 8502 and 2096 increased by 19% in 1994, a rainy year, indicating that a change in % Ndfa with a few varieties maybe caused by weather

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

Science.gov (United States)

Wasserberg, Martin J.

2014-01-01

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

Ability, Parental Valuation of Education and the High School Dropout Decision

DEFF Research Database (Denmark)

Foley, Kelly; Gallipoli, Giovanni; Green, David

of the factor model set out in Carneiro, Hansen, and Heckman (2003). Specically, we consider the impact of cognitive and non-cognitive ability and the value that parents place on education. Our results support three main conclusions. First, cognitive ability at age 15 has a substantial impact on dropping out....... Second, parental valuation of education has an impact of approximately the same size as cognitive ability e ects for medium and low ability teenagers. A low ability teenager has a probability of dropping out of approximately .03 if his parents place a high value on education but .36 if their education......We use a large, rich Canadian micro-level dataset to examine the channels through which family socio-economic status and unobservable characteristics a ect children's decisions to drop out of high school. First, we document the strength of observable socio-economic factors: our data suggest...

Spatial Abilities of High-School Students in the Perception of Geologic Structures.

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Kali, Yael; Orion, Nir

1996-01-01

Characterizes specific spatial abilities required in geology studies through the examination of the performance of high school students in solving structural geology problems on the geologic spatial ability test (GeoSAT). Concludes that visual penetration ability and the ability to perceive the spatial configuration of the structure are…

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.

Development of arithmetical abilities

Directory of Open Access Journals (Sweden)

Tatjana Levstek

2014-02-01

Full Text Available Arithmetic (from the word 'arithmos' which means 'numbers' is an elementary branch of mathematics. Numeracy is essential for understanding mathematics, so the development of arithmetic abilities has been an area of scientific research for a long time. Recent research has shown that the development of arithmetic abilities is not based only on gaining experience and learning. Some arithmetic abilities, especially the sense of quantity, are innate. Even babies are able to distinguish between groups with different number of elements and they perceive numeracy amodally. Six-month-olds distinguish between two groups with the numeracy ratio of 1 : 2. With age this ratio improves rapidly. Five-year-old children already distinguish between groups with the number ratio 7 : 8. The ability to compare two quantities begins to develop after 15 months of age and children learn how to count spontaneously, together with the acquisition of language. Speech enables children to understand number in its abstract, symbolic sense, thus opening the way to symbolic arithmetic. During the preschool period children use intuition when doing calculations, but in school the arithmetic is based on the knowledge of arithmetical algorithms. So, in order to acquire mathematical knowledge, it is necessary to incorporate memory and automate arithmetical processes, without the use of intuition. However, research has shown that intuition is very important and is even a predictive factor for the development of mathematical abilities throughout the schooling process.

Low visual information-processing speed and attention are predictors of fatigue in elementary and junior high school students.

Science.gov (United States)

Mizuno, Kei; Tanaka, Masaaki; Fukuda, Sanae; Yamano, Emi; Shigihara, Yoshihito; Imai-Matsumura, Kyoko; Watanabe, Yasuyoshi

2011-06-14

Fatigue is a common complaint among elementary and junior high school students, and is known to be associated with reduced academic performance. Recently, we demonstrated that fatigue was correlated with decreased cognitive function in these students. However, no studies have identified cognitive predictors of fatigue. Therefore, we attempted to determine independent cognitive predictors of fatigue in these students. We performed a prospective cohort study. One hundred and forty-two elementary and junior high school students without fatigue participated. They completed a variety of paper-and-pencil tests, including list learning and list recall tests, kana pick-out test, semantic fluency test, figure copying test, digit span forward test, and symbol digit modalities test. The participants also completed computerized cognitive tests (tasks A to E on the modified advanced trail making test). These cognitive tests were used to evaluate motor- and information-processing speed, immediate and delayed memory function, auditory and visual attention, divided and switching attention, retrieval of learned material, and spatial construction. One year after the tests, a questionnaire about fatigue (Japanese version of the Chalder Fatigue Scale) was administered to all the participants. After the follow-up period, we confirmed 40 cases of fatigue among 118 students. In multivariate logistic regression analyses adjusted for grades and gender, poorer performance on visual information-processing speed and attention tasks was associated with increased risk of fatigue. Reduced visual information-processing speed and poor attention are independent predictors of fatigue in elementary and junior high school students. © 2011 Mizuno et al; licensee BioMed Central Ltd.

Low visual information-processing speed and attention are predictors of fatigue in elementary and junior high school students

Directory of Open Access Journals (Sweden)

Yamano Emi

2011-06-01

Full Text Available Abstract Background Fatigue is a common complaint among elementary and junior high school students, and is known to be associated with reduced academic performance. Recently, we demonstrated that fatigue was correlated with decreased cognitive function in these students. However, no studies have identified cognitive predictors of fatigue. Therefore, we attempted to determine independent cognitive predictors of fatigue in these students. Methods We performed a prospective cohort study. One hundred and forty-two elementary and junior high school students without fatigue participated. They completed a variety of paper-and-pencil tests, including list learning and list recall tests, kana pick-out test, semantic fluency test, figure copying test, digit span forward test, and symbol digit modalities test. The participants also completed computerized cognitive tests (tasks A to E on the modified advanced trail making test. These cognitive tests were used to evaluate motor- and information-processing speed, immediate and delayed memory function, auditory and visual attention, divided and switching attention, retrieval of learned material, and spatial construction. One year after the tests, a questionnaire about fatigue (Japanese version of the Chalder Fatigue Scale was administered to all the participants. Results After the follow-up period, we confirmed 40 cases of fatigue among 118 students. In multivariate logistic regression analyses adjusted for grades and gender, poorer performance on visual information-processing speed and attention tasks was associated with increased risk of fatigue. Conclusions Reduced visual information-processing speed and poor attention are independent predictors of fatigue in elementary and junior high school students.

Counting on Early Math Skills: Preliminary Kindergarten Impacts of the Making Pre-K Count and High 5s Programs

Science.gov (United States)

Mattera, Shira; Morris, Pamela

2017-01-01

Early math ability is one of the best predictors of children's math and reading skills into late elementary school. Children with stronger math proficiency in elementary school, in turn, are more likely to graduate from high school and attend college. However, early math skills have not historically been a major focus of instruction in preschool…

Teaching High-Ability Pupils in Early Primary School

NARCIS (Netherlands)

Dijkstra, Elma

2015-01-01

This thesis describes the design and implementation of the intervention 'Excel Kwadraat' in primary schools. This intervention aims to improve teachers’ differentiation practices in order to better anticipate pupil differences, including excellent or high-ability pupils. In the end, the intervention

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

Science.gov (United States)

Lewis, Felecia J.

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

Elementary Preservice Teachers' and Elementary Inservice Teachers' Knowledge of Mathematical Modeling

Science.gov (United States)

Schwerdtfeger, Sara

2017-01-01

This study examined the differences in knowledge of mathematical modeling between a group of elementary preservice teachers and a group of elementary inservice teachers. Mathematical modeling has recently come to the forefront of elementary mathematics classrooms because of the call to add mathematical modeling tasks in mathematics classes through…

[Developmental changes in reading ability of Japanese elementary school children--analysis of 4 kana reading tasks].

Science.gov (United States)

Kobayashi, Tomoka; Inagaki, Masumi; Gunji, Atsuko; Yatabe, Kiyomi; Kaga, Makiko; Goto, Takaaki; Koike, Toshihide; Wakamiya, Eiji; Koeda, Tatsuya

2010-01-01

Five hundred and twenty-eight Japanese elementary school children aged from 6 (Grade 1) to 12 (Grade 6) were tested for their abilities to read Hiragana characters, words, and short sentences. They were typically developing children whom the classroom teachers judged to have no problems with reading and writing in Japanese. Each child was asked to read four tasks which were written in Hiragana script: single mora reading task, four syllable non-word reading task, four syllable word reading task, and short sentence reading task. The total articulation time for reading and performance in terms of accuracy were measured for each task. Developmental changes in these variables were evaluated. The articulation time was significantly longer for the first graders, and it gradually shortened as they moved through to the upper grades in all tasks. The articulation time reached a plateau in the 4th grade for the four syllable word and short sentence reading tasks, while it did so for the single mora and four syllable non-word reading tasks in the 5th grade. The articulation times for the four syllable word and short sentence reading tasks correlated strongly. There were very few clear errors for all tasks, and the number of such errors significantly changed between the school grades only for the single mora and four syllable word reading tasks. It was noted that more than half of the children read the beginning portion of the word or phrase twice or more, in order to read it accurately, and developmental changes were also seen in this pattern of reading. This study revealed that the combination of these reading tasks may function as a screening test for reading disorders such as developmental dyslexia in children below the age of ten or eleven years old.

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

Science.gov (United States)

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

2013-11-01

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

Stronger vection in junior high school children than in adults.

Science.gov (United States)

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

2014-01-01

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

Parenting Style, Perfectionism, and Creativity in High-Ability and High-Achieving Young Adults

Science.gov (United States)

Miller, Angie L.; Lambert, Amber D.; Speirs Neumeister, Kristie L.

2012-01-01

The current study explores the potential relationships among perceived parenting style, perfectionism, and creativity in a high-ability and high-achieving young adult population. Using data from 323 honors college students at a Midwestern university, bivariate correlations suggested positive relationships between (a) permissive parenting style and…

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.

Schoolchildren’s Creative Abilities Development in the Course of Poetry Study

Directory of Open Access Journals (Sweden)

Tat'yana V. Petrovskaya

2013-01-01

Full Text Available The article considers some methodological aspects of the development of creative abilities of schoolchildren in the course of poetry study in elementary and primary schools. The development of creative and imaginative abilities and tropology of junior schoolchildren along with reading and artworks analysis is disclosed. The types of perception of poetic texts by children are studied. The work of teacher in the classes of the "Poetics" course, using study guides for the lower school is presented.The analysis of the studied data enabled to examine the problem of schoolchildren’s creative abilities development more thoroughly and to identify the possible prospects.

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

Science.gov (United States)

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

2017-03-01

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

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.…

Selecting the Right Educational Setting for High-Ability TCKS: A Mother's Perspective

Science.gov (United States)

Yamada, Sylvia

2015-01-01

Meeting the needs of gifted students is challenging even in traditional contexts and settings. Well-known issues include a limited choice of schools, underrepresentation of certain populations, and, often, the lack of facilities and support for high-ability students. Imagine, then, the further complexities of high-ability Third Culture Kids (TCKs)…

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...

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

Science.gov (United States)

Patel, Nimisha; Stevens, Sharon

2010-01-01

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

Elementary Environmental Activities.

Science.gov (United States)

Larson, Robert J.

This guide presents suggestions for field trips, out-of-doors activities, material for centers, and individualized activities in the teaching of elementary school science and particularly environmental education at the elementary level. The guide includes a section on preparation and procedures for conducting field trips, including sample…

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

Science.gov (United States)

Kyunghwa, Lee; Hyejin, Yang

2016-01-01

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

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.

Threshold Effects of Creative Problem-Solving Attributes on Creativity in the Math Abilities of Taiwanese Upper Elementary Students

Directory of Open Access Journals (Sweden)

Chia-Yi Lin

2017-01-01

Full Text Available This study aimed to help determine what the typology of math creative problem-solving is. Different from studies that have discussed the threshold effect between creativity and intelligence, this research investigated the threshold effect between creativity and other attributes. The typology of the math creative problem-solving abilities of 409 fifth- and sixth-grade Taiwanese students was identified and compared in this study. A Creative Problem-Solving Attribute Instrument was devised for this study, with the aim of measuring students’ perceptions on their motivation, knowledge, and skills, both in general and in specific domains. Divergent and convergent thinking were also measured. Cluster analyses yielded three creative problem-solving typologies: High, Medium, and Low. The High Attribute group scored significantly higher in the Math Creative Problem-Solving Ability Test than did the Medium Attribute and Low Attribute groups. The results suggest a threshold effect from several attributes—divergent thinking, convergent thinking, motivation, general knowledge and skills, domain-specific knowledge and skills, and environment—on students’ creative problem-solving abilities. Balanced development of attributes may be an important consideration in nurturing creativity in children.

A Study of a High Performing, High Poverty Elementary School on the Texas-Mexico Border

Science.gov (United States)

Lopez, Cynthia Iris

2012-01-01

Transforming low performing schools to ensure the academic success of Hispanic children situated in poverty remains an educational challenge. External factors impacting student learning are often targeted as the main reasons for poor academic achievement, thereby advancing the culturally deficit model. This study is about an elementary school that…

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…

The Problem of Reading and Reading Culture Improvement of Students-Bachelors of Elementary Education in Modern High Institution

Science.gov (United States)

Kamalova, Lera A.; Koletvinova, Natal'ya D.

2016-01-01

This article is aimed to study the problems of reading and improve reading culture of students-bachelors of elementary education in modern high institutions and development of the most effective methods and techniques for improving of reading culture of students in the study of Humanities disciplines. The leading method to the study of this…

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

Science.gov (United States)

Collins, J. Michael; Odders-White, Elizabeth

2015-01-01

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

Using education on irradiated foods to change behavior of Korean elementary, middle, and high school students

OpenAIRE

Han, Eunok; Kim, Jaerok; Choi, Yoonseok

2014-01-01

BACKGROUND/OBJECTIVES Educational interventions targeted food selection perception, knowledge, attitude, and behavior. Education regarding irradiated food was intended to change food selection behavior specific to it. SUBJECTS AND METHODS There were 43 elementary students (35.0%), 45 middle school students (36.6%), and 35 high school students (28.5%). The first step was research design. Educational targets were selected and informed consent was obtained in step two. An initial survey was cond...

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

Science.gov (United States)

Jung, Karl Gerhard

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

Research in elementary particle physics at the University of Florida: Annual progress report

International Nuclear Information System (INIS)

1988-01-01

This is a progress report on the Elementary Particle Physics program at the University of Florida. The program has five tasks covering a broad range of topics in theoretical and experimental high energy physics: Theoretical Elementary Particle Physics, Experimental High Energy Physics, Axion Search, Detector Development, and Computer Requisition

An Approach to Energy Education for High School, Junior High School and Elementary School Students at Aichi Institute of Technology

Science.gov (United States)

Yukita, Kazuto; Ichiyanagi, Katsuhiro; Mori, Tsuyoshi; Goto, Yasuyuki

This paper discusses the methods of implementation and improvement adopted in the energy education program of “Marugoto Taiken World” (“Total Experience World”) at Aichi Institute of Technology. The program, which is aimed at high school, junior high school and elementary school students, has been carried on at Aichi Institute of Technology for a number of years now, and the authors have been involved in the energy education project for the past four years. During that time, the following four courses have been held : 1) Let's use wind power to generate electricity, 2) Let's use flowers to build a solar battery, 3) Let's use bottles to build a fuel cell battery, 4) Let's make all sorts of batteries.

Elementary school students’ mathematical intelligence based on mathematics learning using classical music of the baroque era as the backsound

Directory of Open Access Journals (Sweden)

Karlimah

2018-01-01

Full Text Available Many studies suggest that classical music can inccrease the listeners’ intelligence, including mathematical intelligence [3, 12, 2, 11]. In this research, we used the classical music of Baroque era as the backsound during math learning. The research method used was quasi experiment with nonequivalent pretest-posttest control group design to grade V SD students in Tasikmalaya city. The results show that the use of classical music of Baroque era during the learning of mathematics gave a high contribution to the mathematical intelligence of fifth grade elementary school students. The student's mathematical intelligence can be seen in the cognitive abilities which were at the high level in the knowledge up to analysis, and at the low level in the synthesis and evaluation. Low mathematical intelligence was shown by students in calculating amount and difference of time, and projecting word problem into the form of mathematical problems. High mathematical intelligence arose in reading and writing integers in words and numbers. Thus, the mathematical intelligence of fifth grade Elementary School students will be better if classical music of Baroque era is used as the backsound in mathematics learning about solving math problems.

Sociotechnical Narratives in Rural, High-Poverty Elementary Schools: Comparative Findings from East Texas and South India

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Byker, Erik J.

2014-01-01

The article's purpose is to compare case studies of computer technology use at two rural elementary schools across two international settings. This study uses the Social Construction of Technology (SCOT) theory to guide this comparative investigation of how elementary school teachers and students in East Texas and South India construct meaning for…

Dialogical argumentation in elementary science classrooms

Science.gov (United States)

Kim, Mijung; Roth, Wolff-Michael

2018-02-01

To understand students' argumentation abilities, there have been practices that focus on counting and analyzing argumentation schemes such as claim, evidence, warrant, backing, and rebuttal. This analytic approach does not address the dynamics of epistemic criteria of children's reasoning and decision-making in dialogical situations. The common approach also does not address the practice of argumentation in lower elementary grades (K-3) because these children do not master the structure of argumentation and, therefore, are considered not ready for processing argumentative discourse. There is thus little research focusing on lower elementary school students' argumentation in school science. This study, drawing on the societal-historical approach by L. S. Vygotsky, explored children's argumentation as social relations by investigating the genesis of evidence-related practices (especially burden of proof) in second- and third-grade children. The findings show (a) students' capacity for connecting claim and evidence/responding to the burden of proof and critical move varies and (b) that teachers play a significant role to emphasize the importance of evidence but experience difficulties removing children's favored ideas during the turn taking of argumentative dialogue. The findings on the nature of dialogical reasoning and teacher's role provide further insights about discussions on pedagogical approaches to children's reasoning and argumentation.

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…

Sleep habits of students attending elementary schools, and junior and senior high schools in Akita prefecture.

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Takemura, Takaubu; Funaki, Kensaku; Kanbayashi, Takashi; Kawamoto, Kentaro; Tsutsui, Kou; Saito, Yasushi; Aizawa, Rika; Inomata, Shoko; Shimizu, Tetsuo

2002-06-01

It is widely accepted that students in Japan sleep fewer hours than what they actually need. However, epidemiological data on sleep habits among students are scarce. The sleep habits and related problems among 1650 students in Akita prefecture were studied. The results revealed that schoolchildren attending elementary schools seemed to sleep for a sufficient number of hours, whereas students attending junior or senior high schools were not sleeping enough. In particular, approximately half of the students attending senior high schools answered that they slept 6 h or less on weekdays and nodded off during classes more than twice a week.

Geological field study for science education on Elementary and Junior high school student, in Shimane prefecture, Japan

Science.gov (United States)

Matsumoto, I.

2011-12-01

The importance of learning at field has been increasing in the elementary and the junior high school in Japan. And, an environmental education is one of the important subjects even in the school education, too. It was important, as for science education, understanding with actual feeling and learning were specified as for the Teaching outlines (the Japanese Ministry of Education, Culture, Sports, Science and Technology) of the new science textbook of the elementary and the junior high school as well. However, It is a little actual situation that there is in an opportunity for the field learning enforced in the school lesson by the investigation of JST (Japan Science and Tecnology Agency). This tendency is strong as much as school of the city and that circumference. I have this cause think that there are a few suitable places for learning to observe geological and biological field near school. In addition, below two is pointed out as a big problem to obstruct the execution of field learning. 1) A natural experience isn't being done sufficient as much as a teacher can teach to the student. 2) It doesn't have the confidence that a teacher teaches a student geology and biology at the field. I introduce the practical example of geological field learning at the public elementary school of the Shimane prefecture by this research. Though it is the place where nature is comparatively rich even in Japan, it can't be said that field learning is popular in Shimane prefecture. A school teacher has to learning experience at field, and he must settle confidence to guide a student at the field. A specialist in the university and the museum must support continuous learning for that to the school teacher.

Low Vitamin D Status and Inadequate Nutrient Intakes of Elementary School Children in a Highly Educated Pacific Northwest Community

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Frei, Simone; Frei, Balz; Bobe, Gerd

2014-01-01

Are Extension healthy youth programs needed in highly educated U.S. communities? To answer this question, 175 children from four public elementary schools in Corvallis, Oregon, self-reported in a cross-sectional study their dietary intake, and 71 children provided a blood sample for measuring vitamin D concentrations. Most children had…

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

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

2017-08-01

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

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

Science.gov (United States)

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

2016-01-01

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

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

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

2015-01-01

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

Constraining Elementary Teachers' Work:Dilemmas and Paradoxes Created by State Mandated Testing

Directory of Open Access Journals (Sweden)

Sandra Mathison

2003-09-01

Full Text Available There are frequent reports of the challenges to teacher professionalism associated with high stakes and mandated testing (McNeil, 2000. So, we were not surprised in this year-long study of two elementary schools in upstate New York to hear teachers talk about the many ways the 4th grade tests in English Language Arts, Mathematics and Science undermine their ability to do their jobs with integrity. We came to understand in more nuanced ways the ongoing tension created by teachers' desires to be professionals, to act with integrity, and at the same time to give every child a chance to succeed. What we found in these schools is that the high stakes tests continually forced teachers to act in ways they did not think were professional and often resulted in creating instructional environments that teachers did not think were conducive to student success. The teachers at these elementary schools are not radicals. They do not seek complete autonomy, they do not eschew the need for accountability (even bureaucratic accountability, they find some virtue in state mandated tests, they are content within centralized systems that proscribe some aspects of their work. But, they also perceive themselves as professionals with both the responsibility and capability of doing their jobs well and in the best interests of their students. New York State's outcomes based bureaucratic accountability system tests their resolve, makes them angry or frustrated, and requires unnecessary compromises in their work.

Elementary particles

International Nuclear Information System (INIS)

Prasad, R.

1984-01-01

Two previous monographs report on investigations into the extent to which a unified field theory can satisfactorily describe physical reality. The first, Unified field Theory, showed that the paths within a non-Riemannian space are governed by eigenvalue equations. The second, Fundamental Constants, show that the field tensors satisfy sets of differential equations with solutions which represent the evolution of the fields along the paths of the space. The results from the first two monographs are used in this one to make progress on the theory of elementary particles. The five chapters are as follows - Quantum mechanics, gravitation and electromagnetism are aspects of the Unified theory; the fields inside the particle; the quadratic and linear theories; the calculation of the eigenvalues and elementary particles as stable configurations of interacting fields. It is shown that it is possible to construct an internal structure theory for elementary particles. The theory lies within the framework of Einstein's programme-to identify physical reality with a specified geometrical structure. (U.K.)

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.…

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

Science.gov (United States)

Lohbeck, Annette; Grube, Dietmar; Moschner, Barbara

2017-01-01

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

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

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Prabawanto, Sufyani

2017-05-01

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

Assessing Elementary Lesions in Gout by Ultrasound

DEFF Research Database (Denmark)

Terslev, Lene; Gutierrez, Marwin; Christensen, Robin

2015-01-01

OBJECTIVE: To test the reliability of the consensus-based ultrasound (US) definitions of elementary gout lesions in patients. METHODS: Eight patients with microscopically proven gout were evaluated by 16 sonographers for signs of double contour (DC), aggregates, erosions, and tophi in the first......, respectively. The best reliability was seen for erosions (κ 0.74, 95% CI 0.65-0.81) and lowest for aggregates (κ 0.21, 95% CI 0.04-0.37). CONCLUSION: This is the first step to test consensus-based US definitions on elementary lesions in patients with gout. High intraobserver reliability was found when applying...

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.

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.

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

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

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

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Goekoop, Rutger; Goekoop, Jaap G

2014-01-01

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

Elementary particle physics in early physics education

CERN Document Server

Wiener, Gerfried

2017-01-01

Current physics education research is faced with the important question of how best to introduce elementary particle physics in the classroom early on. Therefore, a learning unit on the subatomic structure of matter was developed, which aims to introduce 12-year-olds to elementary particles and fundamental interactions. This unit was iteratively evaluated and developed by means of a design-based research project with grade-6 students. In addition, dedicated professional development programmes were set up to instruct high school teachers about the learning unit and enable them to investigate its didactical feasibility. Overall, the doctoral research project led to successful results and showed the topic of elementary particle physics to be a viable candidate for introducing modern physics in the classroom. Furthermore, thanks to the design-based research methodology, the respective findings have implications for both physics education and physics education research, which will be presented during the PhD defen...

Memory and Cognitive Strategies of High Ability Students in a Rural Secondary School

Science.gov (United States)

Ali, Fuziana; Yunus, Melor Md

2013-01-01

This study was conducted to examine language learning strategies employed by the high ability students in a rural secondary school. Memory and cognitive strategies employed by the high ability students were the main focus in this study. A survey design was used and data was collected using Oxford's questionnaires. Findings reveal that the high…

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

Science.gov (United States)

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

2008-01-01

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

Waste Away--Information and Activities for Investigating Trash Problems and Solutions for Upper Elementary and Junior High School Students.

Science.gov (United States)

Vermont Inst. of Natural Science, Woodstock.

The solid waste problem is so pervasive that it can no longer be ignored. The purpose of this set of materials is to encourage a lifestyle that includes the use of the three R's: Reduce, Reuse, Recycle. It was designed to educate upper elementary and junior high school students who may educate their classmates, families, and community about the…

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…

RELATIONS BETWEEN MOTORIC ABILITIES AND SPECIFIC MOTORIC BASKETBALL SKILLS IN PHYSICAL EDUCATION CLASSES

Directory of Open Access Journals (Sweden)

Dejan Milenković

2014-06-01

Full Text Available The aim of this study was to determine the relation between motoric and specific motoric basketball skills in physical education classes for elementary school students. The sample was taken from a population of boys and girls in four elementary schools in Niš. Boys (66 and girls (58, have been students of elementary school, 10 years old and all of them have been attending regular physical education classes three times a week. For the assessment of motoric abilities, a set of 12 motoric tests was applied: Explosive strength: squat jump, squat jump arms swing and drop jump; Speed: 20m running from a low start, orbiting hand and orbiting leg; Coordination: jumping over the horizontal rope, envelope test and figure „8“ with bending; Accuracy: darts, shooting with the ball at horizontal target and stiletto. For the assessment of specific motoric basketball skills a set of six tests was applied: elevations precision of ball passing with two hands, horizontal precision of  ball passing with two hands, orbiting ball around the body, orbiting ball through the legs (figure „8“, dribble around a central circle of the basketball court and dribble two "small eights" around two adjacent circles of basketball court. In data processing canonical correlation and regression analysis were used. The results showed that motoric abilities significantly contributed to success of specific motoric tests performance both with boys and also with girls.

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

Science.gov (United States)

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

2011-01-01

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

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,…

Preservice Elementary Teachers' Adaptation of Science Curriculum Materials for Inquiry-Based Elementary Science

Science.gov (United States)

Forbes, Cory T.

2011-01-01

Curriculum materials are important resources with which teachers make pedagogical decisions about the design of science learning environments. To become well-started beginning elementary teachers capable of engaging their students in inquiry-based science, preservice elementary teachers need to learn to use science curriculum materials…

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

International Nuclear Information System (INIS)

Kusumawati, Intan; Marwoto, Putut; Linuwih, Suharto

2015-01-01

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

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

Science.gov (United States)

Kusumawati, Intan; Marwoto, Putut; Linuwih, Suharto

2015-09-01

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

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

Energy Technology Data Exchange (ETDEWEB)

Kusumawati, Intan, E-mail: intankusumawati10@gmail.com [High School in Teaching and Education (STKIP) Singkawang Jl. STKIP–Ex. Naram, district. North Singkawang, Singkawang-79251 West Borneo (Indonesia); Marwoto, Putut, E-mail: pmarwoto@yahoo.com; Linuwih, Suharto, E-mail: suhartolinuwih@gmail.com [Department of Physics Education, State University of Semarang (Unnes) Campus Unnes Bendan Ngisor, Semarang 50233 Central Java (Indonesia)

2015-09-30

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

Elementary Atom Interaction with Matter

OpenAIRE

Mrowczynski, Stanislaw

1998-01-01

The calculations of the elementary atom (the Coulomb bound state of elementary particles) interaction with the atom of matter, which are performed in the Born approximation, are reviewed. We first discuss the nonrelativistic approach and then its relativistic generalization. The cross section of the elementary atom excitation and ionization as well as the total cross section are considered. A specific selection rule, which applies for the atom formed as positronium by particle-antiparticle pa...

Reprocessing ability of high density fuels for research and test reactors

International Nuclear Information System (INIS)

Gay, A.; Belieres, M.

1997-01-01

The development of a new high density fuel is becoming a key issue for Research Reactors operators. Such a new fuel should be a Low Enrichment Uranium (LEU) fuel with a high density, to improve present in core performances. It must be compatible with the reprocessing in an industrial plant to provide a steady back-end solution. Within the framework of a work group CEA/CERCA/COGEMA on new fuel development for Research Reactors, COGEMA has performed an evaluation of the reprocessing ability of some fuel dispersants selected as good candidates. The results will allow US to classify these fuel dispersants from a reprocessing ability point of view. (author)

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...

Looking at the high ability/giftedness through the lens of curriculum studies

Directory of Open Access Journals (Sweden)

Soraia Napoleão Freitas

2011-12-01

Full Text Available From diving in the educational field, either in teaching or research in Special Education, this article postulates bring visibility to a curricular discussion strongly marked by the educational practice of learners with high ability/giftedness and having the "lighthouse flag” the inclusion policy school principles, not just theorizing about the elements of the theme. Curriculum is understood as a territory of knowledge and power, so the manufacturing process of the curriculum in the wake of the inclusive hillside – a journey which aims to solidify egalitarian social link - can put up as an potentiating agent of different actions for the education of students with high ability/giftedness, protecting them from moments of discrimination, segregation and personal, family, school and social exclusion. Therefore, this article takes up an invitation to educators to look at the prerogatives of education that hosts students with high ability/giftedness with the lens of curriculum studies.

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

Science.gov (United States)

Gasparini, Daniel

2014-01-01

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

Motivation and Engagement across the Academic Life Span: A Developmental Construct Validity Study of Elementary School, High School, and University/College Students

Science.gov (United States)

Martin, Andrew J.

2009-01-01

From a developmental construct validity perspective, this study examines motivation and engagement across elementary school, high school, and university/college, with particular focus on the Motivation and Engagement Scale (comprising adaptive, impeding/maladaptive, and maladaptive factors). Findings demonstrated developmental construct validity…

Factors Influencing Science Content Accuracy in Elementary Inquiry Science Lessons

Science.gov (United States)

Nowicki, Barbara L.; Sullivan-Watts, Barbara; Shim, Minsuk K.; Young, Betty; Pockalny, Robert

2013-06-01

Elementary teachers face increasing demands to engage children in authentic science process and argument while simultaneously preparing them with knowledge of science facts, vocabulary, and concepts. This reform is particularly challenging due to concerns that elementary teachers lack adequate science background to teach science accurately. This study examined 81 in-classroom inquiry science lessons for preservice education majors and their cooperating teachers to determine the accuracy of the science content delivered in elementary classrooms. Our results showed that 74 % of experienced teachers and 50 % of student teachers presented science lessons with greater than 90 % accuracy. Eleven of the 81 lessons (9 preservice, 2 cooperating teachers) failed to deliver accurate science content to the class. Science content accuracy was highly correlated with the use of kit-based resources supported with professional development, a preference for teaching science, and grade level. There was no correlation between the accuracy of science content and some common measures of teacher content knowledge (i.e., number of college science courses, science grades, or scores on a general science content test). Our study concluded that when provided with high quality curricular materials and targeted professional development, elementary teachers learn needed science content and present it accurately to their students.

ASD Screening Measures for High-Ability Youth with ASD: Examining the ASSQ and SRS

Science.gov (United States)

Cederberg, Charles D.; Gann, Lianne C.; Foley-Nicpon, Megan; Sussman, Zachary

2018-01-01

High-ability youth diagnosed with autism spectrum disorder (ASD) historically have been neglected within samples validating ASD screening measures, and consensus for what constitutes high ability has not been established. The Autism Spectrum Screening Questionnaire (ASSQ) and Social Responsiveness Scale (SRS) are two common screening tools for ASD…

Cabri 3D - assisted collaborative learning to enhance junior high school students’ spatial ability

Science.gov (United States)

Muntazhimah; Miatun, A.

2018-01-01

The main purpose of this quasi-experimental study was to determine the enhancement of spatial ability of junior high school students who learned through Cabri-3D assisted collaborative learning. The methodology of this study was the nonequivalent group that was conducted to students of the eighth grade in a junior high school as a population. Samples consisted one class of the experimental group who studied with Cabri-3D assisted collaborative learning and one class as a control group who got regular learning activity. The instrument used in this study was a spatial ability test. Analyzing normalized gain of students’ spatial ability based on mathemathical prior knowledge (MPK) and its interactions was tested by two-way ANOVA at a significance level of 5% then continued with using Post Hoc Scheffe test. The research results showed that there was significant difference in enhancement of the spatial ability between students who learnt with Cabri 3D assisted collaborative learning and students who got regular learning, there was significant difference in enhancement of the spatial ability between students who learnt with cabri 3D assisted collaborative learning and students who got regular learning in terms of MPK and there is no significant interaction between learning (Cabri-3D assisted collaborative learning and regular learning) with students’ MPK (high, medium, and low) toward the enhancement of students’ spatial abilities. From the above findings, it can be seen that cabri-3D assisted collaborative learning could enhance spatial ability of junior high school students.

The Relationship Between Utilization of Computer Games and Spatial Abilities Among High School Students

Directory of Open Access Journals (Sweden)

Vahid Motamedi

2015-07-01

Full Text Available This study aimed at investigating the relationship between computer game use and spatial abilities among high school students. The sample consisted of 300 high school male students selected through multi-stage cluster sampling. Data gathering tools consisted of a researcher made questionnaire (to collect information on computer game usage and the Newton and Bristol spatial ability questionnaire with reliability value of .85. Data were analyzed using Pearson’s correlation coefficient. Results showed that there was a meaningful relationship between the use of computer games and spatial ability (r = .59 and p = 00.00, there was a meaningful relationship between the use of computer games and the spatial perceived ability (r = .60 and p = .00, there was a meaningful relationship between the use of computer games and mental rotation ability (r = .48 and p = .00 and there was a meaningful relationship between computer game use and spatial visualization ability (r = .48 and p = .00. In general, the findings showed there was a positive and a significant relationship between the use of computer games and spatial abilities in students.

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

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Rutger Goekoop

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

Do Elementary Particles Have an Objective Existence?

OpenAIRE

Nissenson, Bilha

2007-01-01

The formulation of quantum theory does not comply with the notion of objective existence of elementary particles. Objective existence independent of observation implies the distinguishability of elementary particles. In other words: If elementary particles have an objective existence independent of observations, then they are distinguishable. Or if elementary particles are indistinguishable then matter cannot have existence independent of our observation. This paper presents a simple deductio...

CONNECTION OF FUNCTIONAL ABILITIES WITH JUMPING AND THROWING ATHLETIC DISCIPLINES

OpenAIRE

Igor Stanojević; Dejan Milenković

2014-01-01

The aim of this study was to determine the connection between functional abilities with results of jumping and throwing athletic disciplines with athletes. The sample was taken from a population of elementary school students from Prokuplje region, 13 and 14 old, included in regular physical education classes. The sample consisted of 200 male athletes involved in the training process in sports clubs at least three times a week in addition to physical education classes. For assessment of functi...

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

Science.gov (United States)

Lin, Jing-Wen

2017-01-01

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

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

Science.gov (United States)

Chang, Chih-Wei; Chen, Gwo-Dong

2010-01-01

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

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.

Notes on elementary particle physics

CERN Document Server

Muirhead, William Hugh

1972-01-01

Notes of Elementary Particle Physics is a seven-chapter text that conveys the ideas on the state of elementary particle physics. This book emerged from an introductory course of 30 lectures on the subject given to first-year graduate students at the University of Liverpool. The opening chapter deals with pertinent terminologies in elementary particle physics. The succeeding three chapters cover the concepts of transition amplitudes, probabilities, relativistic wave equations and fields, and the interaction amplitude. The discussion then shifts to tests of electromagnetic interactions, particul

Factors associated with poor balance ability in older adults of nine high-altitude communities.

Science.gov (United States)

Urrunaga-Pastor, Diego; Moncada-Mapelli, Enrique; Runzer-Colmenares, Fernando M; Bailon-Valdez, Zaira; Samper-Ternent, Rafael; Rodriguez-Mañas, Leocadio; Parodi, Jose F

2018-05-01

Poor balance ability in older adults result in multiple complications. Poor balance ability has not been studied among older adults living at high altitudes. In this study, we analysed factors associated with poor balance ability by using the Functional Reach (FR) among older adults living in nine high-altitude communities. Analytical cross-sectional study, carried out in inhabitants aged 60 or over from nine high-altitude Andean communities of Peru during 2013-2016. FR was divided according to the cut-off point of 8 inches (20.32 cm) and two groups were generated: poor balance ability (FR less or equal than 20.32 cm) and good balance ability (greater than 20.32 cm). Additionally, we collected socio-demographic, medical, functional and cognitive assessment information. Poisson regression models were constructed to identify factors associated with poor balance ability. Prevalence ratio (PR) with 95% confidence intervals (95CI%) are presented. A total of 365 older adults were studied. The average age was 73.0 ± 6.9 years (range: 60-91 years), and 180 (49.3%) participants had poor balance ability. In the adjusted Poisson regression analysis, the factors associated with poor balance ability were: alcohol consumption (PR = 1.35; 95%CI: 1.05-1.73), exhaustion (PR = 2.22; 95%CI: 1.49-3.31), gait speed (PR = 0.67; 95%CI: 0.50-0.90), having had at least one fall in the last year (PR = 2.03; 95%CI: 1.19-3.46), having at least one comorbidity (PR = 1.60; 95%CI: 1.10-2.35) and having two or more comorbidities (PR = 1.61; 95%CI: 1.07-2.42) compared to none. Approximately a half of the older adults from these high-altitude communities had poor balance ability. Interventions need to be designed to target these balance issues and prevent adverse events from concurring to these individuals. Copyright © 2018 Elsevier B.V. All rights reserved.

The theory of multiple intelligences in the identification of high-ability students

Directory of Open Access Journals (Sweden)

Daniel Hernández-Torrano

2014-01-01

Full Text Available This study provides a framework to implement the theory of multiple intelligences (MI in the identification of high-ability students in secondary education. The internal structure of three scales to assess students' MI (students, parents and teachers' ratings was analyzed in a sample of 566 students nominated as gifted by their teachers. Participants aged 11 to 16 years (M = 14.85, SD = 1.08. The results indicated differentiated intellectual profiles depending on the informant estimating students' MI. This study provided evidence for two components that allow us to analyze the cognitive competence of high-ability students beyond the areas commonly assessed at school: an academic component composed by the linguistic, logical-mathematical, naturalistic, and visual-spatial intelligences; and a non-academic component statistically loaded by the bodily-kinesthetic, musical and social intelligences. Convergence of the two components in the three scales was evidenced; and correlations between these components and students' objective performance on a psychometric intelligence test were found to be low. Finally, the utility of the MI scales to identify high-ability students in secondary education is discussed.

Locus of Control, Academic Self-Concept, and Academic Dishonesty among High Ability College Students

Science.gov (United States)

Rinn, Anne N.; Boazman, Janette

2014-01-01

The purposes of the current study were to evaluate a measure of academic dishonesty and examine high ability college students' loci of control and its effect on behaviors of academic dishonesty, as moderated by academic self-concept. A total of 357 high ability college students enrolled at two universities in the southwestern United States took…

Are Black Holes Elementary Particles?

OpenAIRE

Ha, Yuan K.

2009-01-01

Quantum black holes are the smallest and heaviest conceivable elementary particles. They have a microscopic size but a macroscopic mass. Several fundamental types have been constructed with some remarkable properties. Quantum black holes in the neighborhood of the Galaxy could resolve the paradox of ultra-high energy cosmic rays detected in Earth's atmosphere. They may also play a role as dark matter in cosmology.

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

Science.gov (United States)

Sumarna, Nana; Sentryo, Izlan

2017-08-01

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

Teaching of radiation for elementary and junior high students in Kagoshima and its effects on their radiation literacy

International Nuclear Information System (INIS)

Fukutoku, Yasuo

2009-01-01

Teaching of radiation-related subjects for school children takes an important part in promotion of social radiation literacy; however, the effect of school education on radiation literacy of students, as well as the current status regarding how and when children acquire their knowledge on radiation, have not been elucidated in Japan. In 2005 and 2006, a written surveillance on radiation education was conducted twice in Kagoshima prefecture targeting elementary and junior-high students under the consent of school teachers. Based on the results of these surveillances, the followings were revealed; (1) The elementary and junior-high students receive the information on radiation mainly by the conventional media, including books, television and radio, rather than by school education. (2) More than a half of all junior-high schools are teaching radiation-related subjects, in classes called 'Integrated study', 'Social studies', and 'Science'. (3) The cross tabulation analysis revealed that among the Novel Prize winners on radiation-related fields, 'Pierre and Marie Curie', 'Yukawa' and 'Tomonaga' were recognized by junior-high students by the conventional media, whereas 'Roentgen' and 'Koshiba' appeared to be recognized by school education. (4) Among the scientific terms, junior-high education seems to have some effect on recognition of 'radiation', 'radioactivity' and 'natural radiation'. 'X-rays' was highly recognized, however, the contribution of school education to the recognition was not significant. (5) Among the application examples of radiation, sources other than school education had a large effect on recognition of 'food irradiation', 'sterilization' of medical instruments, 'research on cultural assets' and 'dating', although the recognition was marginal. In contrast, the 'cancer treatment

Food-dependent exercise-induced anaphylaxis in Japanese elementary school children.

Science.gov (United States)

Manabe, Tetsuharu; Oku, Norihiro; Aihara, Yukoh

2018-04-01

In 2012, we clarified that the prevalence of food-dependent exercise-induced anaphylaxis (FDEIA) was 0.018% in junior-high students in Yokohama, Japan. Furthermore, although different from FDEIA, one student who had completed oral immunotherapy developed anaphylaxis during exercise after eating causative food. There have been few large-scale epidemiological studies of FDEIA, however, in elementary school children, therefore we conducted an epidemiological study in elementary school children in Yokohama to clarify the frequency and characteristic of FDEIA. We sent a questionnaire regarding the occurrence of FDEIA to all 348 public elementary school nurses in Yokohama. We also compared the results with those for junior-high school that we previously reported. We excluded those children with a past history of immediate food allergy who had achieved desensitization status after oral immunotherapy, from FDEIA, and instead defined them as having desensitization status and exercise-induced anaphylaxis (DEIA). Of 348 school nurses, 317 responded (91.1%). Overall, eight of 170 146 children were diagnosed with FDEIA, which was significantly lower than the prevalence in junior-high school students (0.0047% vs 0.018%, P = 0.0009). The causative foods were wheat (n = 4), and soy, fruit, crustaceans, and squid (n = 1 each). Four children had DEIA and the causative foods were wheat and milk (n = 2 each). Multiple episodes occurred in five children with FDEIA and in three children with DEIA. FDEIA was far less common in elementary school than in junior-high school, and wheat was the major causative food. The new appearance of DEIA was notable. Decreasing episode recurrence remains an issue that needs to be resolved. © 2018 Japan Pediatric Society.

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

Science.gov (United States)

Richard, Bertha Cookie

2013-01-01

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

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

Science.gov (United States)

Szyjka, Sebastian P.

The purpose of this study was to determine the extent to which six cognitive and attitudinal variables predicted pre-service elementary teachers' performance on line graphing. Predictors included Illinois teacher education basic skills sub-component scores in reading comprehension and mathematics, logical thinking performance scores, as well as measures of attitudes toward science, mathematics and graphing. This study also determined the strength of the relationship between each prospective predictor variable and the line graphing performance variable, as well as the extent to which measures of attitude towards science, mathematics and graphing mediated relationships between scores on mathematics, reading, logical thinking and line graphing. Ninety-four pre-service elementary education teachers enrolled in two different elementary science methods courses during the spring 2009 semester at Southern Illinois University Carbondale participated in this study. Each subject completed five different instruments designed to assess science, mathematics and graphing attitudes as well as logical thinking and graphing ability. Sixty subjects provided copies of primary basic skills score reports that listed subset scores for both reading comprehension and mathematics. The remaining scores were supplied by a faculty member who had access to a database from which the scores were drawn. Seven subjects, whose scores could not be found, were eliminated from final data analysis. Confirmatory factor analysis (CFA) was conducted in order to establish validity and reliability of the Questionnaire of Attitude Toward Line Graphs in Science (QALGS) instrument. CFA tested the statistical hypothesis that the five main factor structures within the Questionnaire of Attitude Toward Statistical Graphs (QASG) would be maintained in the revised QALGS. Stepwise Regression Analysis with backward elimination was conducted in order to generate a parsimonious and precise predictive model. This

Early Reading Programs in High-Poverty Schools: Emerald Elementary Beats the Odds.

Science.gov (United States)

Fisher, Charles; Adler, Martha A.

This report describes the early reading program in Emerald Elementary School, located in a Midwest urban fringe district. From 1996 through 1998, Emerald's students performed well above the district average or near the state average on reading achievement. During this period, the school had at least half of its students eligible for free or…

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

Science.gov (United States)

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

2017-01-01

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

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

Science.gov (United States)

Leasa, Marleny; Duran Corebima, Aloysius

2017-01-01

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

Elementary Particles A New Approach

Directory of Open Access Journals (Sweden)

FranciscoMartnezFlores.

2015-07-01

Full Text Available ABSTRACT It is shown the inexistence of neutrinos to define precisely the concept of relativistics mass under this scheme to elementarys particles as electron and interactions particles like photons correspond an electromagnetic and virtual mass. Nucleons protons and neutrons have real or inertial mass for being composite particles since inertia needs structure it is provided by an interactive network originated by strong and weak forces. This mass is building up atoms and all the material world under Classical Physics and Chemistrys laws.These actual masses may be considered as electromagnetic and virtual one thanks to its charge in order to establish the high energies level needed to obtain all particles physics elementary or not which are governed by the laws of Quantum Physics. With all this one may set up amore reasonable and understandable new Standard Model which being projected into Cosmological Model can get rid of some inconsistencies and concepts difficult to be admitted.

Elementary teachers past experiences: A narrative study of the past personal and professional experiences of elementary teachers who use science to teach math and reading

Science.gov (United States)

Acre, Andrea M.

This qualitative study investigated the experiences of four elementary teachers who have elected to use science to teach math and reading/language arts in an attempt to identify what motivates them to do so. Identifying what experiences have motivated these teachers to go against the gain and teach elementary science in this current era of high-stakes tests is of the upmost importance given that science is being eliminated from the elementary curriculum and it is during the elementary years that students' nurture and develop their interest in science. Additionally, the United States is failing to produce enough college graduates in STEM areas to fill the thousands of STEM jobs each year. Through a review of the literature, the past trends and current trends of elementary science education were explored as well as teacher training. Furthermore, the literature reviewed inquiry teaching which is considered to be the most effective teaching method when teaching science at any level. Using John Dewey's Interest and Effort Relationship Theory and the Self-Determination Motivation Theory to guide this study, there were five prominent themes which emerged from the reconstructed stories of the four teachers: positive experiences with science, neutral/negative experiences with science, seeks meaningful professional development, influence and support from others, and regret/wants to do more.

Effects of Full-Time and Part-Time High-Ability Programs on Developments in Students' Achievement Emotions

Science.gov (United States)

Hornstra, Lisette; van der Veen, Ineke; Peetsma, Thea

2017-01-01

This study focused on effects of high-ability programs on students' achievement emotions, i.e. emotions that students experience that are associated with achievement activities. Participants were students in grade 4-6 of primary education: 218 students attended full-time high-ability programs, 245 attended part-time high-ability programs (i.e.…

Cognitive abilities in children in contexts of poverty

Directory of Open Access Journals (Sweden)

Silvina Cohen Imach

2015-09-01

Full Text Available A series of studies of cognitive abilities were conducted on a group of children at a context of poverty, in reason of learning about the quality of such capabilities, and in direct relationship to low school performance and subsequent risk of academic underachievement. Fifty three 4th year EGB-2 (Elementary School children of both sexes participated. They attend a suburban school outside the city of San Miguel de Tucumán, Argentina. Tests of Analogies and Building with Cubes of Wechsler ́s Intelligence Scale III (WISCIII were used in the process. Additionally, a register protocol was prepared by the research team. Outcomes were articulated with a demographic poll inquiring on the social-economic context of the children. Results reveal a proportion of 18.9 % of the children showing below standard records in cognitive abilities related to the aptitude in forming verbal concepts, and of 13.2 % in non- verbal concepts. Verbal abilities refer to the faculty of classifying and categorizing, for which the subject needs to organize, abstract and find relationship between facts or ideas and the comprehension of oral/audio assignments. Non- verbal abilities submit to the aptitude of making processes of analysis- synthesis and applying non- verbal reasoning to spatial relationships. This group of children was selected to receive – in second stage- training in these abilities through the Instrumental Enrichment Program. 

Elementary classical hydrodynamics

CERN Document Server

Chirgwin, B H; Langford, W J; Maxwell, E A; Plumpton, C

1967-01-01

Elementary Classical Hydrodynamics deals with the fundamental principles of elementary classical hydrodynamics, with emphasis on the mechanics of inviscid fluids. Topics covered by this book include direct use of the equations of hydrodynamics, potential flows, two-dimensional fluid motion, waves in liquids, and compressible flows. Some general theorems such as Bernoulli's equation are also considered. This book is comprised of six chapters and begins by introducing the reader to the fundamental principles of fluid hydrodynamics, with emphasis on ways of studying the motion of a fluid. Basic c

Elementary number theory

CERN Document Server

Dudley, Underwood

2008-01-01

Ideal for a first course in number theory, this lively, engaging text requires only a familiarity with elementary algebra and the properties of real numbers. Author Underwood Dudley, who has written a series of popular mathematics books, maintains that the best way to learn mathematics is by solving problems. In keeping with this philosophy, the text includes nearly 1,000 exercises and problems-some computational and some classical, many original, and some with complete solutions. The opening chapters offer sound explanations of the basics of elementary number theory and develop the fundamenta

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

Science.gov (United States)

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

2015-01-01

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

Crowdfunding for Elementary Science Educators

Science.gov (United States)

Reese, Jessica; Miller, Kurtz

2017-01-01

The inadequate funding of science education in many school districts, particularly in underserved areas, is preventing elementary science educators from realizing the full potential of the "Next Generation Science Standards" ("NGSS"). Yet many elementary science teachers may be unaware that millions of dollars per year are…

Ability Group Configuration for the High School Physics Classroom

Science.gov (United States)

Zitnik, Scott

This research project looks to investigate the effectiveness of different ability grouping arrangements for the high school physics classroom. Students were first organized based on their academic aptitude in physics into three general groups of high, medium, and low achieving students. They were then divided into both groups of four and dyads that were constructed in one of four arrangements, namely: random, homogeneous, heterogeneous, or student choice. Data was collected based on their academic performance as well as survey responses regarding the group and dyad performance. Students worked in a rotation of these groups and dyads for a unit to measure student preference and introduce collaborative work formally to the classes. At this point it was evident that students preferred the student choice arrangement based on survey responses, yet the student choice survey responses also resulted in the lowest level of reliability when compared to all other grouping methods. For the next unit students were kept in either the random, homogeneous, or heterogeneous grouping arrangement for the entirety of the unit. At the conclusion of the second unit student achievement as well as survey responses were analyzed. As a result of this research there appears to be a slight student preference as well as academic benefit to homogeneous group and dyad arrangements for each of the three ability groups of students in the high school physics classroom when compared to random and heterogeneous grouping methods of academic group arrangement.

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.

Peer Assessment of Elementary Science Teaching Skills

Science.gov (United States)

Kilic, Gulsen Bagci; Cakan, Mehtap

2007-01-01

In this study, peer assessment was applied in assessing elementary science teaching skills. Preservice teachers taught a science topic as a team to their peers in an elementary science methods course. The peers participating in the science lesson assessed teacher-groups' elementary science teaching skills on an assessment form provided by the…

Identifying high ability students: a contribution from neuropsychological indicators

Directory of Open Access Journals (Sweden)

Dora Cortat Simonetti

2010-06-01

Full Text Available This paper presents some data on the convergence between psychometric intelligence measurements (IQ tests and physiological signs of mental activity found in high ability adolescents. The research study focus on a small group of 15 subjects submitted to electric encephalograms, previously chosen from a larger group of 77 classmates on the basis of scores on the WISC-III IQ Test. The results suggest continuous predominance of Alpha waves for the gifted group (higher frequency percentile and higher amplitude what was not observed in the group without any superior intellectual ability. Even taking into account methodological limitations, this study may contribute to the understanding of a relationship between the intellectual quotient (IQ and alpha waves frequency and amplitude, as observed during performance on cognitive tasks. Such results may suggest a possibility to complement psychometric measures with encephalic registers in giftedness research studies.

Developing Student-Centered Learning Model to Improve High Order Mathematical Thinking Ability

Science.gov (United States)

Saragih, Sahat; Napitupulu, Elvis

2015-01-01

The purpose of this research was to develop student-centered learning model aiming to improve high order mathematical thinking ability of junior high school students of based on curriculum 2013 in North Sumatera, Indonesia. The special purpose of this research was to analyze and to formulate the purpose of mathematics lesson in high order…

HTP kinetics studies on isolated elementary combustion reactions over wide temperature ranges

Energy Technology Data Exchange (ETDEWEB)

Fontijn, A.; Adusei, G.Y.; Hranisavlevic, J.; Bajaj, P.N. [Rensselaer Polytechnic Institute, Troy, NY (United States)

1993-12-01

The goals of this project are to provide accurate data on the temperature dependence of the kinetics of elementary combustion reactions, (i) for use by combustion modelers, and (ii) to gain a better fundamental understanding of, and hence predictive ability for, the chemistry involved. Experimental measurements are made mainly by using the pseudo-static HTP (high-temperature photochemistry) technique. While continuing rate coefficient measurements, further aspects of kinetics research are being explored. Thus, starting from the data obtained, a method for predicting the temperature dependence of rate coefficients of oxygen-atom olefin experiment and confirms the underlying mechanistic assumptions. Mechanistic information of another sort, i.e. by product analysis, has recently become accessible with the inauguration of our heated flow tube mass spectrometer facility; early results are reported here. HTP experiments designed to lead to measurements of product channels by resonance fluorescence have started.

Research program in elementary particle theory

International Nuclear Information System (INIS)

1989-01-01

The Syracuse High Energy Theory group has continued to make significant contributions to many areas. Many novel aspects of Chern-Simons terms and effective Lagrangians were investigated. Various interesting aspects of quantum gravity and string theory were explored. Gauge models of elementary particles were studied in depth. The investigations of QCD at finite temperatures and multiply connected configuration spaces continued. 24 refs

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…

Elementary Thermal Operations

DEFF Research Database (Denmark)

Lostaglio, Matteo; Alhambra, Álvaro M.; Perry, Christopher

2018-01-01

To what extent do thermodynamic resource theories capture physically relevant constraints? Inspired by quantum computation, we define a set of elementary thermodynamic gates that only act on 2 energy levels of a system at a time. We show that this theory is well reproduced by a Jaynes-Cummings in......To what extent do thermodynamic resource theories capture physically relevant constraints? Inspired by quantum computation, we define a set of elementary thermodynamic gates that only act on 2 energy levels of a system at a time. We show that this theory is well reproduced by a Jaynes...

The Combined Effect of Mere Exposure, Counterattitudinal Advocacy, and Art Criticism Methodology on Upper Elementary and Junior High Students' Affect Toward Art Works.

Science.gov (United States)

Hollingsworth, Patricia

1983-01-01

Results indicated that, for elementary students, art criticism was more effective than a combination of methodologies for developing positive affect toward art works. For junior high students, the combination methodology was more effective than art criticism, the exposure method, or the counterattitudinal advocacy method. (Author/SR)

On the invertibility of elementary operators

OpenAIRE

Boudi, Nadia; Bračič, Janko

2013-01-01

Let $\\mathscr{X}$ be a complex Banach space and $\\mathcal{L}(\\mathscr{X})$ be the algebra of all bounded linear operators on $\\mathscr{X}$. For a given elementary operator $\\Phi$ of length $2$ on $\\mathcal{L}(\\mathscr{X})$, we determine necessary and sufficient conditions for the existence of a solution of the equation ${\\rm X} \\Phi=0$ in the algebra of all elementary operators on $\\mathcal{L}(\\mathscr{X})$. Our approach allows us to characterize some invertible elementary operators of length...

Engineering at the Elementary Level

Science.gov (United States)

McGrew, Cheryl

2012-01-01

Can engineering technology be taught at the elementary level? Designing and building trebuchets, catapults, solar cars, and mousetrap vehicles in a west central Florida elementary class was considered very unusual in recent years. After a review of current research on failing schools and poor curriculum, the author wondered what her school could…

Developing Elementary Math and Science Process Skills Through Engineering Design Instruction

Science.gov (United States)

Strong, Matthew G.

This paper examines how elementary students can develop math and science process skills through an engineering design approach to instruction. The performance and development of individual process skills overall and by gender were also examined. The study, preceded by a pilot, took place in a grade four extracurricular engineering design program in a public, suburban school district. Students worked in pairs and small groups to design and construct airplane models from styrofoam, paper clips, and toothpicks. The development and performance of process skills were assessed through a student survey of learning gains, an engineering design packet rubric (student work), observation field notes, and focus group notes. The results indicate that students can significantly develop process skills, that female students may develop process skills through engineering design better than male students, and that engineering design is most helpful for developing the measuring, suggesting improvements, and observing process skills. The study suggests that a more regular engineering design program or curriculum could be beneficial for students' math and science abilities both in this school and for the elementary field as a whole.

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

Science.gov (United States)

Asteria, P. V.; Yulianto, B.

2018-01-01

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

Explorations in Elementary Mathematical Modeling

Science.gov (United States)

Shahin, Mazen

2010-01-01

In this paper we will present the methodology and pedagogy of Elementary Mathematical Modeling as a one-semester course in the liberal arts core. We will focus on the elementary models in finance and business. The main mathematical tools in this course are the difference equations and matrix algebra. We also integrate computer technology and…

Assessing Elementary Algebra with STACK

Science.gov (United States)

Sangwin, Christopher J.

2007-01-01

This paper concerns computer aided assessment (CAA) of mathematics in which a computer algebra system (CAS) is used to help assess students' responses to elementary algebra questions. Using a methodology of documentary analysis, we examine what is taught in elementary algebra. The STACK CAA system, http://www.stack.bham.ac.uk/, which uses the CAS…

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…

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

Science.gov (United States)

Scherrer, Vsevolod; Roberts, Richard; Preckel, Franzis

2016-01-01

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

Opening Pandora's Box: Texas Elementary Campus Administrators use of Educational Policy And Highly Qualified Classroom Teachers Professional Development through Data-informed Decisions for Science Education

Science.gov (United States)

Brown, Linda Lou

Federal educational policy, No Child Left Behind Act of 2001, focused attention on America's education with conspicuous results. One aspect, highly qualified classroom teacher and principal (HQ), was taxing since states established individual accountability structures. The HQ impact and use of data-informed decision-making (DIDM) for Texas elementary science education monitoring by campus administrators, Campus Instruction Leader (CILs), provides crucial relationships to 5th grade students' learning and achievement. Forty years research determined improved student results when sustained, supported, and focused professional development (PD) for teachers is available. Using mixed methods research, this study applied quantitative and qualitative analysis from two, electronic, on-line surveys: Texas Elementary, Intermediate or Middle School Teacher Survey(c) and the Texas Elementary Campus Administrator Survey(c) with results from 22.3% Texas school districts representing 487 elementary campuses surveyed. Participants selected in random, stratified sampling of 5th grade teachers who attended local Texas Regional Collaboratives science professional development (PD) programs between 2003-2008. Survey information compared statistically to campus-level average passing rate scores on the 5th grade science TAKS using Statistical Process Software (SPSS). Written comments from both surveys analyzed with Qualitative Survey Research (NVivo) software. Due to the level of uncertainty of variables within a large statewide study, Mauchly's Test of Sphericity statistical test used to validate repeated measures factor ANOVAs. Although few individual results were statistically significant, when jointly analyzed, striking constructs were revealed regarding the impact of HQ policy applications and elementary CILs use of data-informed decisions on improving 5th grade students' achievement and teachers' PD learning science content. Some constructs included the use of data

Logical Reasoning Abilities of Junior High School Students in the Province of Cotabato, Philippines

Directory of Open Access Journals (Sweden)

Paul John B. Ongcoy

2016-11-01

Full Text Available Reasoning abilities of the learners and its development was well-discussed in the world of education. The higher the ability of the person to reason abstractly, the higher the probability that a person will effectively function in the society. Thus, it is the main goal of the K-12 Curriculum of the Department of Education to improve the reasoning abilities and formal reasoning among students in the country. The higher the reasoning ability of a person, the more productive he is. The ability of logical reasoning has an essential function in the academic performance of students and their construction of the concepts. This study aimed to determine the logical reasoning abilities of 150 randomly selected junior high school students. Specifically, this study aimed to determine the logical reasoning abilities namely combinatorial reasoning, controlling variables, correlation reasoning, probabilistic reasoning and proportional reasoning among the grade 10 junior high school students and determine whether there is a significant difference in students’ logical reasoning abilities according to their gender. The respondents answered the Test of Logical Thinking (TOLT. Thirty respondents were interviewed to verify their answers. The findings of the study led to the following conclusions: most students correctly answered problems in probabilistic reasoning and least number of students correctly answered problems in proportional reasoning and combinatorial reasoning and, male and female respondents have equal performances in problems pertaining to combinatorial reasoning, controlling variables, correlational reasoning and probabilistic reasoning but female respondents are better in proportional reasoning than the male respondents.

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

Science.gov (United States)

Tannir, Abir; Al-Hroub, Anies

2013-01-01

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

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

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

Science.gov (United States)

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

2012-01-01

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

Elementary Thermal Operations

DEFF Research Database (Denmark)

Lostaglio, Matteo; Alhambra, Álvaro M.; Perry, Christopher

2018-01-01

To what extent do thermodynamic resource theories capture physically relevant constraints? Inspired by quantum computation, we define a set of elementary thermodynamic gates that only act on 2 energy levels of a system at a time. We show that this theory is well reproduced by a Jaynes-Cummings in......To what extent do thermodynamic resource theories capture physically relevant constraints? Inspired by quantum computation, we define a set of elementary thermodynamic gates that only act on 2 energy levels of a system at a time. We show that this theory is well reproduced by a Jaynes......-Cummings interaction in rotating wave approximation and draw a connection to standard descriptions of thermalisation. We then prove that elementary thermal operations present tighter constraints on the allowed transformations than thermal operations. Mathematically, this illustrates the failure at finite temperature...... to do so, including necessary and sufficient conditions for a given change of the population to be possible. As an example, we describe the resource theory of the Jaynes-Cummings model. Finally, we initiate an investigation into how our resource theories can be applied to Heat Bath Algorithmic Cooling...

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

Science.gov (United States)

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

2011-01-01

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

The geometry ability of junior high school students in Karanganyar based on the Hoffer’s theory

Science.gov (United States)

Nurwijayanti, A.; Budiyono; Fitriana, L.

2018-03-01

Geometry ability is the aspect which underlay students to solve the geometry problems. However, some studies suggests the difficulty students when learning geometry. This leads to the ability of the geometri students difficult to develop. There are five the geometry ability based the Hoffer’s theory, namely visual, verbal, drawing, logical, and applied. These five aspects are basic geometry ability to be mastered by Junior High School students level. This study aimed to describe the students’ geometry ability according to the Hoffer’s theory. The participants of this study are six students from 9th grade in State Junior High School 1 Jaten at Karanganyar that consisted of three categories, namely higher ability, moderate ability, and lower ability students. The data collection methods used are geometry test and in-depth interview and than analyzed using triangulation. The result of the study showed that the ability of those three categories is different. Each of the students' geometry ability can be described as follows. (1) On visual skill, higher ability and moderate ability students could mention the elements of the geometrical shapes correctly based on its shapes obtained. However, lower ability students were unable to mention it specifically; (2) On verbal skill, moderate ability students were able to link the relationship among shapes based on the characteristics correctly, despite that the higher ability and lower ability seemed to have difficulty; (3) On drawing skill, higher ability students could construct the shapes based on the relationship among shapes well, but moderate ability and lower ability students continually faced difficulty; (4) On logical skill, both higher ability, and moderate ability students were able to determine the formula of a particular geometrical shape based on the relationship among the elements of the shape well, while the lower ability students were unable to; (5) On applied skill, higher ability, and moderate ability

Effects of full-time and part-time high-ability programs on developments in students’ achievement emotions

NARCIS (Netherlands)

Hornstra, L.; van der Veen, I.; Peetsma, T.

2017-01-01

This study focused on effects of high-ability programs on students’ achievement emotions, i.e. emotions that students experience that are associated with achievement activities. Participants were students in grade 4–6 of primary education: 218 students attended full-time high-ability programs, 245

[Research in elementary particles and interactions

International Nuclear Information System (INIS)

Adair, R.; Sandweiss, J.; Schmidt, M.

1992-05-01

Research of the Yale University groups in the areas of elementary particles and their interactions are outlined. Work on the following topics is reported: development of CDF trigger system; SSC detector development; study of heavy flavors at TPL; search for composite objects produced in relativistic heavy-ion collisions; high-energy polarized lepton-nucleon scattering; rare K + decays; unpolarized high-energy muon scattering; muon anomalous magnetic moment; theoretical high-energy physics including gauge theories, symmetry breaking, string theory, and gravitation theory; study of e + e - interactions with the SLD detector at SLAC; and the production and decay of particles containing charm and beauty quarks

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…

Integrating Felting in Elementary Science Classrooms to Facilitate Understanding of the Polar Auroras

Directory of Open Access Journals (Sweden)

Brandy Terrill

2017-10-01

Full Text Available The Next Generation Science Standards (NGSS emphasize conceptual science instruction that draws on students’ ability to make observations, explain natural phenomena, and examine concept relationships. This paper explores integrating the arts, in the form of felting, in elementary science classrooms as a way for students to model and demonstrate understanding of the complex scientific processes that cause the polar auroras. The steps for creating felting, and using the felting artwork students create for assessing science learning, are described.

Preservice Elementary Teachers and the Fundamentals of Probability

Science.gov (United States)

Dollard, Clark

2011-01-01

This study examined how preservice elementary teachers think about situations involving probability. Twenty-four preservice elementary teachers who had not yet studied probability as part of their preservice elementary mathematics coursework were interviewed using a task-based interview. The participants' responses showed a wide variety of…

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

Science.gov (United States)

Bowers, Sharon W.

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

CONNECTION OF TURN AHEAD AND TURN BACK WITH MOTORIC ABILITIES OF THE FIFTH GRADE STUDENTS

Directory of Open Access Journals (Sweden)

Jovica Petković

2006-06-01

Full Text Available The research is done for the purpose of determination and defining of the level of connection between some motoric abilities with success in realization of programmed contents from the area of gymnastics (turn ahead and turn back. The research is done on the sample of fifty one students from the fifth grade of Elementary School, on ten motoric tests and on two specific motoric assignments – turn ahead and turn back. The results of this research clearly point that there exist the multitude of statistically important coefficients of correlation between treated motoric abilities and applied motoric assignments.

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

Science.gov (United States)

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

2016-01-01

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

Parent Involvement Practices of High-Achieving Elementary Science Students

Science.gov (United States)

Waller, Samara Susan

This study addressed a prevalence of low achievement in science courses in an urban school district in Georgia. National leaders and educators have identified the improvement of science proficiency as critical to the future of American industry. The purpose of this study was to examine parent involvement in this school district and its contribution to the academic achievement of successful science students. Social capital theory guided this study by suggesting that students achieve best when investments are made into their academic and social development. A collective case study qualitative research design was used to interview 9 parent participants at 2 elementary schools whose children scored in the exceeds category on the Science CRCT. The research questions focused on what these parents did at home to support their children's academic achievement. Data were collected using a semi-structured interview protocol and analyzed through the categorical aggregation of transcribed interviews. Key findings revealed that the parents invested time and resources in 3 practices: communicating high expectations, supporting and developing key skills, and communicating with teachers. These findings contribute to social change at both the local and community level by creating a starting point for teachers, principals, and district leaders to reexamine the value of parent input in the educational process, and by providing data to support the revision of current parent involvement policies. Possibilities for further study building upon the findings of this study may focus on student perceptions of their parents' parenting as it relates to their science achievement.

The Ability to Assimilate Technology as a Source of Competitive Advantage of Financial Companies in Poland

Directory of Open Access Journals (Sweden)

Glabiszewski Waldemar

2016-12-01

Full Text Available This article is empirical in nature and attempts to assess the impact of ability to assimilate newly acquired technologies by financial companies operating in Poland gaining market competitive advantages. The outcome of the research conducted proved the existence of this relationship and found it be strong. This means that the development of these abilities within the absorptive potential of financial companies should trigger a significant increase in the market competitive advantages held by them. The strong impact was identified both in the total of the analyzed personnel and general-organizational components of the assimilation abilities. As regards elementary components of the analyzed potential, the obtained results are definitely more diverse.

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…

Supersymmetry in Elementary Particle Physics

Energy Technology Data Exchange (ETDEWEB)

Peskin, Michael E.; /SLAC

2008-02-05

These lectures give a general introduction to supersymmetry, emphasizing its application to models of elementary particle physics at the 100 GeV energy scale. I discuss the following topics: the construction of supersymmetric Lagrangians with scalars, fermions, and gauge bosons, the structure and mass spectrum of the Minimal Supersymmetric Standard Model (MSSM), the measurement of the parameters of the MSSM at high-energy colliders, and the solutions that the MSSM gives to the problems of electroweak symmetry breaking and dark matter.

Improving Junior High School Students' Mathematical Analogical Ability Using Discovery Learning Method

Science.gov (United States)

Maarif, Samsul

2016-01-01

The aim of this study was to identify the influence of discovery learning method towards the mathematical analogical ability of junior high school's students. This is a research using factorial design 2x2 with ANOVA-Two ways. The population of this research included the entire students of SMPN 13 Jakarta (State Junior High School 13 of Jakarta)…

A mixed-age science collaborative between elementary and high school physics students: A study of attitude toward school science and inquiry skill

Science.gov (United States)

Blain, Mary Perron

Grade three students had significant improvements in inquiry ability and attitude toward school science as a function of their participation in mixed-age dyads completing inquiry-based science experiments with a high school physics partner. The social interaction between the 'more capable other' (Vygotsky, 1978) with the grade three student in the mixed-age problem solving team indicates a contributing factor in this improvement. This study employed a quasi-experimental design with intact groups of non-random assignment. The non-parametric Wilcoxon test (p = 0.025) was used to analyze scores for each academic achievement group for significant differences pre- and post-collaborative in "Inquiry" skill and "Attitude" toward school science scores. Three grade three classrooms from one elementary school and one high school physics class from the same school district were involved in the study. The high school physics class teamed with one intact grade three class as the mixed-age dyad performing the "hands-on" experiments (treatment). The two grade three classes teamed as same-age peer dyads (comparison group) to perform the same experiments on the same day. Using methods patterned after the way scientists investigate their world, the dyads performed experiments considered for future grade three national assessments (NAEP, 1994), i.e. "Which paper towel holds the most water?"; "Which magnet is stronger?"; "Which type of sugar, cubed or loose, dissolves best in warm water?" Trained raters scored the written lab reports using standardized scoring guides and characteristic benchmark responses to determine the "Inquiry" skill score for each subject. The "Attitude" toward school science score for each subject was determined from the Likert scale survey, Individual and Group Attitudes Toward Science and the open-ended Sentence Completion Test (SCT) (Piburn & Sidlick, 1992). Three raters scored the SCT survey for each subject. This study showed that for a grade three student

On the ontology of the elementary particles. A philosophical analysis of the actual elementary-particle physics

International Nuclear Information System (INIS)

Brueckner, Thomas Christian

2015-01-01

After a description of the standard model of elementary-particle physics the author describes structuralistic reconstructions. Then the problem of the theoretical terms is discussed. Therafter the reconstruction of the standard-model elementary particles is described. Finally the ontology of leptons, quarks and both free and in atoms bound protons is considered.

Fostering Student Sense Making in Elementary Science Learning Environments: Elementary Teachers' Use of Science Curriculum Materials to Promote Explanation Construction

Science.gov (United States)

Zangori, Laura; Forbes, Cory T.; Biggers, Mandy

2013-01-01

While research has shown that elementary (K-5) students are capable of engaging in the scientific practice of explanation construction, commonly-used elementary science curriculum materials may not always afford them opportunities to do so. As a result, elementary teachers must often adapt their science curriculum materials to better support…

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

Science.gov (United States)

Goodfellow, Stephanie; Nowicki, Stephen, Jr.

2009-01-01

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

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…

Elementary particle theory

International Nuclear Information System (INIS)

Marciano, W.J.

1984-12-01

The present state of the art in elementary particle theory is reviewed. Topics include quantum electrodynamics, weak interactions, electroweak unification, quantum chromodynamics, and grand unified theories. 113 references

Differences and similarities in double special educational needs: high abilities/giftedness x Asperger’s Syndrome

Directory of Open Access Journals (Sweden)

Nara Joyce Wellausen Vieira

2012-08-01

Full Text Available The study was developed from a literature search in books, articles and theses that have been published since the year 2000 on the theme High Abilities / Giftedness and Asperger’s Syndrome. The objectives of this research were to conduct a search on publications from 2000 to 2011, about the common and different features to the person with Asperger syndrome and high ability gifted, and also relate the number of publications found in Education and Special Education. At theoretical we present the conception of High Abilities / Giftedness of Renzulli (2004 and Gardner (2000 and in the conception of Asperger Syndrome, Mello (2007 and Klin (2006. When analyzing the data, were perceived similarities and differences between the behavioral characteristics of individuals with High Abilities / Giftedness and those with Asperger’s Syndrome. It’s possible point out that there is much evidence that separate these two special educational needs and few similarities between them. But do not neglect that there may be a dual disability between these two particular special educational needs, because there are still few studies that verify theoretically the differences and similarities of these subjects, much less those that investigate these similarities and distinctions in the subjects themselves.

Cosmic objects and elementary particles

Energy Technology Data Exchange (ETDEWEB)

Rozental, I L [AN SSSR, Moscow. Inst. Kosmicheskikh Issledovanij

1977-02-01

Considered are the connections between the parameters of elementary particles (mass ''size'') and the characteristics of stars (the main sequence stars, white dwarf stars and pulsars). Presented is the elementary theory of black hole radiation in the framework of which all the regularities of the process are derived. The emphiric numerical sequence connecting nucleon mass and universe constants (G, h, c) with the masses of some cosmic objects is given.

Applying Disciplinary Literacy in Elementary Geography

Science.gov (United States)

Britt, Judy; Ming, Kavin

2017-01-01

In this article, a social studies teacher and a literacy teacher describe a vision for social studies that highlights reading practices that foster disciplinary literacy in elementary geography. Their purpose is to share a practical approach for enriching elementary social studies lessons and activities with a geographic lens. During the…

Number sense or working memory? The effect of two computer-based trainings on mathematical skills in elementary school.

Science.gov (United States)

Kuhn, Jörg-Tobias; Holling, Heinz

2014-01-01

Research on the improvement of elementary school mathematics has shown that computer-based training of number sense (e.g., processing magnitudes or locating numbers on the number line) can lead to substantial achievement gains in arithmetic skills. Recent studies, however, have highlighted that training domain-general cognitive abilities (e.g., working memory [WM]) may also improve mathematical achievement. This study addressed the question of whether a training of domain-specific number sense skills or domain-general WM abilities is more appropriate for improving mathematical abilities in elementary school. Fifty-nine children (M age = 9 years, 32 girls and 27 boys) received either a computer-based, adaptive training of number sense (n = 20), WM skills (n = 19), or served as a control group (n = 20). The training duration was 20 min per day for 15 days. Before and after training, we measured mathematical ability using a curriculum-based math test, as well as spatial WM. For both training groups, we observed substantial increases in the math posttest compared to the control group (d = .54 for number sense skills training, d = .57 for WM training, respectively). Whereas the number sense group showed significant gains in arithmetical skills, the WM training group exhibited marginally significant gains in word problem solving. However, no training group showed significant posttest gains on the spatial WM task. Results indicate that a short training of either domain-specific or domain-general skills may result in reliable short-term training gains in math performance, although no stable training effects were found in the spatial WM task.

An Elementary Model of the Earth's Magnetic Field

Science.gov (United States)

Watt, Jeanie I.; Roth, Bradley J.

2007-01-01

This article is intended as a guide for teaching geomagnetism in a high school or university introductory physics class. Many students find this subject fascinating. Instructors, however, often have a difficult time introducing this topic at an elementary level. Suggestions will be made on how to accomplish this using three electricity and…

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

Science.gov (United States)

Zahn, Brian

2011-01-01

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

[Work ability among workers from a condominiun of high technology companies].

Science.gov (United States)

Fernandes, Angela Cristina Puzzi; Monteiro, Maria Inês

2006-01-01

Remarkable transformation occurred in the last two decades on the industrial sector, such as the use of trainees and outsourced labor. In a epidemiological cross-sectional study 190 workers, aimed at assessing work ability and building up a socio-demographic life styles of workers, outsourced workers and trainees, who work at a corporate condominium comprising high technology companies. The Work Ability Index was employed with a questionnaire concerning lifestyle and demographic data. Gender balance was noticed, with a prevalence of youngsters and single people (63.2%). Few were tobacco smokers (13.2%), 62.6% performed physical exercise. In addition, 44.2% were medically diagnosed with some illness. This study is very important due to their interchangeability and to the general lack of a worker's health service.

Physics through the 1990s: Elementary-particle physics

International Nuclear Information System (INIS)

Kirk, W.T.

1986-01-01

This report on elementary-particle physics is part of an overall survey of physics carried out for the National Academy of Sciences by the National Research Council. The panel that wrote this report had three goals. The first goal was to explain the nature of elementary-particle physics and to describe how research is carried out in this field. The second goal was to summarize our present knowledge of the elementary particles and the fundamental forces. The third goal was to consider the future course of elementary-particle physics research and to propose a program for this research in the United States. All of these goals are covered in this report

On Elementary and Algebraic Cellular Automata

Science.gov (United States)

Gulak, Yuriy

In this paper we study elementary cellular automata from an algebraic viewpoint. The goal is to relate the emergent complex behavior observed in such systems with the properties of corresponding algebraic structures. We introduce algebraic cellular automata as a natural generalization of elementary ones and discuss their applications as generic models of complex systems.

Elementary topology problem textbook

CERN Document Server

Viro, O Ya; Netsvetaev, N Yu; Kharlamov, V M

2008-01-01

This textbook on elementary topology contains a detailed introduction to general topology and an introduction to algebraic topology via its most classical and elementary segment centered at the notions of fundamental group and covering space. The book is tailored for the reader who is determined to work actively. The proofs of theorems are separated from their formulations and are gathered at the end of each chapter. This makes the book look like a pure problem book and encourages the reader to think through each formulation. A reader who prefers a more traditional style can either find the pr

STEM Is Elementary: Challenges Faced by Elementary Teachers in the Era of the Next Generation Science Standards

Science.gov (United States)

Isabelle, Aaron D.

2017-01-01

For students to achieve the goals of the Next Generation Science Standards (NGSS) by Grade 12, thinking and acting like scientists and engineers must begin in the elementary grades. However, elementary teachers may find this challenging -because language arts and mathematics still dominate many classrooms--often at the expense of science. This…

Place-based Learning About Climate with Elementary GLOBE

Science.gov (United States)

Hatheway, B.; Gardiner, L. S.; Harte, T.; Stanitski, D.; Taylor, J.

2017-12-01

Place-based education - helping students make connections between themselves, their community, and their local environment - is an important tool to help young learners understand their regional climate and start to learn about climate and environmental change. Elementary GLOBE storybooks and learning activities allow opportunities for place-based education instructional strategies about climate. In particular, two modules in the Elementary GLOBE unit - Seasons and Climate - provide opportunities for students to explore their local climate and environment. The storybooks and activities also make connections to other parts of elementary curriculum, such as arts, geography, and math. Over the long term, place-based education can also encourage students to be stewards of their local environment. A strong sense of place may help students to see themselves as stakeholders in their community and its resilience. In places that are particularly vulnerable to the impacts of climate and environmental change and the economic, social, and environmental tradeoffs of community decisions, helping young students developing a sense of place and to see the connection between Earth science, local community, and their lives can have a lasting impact on how a community evolves for decades to come. Elementary GLOBE was designed to help elementary teachers (i.e., grades K-4) integrate Earth system science topics into their curriculum as they teach literacy skills to students. This suite of instructional materials includes seven modules. Each module contains a science-based storybook and learning activities that support the science content addressed in the storybooks. Elementary GLOBE modules feature air quality, climate, clouds, Earth system, seasons, soil, and water. New eBooks allow students to read stories on computers or tablets, with the option of listening to each story with an audio recording. A new Elementary GLOBE Teacher Implementation Guide, published in 2017, provides

Norms of certain Jordan elementary operators

Science.gov (United States)

Zhang, Xiaoli; Ji, Guoxing

2008-10-01

Let be a complex Hilbert space and let denote the algebra of all bounded linear operators on . For , the Jordan elementary operator UA,B is defined by UA,B(X)=AXB+BXA, . In this short note, we discuss the norm of UA,B. We show that if and ||UA,B||=||A||||B||, then either AB* or B*A is 0. We give some examples of Jordan elementary operators UA,B such that ||UA,B||=||A||||B|| but AB*[not equal to]0 and B*A[not equal to]0, which answer negatively a question posed by M. Boumazgour in [M. Boumazgour, Norm inequalities for sums of two basic elementary operators, J. Math. Anal. Appl. 342 (2008) 386-393].

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…

Elementary chaotic snap flows

International Nuclear Information System (INIS)

Munmuangsaen, Buncha; Srisuchinwong, Banlue

2011-01-01

Highlights: → Five new elementary chaotic snap flows and a generalization of an existing chaotic snap flow have been presented. → Three of all are conservative systems whilst three others are dissipative systems. → Four cases need only a single control parameter and a single nonlinearity. → A cubic case in a jerk representation requires only two terms and a single nonlinearity. - Abstract: Hyperjerk systems with 4th-order derivative of the form x .... =f(x ... ,x .. ,x . ,x) have been referred to as snap systems. Five new elementary chaotic snap flows and a generalization of an existing flow are presented through an extensive numerical search. Four of these flows demonstrate elegant simplicity of a single control parameter based on a single nonlinearity of a quadratic, a piecewise-linear or an exponential type. Two others demonstrate elegant simplicity of all unity-in-magnitude parameters based on either a single cubic nonlinearity or three cubic nonlinearities. The chaotic snap flow with a single cubic nonlinearity requires only two terms and can be transformed to its equivalent dynamical form of only five terms which have a single nonlinearity. An advantage is that such a chaotic flow offers only five terms even though the (four) dimension is high. Three of the chaotic snap flows are characterized as conservative systems whilst three others are dissipative systems. Basic dynamical properties are described.

Elementary particle physics at the University of Florida

International Nuclear Information System (INIS)

1991-01-01

This report discusses research in the following areas: theoretical elementary particle physics; experimental elementary particle physics; axion project; SSC detector development; and computer acquisition. (LSP)

Elementary particle physics at the University of Florida

Energy Technology Data Exchange (ETDEWEB)

1991-12-01

This report discusses research in the following areas: theoretical elementary particle physics; experimental elementary particle physics; axion project; SSC detector development; and computer acquisition. (LSP).

Elementary functions algorithms and implementation

CERN Document Server

Muller, Jean-Michel

2016-01-01

This textbook presents the concepts and tools necessary to understand, build, and implement algorithms for computing elementary functions (e.g., logarithms, exponentials, and the trigonometric functions). Both hardware- and software-oriented algorithms are included, along with issues related to accurate floating-point implementation. This third edition has been updated and expanded to incorporate the most recent advances in the field, new elementary function algorithms, and function software. After a preliminary chapter that briefly introduces some fundamental concepts of computer arithmetic, such as floating-point arithmetic and redundant number systems, the text is divided into three main parts. Part I considers the computation of elementary functions using algorithms based on polynomial or rational approximations and using table-based methods; the final chapter in this section deals with basic principles of multiple-precision arithmetic. Part II is devoted to a presentation of “shift-and-add” algorithm...

The Relationship among Elementary Teachers’ Mathematics Anxiety, Mathematics Instructional Practices, and Student Mathematics Achievement

OpenAIRE

Hadley, Kristin M.; Dorward, Jim

2011-01-01

Many elementary teachers have been found to have high levels of mathematics anxiety but the impact on student achievement was unknown. Elementary teachers (N = 692) completed the modified Mathematics Anxiety Rating Scale-Revised (Hopko, 2003) along with a questionnaire probing anxiety about teaching mathematics and current mathematics instructional practices. Student mathematics achievement data were collected for the classrooms taught by the teachers. A positive relationship was found betwee...

Distributed Leadership of Elementary School Principals as Perceived by Teachers in Khon Kaen Province

Directory of Open Access Journals (Sweden)

Akkharadet Neelayothin

2017-09-01

Full Text Available This research aims 1 to study distributed leadership of elementary school principals as perceived by teachers in Khon Kaen province and 2 to compare and analyze the distributed leadership by genders, work experiences and levels of education. The survey methodology was used, gathering data from a sample of the population who are the elementary school teacher in Khon Kaen Primary Educational Service Area Offices. Determining the sample size by using square blocks of Krejcei and Morgan on a sample of 345. Collecting data from a sample with a simple random sampling method. Using five rating scale questionnaires with reliability at 0.935. Collected data were analyzed by standard deviations, t-test, and testing methods, the mean pair of Scheffe. The results showed that (1 the behavior of elementary school principals in Khon Kaen Primary Educational Service Area Offices reflected the distributed leadership was in a high extent. (2 With different genders, the distributed leadership of elementary school principals in Khon Kaen Primary Educational Service Area Offices reflected that was no different. (3 With different work experiences, the distributed leadership of elementary school principals in Khon Kaen Primary Educational Service Area Offices was different. And (4 with different levels of education, the distributed leadership of elementary school principals in Khon Kaen Primary Educational Service Area Offices reflected that was different.

Executive Functions and Prosodic Abilities in Children With High-Functioning Autism

Directory of Open Access Journals (Sweden)

Marisa G. Filipe

2018-03-01

Full Text Available Little is known about the relationship between prosodic abilities and executive function skills. As deficits in executive functions (EFs and prosodic impairments are characteristics of autism, we examined how EFs are related to prosodic performance in children with high-functioning autism (HFA. Fifteen children with HFA (M = 7.4 years; SD = 1.12, matched to 15 typically developing peers on age, gender, and non-verbal intelligence participated in the study. The Profiling Elements of Prosody in Speech-Communication (PEPS-C was used to assess prosodic performance. The Children’s Color Trails Test (CCTT-1, CCTT-2, and CCTT Interference Index was used as an indicator of executive control abilities. Our findings suggest no relation between prosodic abilities and visual search and processing speed (assessed by CCTT-1, but a significant link between prosodic skills and divided attention, working memory/sequencing, set-switching, and inhibition (assessed by CCTT-2 and CCTT Interference Index. These findings may be of clinical relevance since difficulties in EFs and prosodic deficits are characteristic of many neurodevelopmental disorders. Future studies are needed to further investigate the nature of the relationship between impaired prosody and executive (dysfunction.

Elementary process theory axiomatic introduction and applications

CERN Document Server

Cabbolet, Marcoen J T F

2011-01-01

Modern physics lacks a unitary theory that applies to all four fundamental interactions. This PhD thesis is a proposal for a single, complete, and coherent scheme of mathematically formulated elementary laws of nature. While the first chapter presents the general background, the second chapter addresses the method by which the main result has been developed. The next three chapters rigorously introduce the Elementary Process Theory, its mathematical foundations, and its applications to physics, cosmology and philosophy of mind. The final two chapters discuss the results and present the conclusions. Summarizing, the Elementary Process Theory is a scheme of seven well-formed closed expressions, written in the mathematical language of set matrix theory – a generalization of Zermelo-Fraenkel set theory. In the physical world, these seven expressions can be interpreted as elementary principles governing the universe at supersmall scale. The author critically confronts the theory with Quantum Mechanics and Genera...

A qualitative case study to identify possible barriers that limit effective elementary science education

Science.gov (United States)

Foster, Donald Carey

The purpose of this case study was to identify barriers that limit the effectiveness of elementary teachers in the teaching of science. It is of the utmost urgency that barriers be first identified, so that possible solutions can be explored to bring about the improvement of elementary science education. This urgency has been imposed by the scheduled national testing of students in science by 2007, as mandated by the No Child Left Behind Act of 2001. Using qualitative case study methods, the researcher conducted interviews with 8 elementary teachers from two schools within one school district who taught 3rd, 4th, and 5th grade. These interviews were designed to gain insight into barriers these elementary teachers perceived as factors limiting their effectiveness in teaching science and preparing students for high-stakes testing. Barriers in the areas of teacher background, typical teaching day, curriculum, inservices, and legislative influences were explored. This study concluded that the barriers explored do have a substantial negative affect on the teaching and learning of science in the elementary grades. Specifically, the barriers revealed in this study include the limited science background of elementary teachers, inadequate class time devoted to science, non-comprehensive curriculum, ineffective or lack of inservice training, and pressures from legislated mandates. But it is also clear that these barriers are so intertwined that one cannot remove these barriers one at a time. It will take a collective effort from all involved, including legislators, administrators, teachers, parents, and students, to alleviate these barriers and discover effective solutions to improve elementary science education.

Lubin-Tate extensions, an elementary approach

International Nuclear Information System (INIS)

Ershov, Yu L

2007-01-01

We give an elementary proof of the assertion that the Lubin-Tate extension L≥K is an Abelian extension whose Galois group is isomorphic to U K /N L/K (U L ) for arbitrary fields K that have Henselian discrete valuation rings with finite residue fields. The term 'elementary' only means that the proofs are algebraic (that is, no transcedental methods are used)

[Relationship between occupational stress and working ability of workers in a petroleum processing enterprise in high altitude area].

Science.gov (United States)

Ma, X M; Kang, H L; Shi, C B; Li, Y; Wu, Y F; Liu, Z H; Wang, G; Lei, H Y

2017-12-20

Objective: To investigate the relationship between occupational stress and working ability of workers in a petroleum processing enterprise in a high altitude area. Methods: A total of 728 workers in a petroleum processing enterprise at an altitude of 2850 m were subjected to a survey using Occupational Stress Inventory (OSI) , Work Ability Index (WAI) Scale, Occupational Role Questionnaire (ORQ) , Personal Strain Questionnaire (PSQ) , and Personal Resource Questionnaire (PRQ) from May 2014 to August 2016. Results: Of the 728 workers, 55 (7.6%) had a poor working ability, moderate in 262 (35.9%) , and good in 411 (56.5%). There were significant differences in WAI between the workers with different types of work, sexes, ages, and working years ( P occupational stress groups ( P Occupational stress is an influencing factor for the working ability of workers in the petroleum processing enterprise in the high altitude area. Hypoxia in high altitude area may further reduce the working ability. In order to reduce occupational stress and improve work ability, it should be considered to strengthen skills training, improve the working environment, and pay attention to mental health.

Improving Mathematical Communication Ability and Self Regulation Learning Of Yunior High Students by Using Reciprocal Teaching

Directory of Open Access Journals (Sweden)

Abdul Qohar

2013-01-01

Full Text Available This paper presents the findings from a posttest experiment control group design  by  using reciprocal teaching, conducted  in Indonesia University of Education to investigate students’ ability in mathematical communication and self regulated learning.  Subject of the study were 254 of 9th grade students from three junior high schools of high, medium, and low level in Bojonegoro, East Java.  The instruments of the study were an essay mathematical communication test, and a self regulated learning scale. The study found that reciprocal teaching took the best role among school  cluster  and students’ prior mathematics ability on students’ mathematical communication ability and self regulated learning as well.  The other finding were there was interaction between school cluster and teaching approaches, but was no interaction between students’ prior mathematics ability and teaching approaches on mathematical communication ability and  self regulated learning. Moreover, there was association between mathematical communication and self regulated learningKeywords: Reciprocal Teaching, Mathematical Communication, Self Regulated Learning DOI: http://dx.doi.org/10.22342/jme.4.1.562.59-74

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…

Characterizing Elementary Teachers' Enactment of High-Leverage Practices through Engineering Design-Based Science Instruction

Science.gov (United States)

Capobianco, Brenda M.; DeLisi, Jacqueline; Radloff, Jeffrey

2018-01-01

In an effort to document teachers' enactments of new reform in science teaching, valid and scalable measures of science teaching using engineering design are needed. This study describes the development and testing of an approach for documenting and characterizing elementary science teachers' multiday enactments of engineering design-based science…

Increasing Elementary and High School Student Motivation through the Use of Extrinsic and Intrinsic Rewards

Science.gov (United States)

Haywood, Joey; Kuespert, Sarah; Madecky, Dani; Nor, Abbey

2008-01-01

This action research project report examined strategies to motivate students from extrinsically rewarding behaviors to intrinsically motivating behaviors. The action research was conducted in two different schools by four different teacher researchers within the same district. Three teachers in an elementary building (Site A) and one teacher in a…

The Joint Institute for Nuclear Research in Experimental Physics of Elementary Particles

Science.gov (United States)

Bednyakov, V. A.; Russakovich, N. A.

2018-05-01

The year 2016 marks the 60th anniversary of the Joint Institute for Nuclear Research (JINR) in Dubna, an international intergovernmental organization for basic research in the fields of elementary particles, atomic nuclei, and condensed matter. Highly productive advances over this long road clearly show that the international basis and diversity of research guarantees successful development (and maintenance) of fundamental science. This is especially important for experimental research. In this review, the most significant achievements are briefly described with an attempt to look into the future (seven to ten years ahead) and show the role of JINR in solution of highly important problems in elementary particle physics, which is a fundamental field of modern natural sciences. This glimpse of the future is full of justified optimism.

Improvement of The Ability of Junior High School Students Thinking Through Visual Learning Assisted Geo gbra Tutorial

Science.gov (United States)

Elvi, M.; Nurjanah

2017-02-01

This research is distributed on the issue of the lack of visual thinking ability is a must-have basic ability of students in learning geometry. The purpose of this research is to investigate and elucide: 1) the enhancement of visual thinking ability of students to acquire learning assisted with geogebra tutorial learning: 2) the increase in visual thinking ability of students who obtained a model of learning assisted with geogebra and students who obtained a regular study of KAM (high, medium, and low). This research population is grade VII in Bandung Junior High School. The instruments used to collect data in this study consisted of instruments of the test and the observation sheet. The data obtained were analyzed using the test average difference i.e. Test-t and ANOVA Test one line to two lines. The results showed that: 1) the attainment and enhancement of visual thinking ability of students to acquire learning assisted geogebra tutorial better than students who acquire learning; 2) there may be differences of visual upgrade thinking students who acquire the learning model assisted with geogebra tutorial earn regular learning of KAM (high, medium and low).

A New Approach to Teaching Science to Elementary Education Majors in Response to the NGSS

Science.gov (United States)

Brevik, C.; Daniels, L.; McCoy, C.

2015-12-01

The Next Generation Science Standards (NGSS) place an equal emphasis on science process skills and science content. The goal is to have K-12 students "doing" science, not just "learning about" science. However, most traditional college science classes for elementary education majors place a much stronger emphasis on science content knowledge with the hands-on portion limited to a once-a-week lab. The two models of instruction are not aligned. The result is that many elementary school teachers are unprepared to offer interactive science with their students. Without additional coaching, many teachers fall back on the format they learned in college - lecture, handouts, homework. If we want teachers to use more hands-on methods in the classroom, these techniques should be taught to elementary education majors when they are in college. Dickinson State University has begun a collaboration between the Teacher Education Department and the Department of Natural Sciences. The physical science course for elementary education majors has been completely redesigned to focus equally on the needed science content and the science process skills emphasized by the NGSS. The format of the course has been adjusted to more closely mirror a traditional K-5 classroom; the course meets for 50 minutes five days a week. A flipped-classroom model has been adopted to ensure no content is lost, and hands-on activities are done almost every day as new concepts are discussed. In order to judge the effectiveness of these changes, a survey tool was administered to determine if there was a shift in the students' perception of science as an active instead of a passive field of study. The survey also measured the students' comfort-level in offering a hands-on learning environment in their future classrooms and their confidence in their ability to effectively teach science concepts to elementary students. Results from the first year of the study will be presented.

Academic scientific-production in Brazil in the area of high abilities/giftedness on the period from 1987 to 2011

Directory of Open Access Journals (Sweden)

Miguel Claudio Moriel Chacon

2014-06-01

Full Text Available Among students with special educational needs, subjects of special education, are those with high ability/giftedness, a complex phenomenon that requires the participation of education professionals and researchers to foster the potential of development of these students. In this sense, we aimed to identify and analyze thesis and dissertations that they propose to investigate the theme high ability/giftedness, verifying participation of the area of education in these studies. The study was done through a literature review, guided by the following questions: Have the researches on high ability/giftedness been growing in recent years? What is the participation of education area in those researches? What are the issues related to high ability/giftedness addressed in Education? The results show that the institutions present an increasing trend and there is a predominance of education area in this scientific production. However, there is an imbalance between the institutions that aim to investigate the theme in Brazilian regions, as well as among the cases covered by these researches on high ability/giftedness.

The Impact of Problem-Based Learning Approach to Senior High School Students’ Mathematics Critical Thinking Ability

Directory of Open Access Journals (Sweden)

Reviandari Widyatiningtyas

2015-07-01

Full Text Available The study was report the findings of an only post-test control group research design and aims to analyze the influence of problem-based learning approach, school level, and students’ prior mathematical ability to student’s mathematics critical thinking ability. The research subjects were 140 grade ten senior high school students coming from excellent and moderate school level. The research instruments a set of mathematical critical thinking ability test, and the data were analyzed by using two ways ANOVA and t-test. The research found that the problem based learning approach has significant impact to the ability of students’ mathematics critical thinking in terms of school level and students’ prior mathematical abilities. Furthermore. This research also found that there is no interaction between learning approach and school level, and learning approach and students’ prior mathematics ability to students’ mathematics critical thinking ability.

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…

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…

Reform in Turkish Elementary Mathematics Curriculum

OpenAIRE

BABADOĞAN, Cem; OLKUN, Sinan

2006-01-01

Disappointed from such major international studies as TIMSS, PISA, PIRLS andsome internal indicators such as national university entrance examination, the Turkish Ministry ofNational Education initiated a massive reform movement in education. These reforms includedeveloping new curricula for both elementary and secondary education and developing teachercompetencies. The purpose of this paper is to present an evaluation of the elementary schoolmathematics curriculum, which is a part of the ref...

Perfectionism in High-Ability Students: Relational Precursors and Influences on Achievement Motivation

Science.gov (United States)

Speirs Neumeister, Kristie L.; Finch, Holmes

2006-01-01

The purpose of the present study was to create and test a model that (a) illustrated variables influencing the development of perfectionism, and (b) demonstrated how different types of perfectionism may influence the achievement goals of high-ability students. Using a multiple groups path analysis, the researchers found that parenting style was…

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

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

Science.gov (United States)

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

2012-01-01

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

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

Science.gov (United States)

Uttal, David H.; And Others

1988-01-01

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

Kinetics of elementary atom and radical reactions: Progress report

International Nuclear Information System (INIS)

Gordon, R.J.

1986-01-01

Our research program is concerned with the kinetics of elementary gas phase reactions and energy transfer involving polyatomic molecules. We report here on three ongoing projects: The reaction of oxygen atoms with hydrogen molecules, the electronic relaxation of NH radicals, and the vibrational relaxation of highly excited SF 6 molecules. 10 refs., 5 figs

Elementary Children's Retrodictive Reasoning about Earth Science

Science.gov (United States)

Libarkin, Julie C.; Schneps, Matthew H.

2012-01-01

We report on interviews conducted with twenty-one elementary school children (grades 1-5) about a number of Earth science concepts. These interviews were undertaken as part of a teacher training video series designed specifically to assist elementary teachers in learning essential ideas in Earth science. As such, children were interviewed about a…

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.

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.

Increasing Senior High School Students’ Ability In Speaking English Through Contextual Storytelling Method

Directory of Open Access Journals (Sweden)

Meyke Machrita Mamahit

2017-12-01

Full Text Available This research aimed (1 to increase the ability of students XII Grade Science 6 Senior High School state 7 Manado in speaking English through contextual storytelling method, (2 to increase the motivation and interest of students XII Grade Science 6 Senior High School state 7 Manado in speaking English through contextual storytelling method. This research is Classroom Action Research. The population was 325 students and the sample was 30 students. The research data was collected using performance test of cycle 1, 2, 3 and questionnaire. The research results indicated that the use of contextual storytelling method in learning English significantly increased the ability, interest and motivation of students XII Grade Science 6 Senior High School state 7 Manado in speaking English. The percentage of students who achieved the minimum score increased from 60 % in the first cycle became 70 % in the second cycle, and it increased 90 % in the third cycle. The students’ interest and motivation in speaking English increased from 70 % in first cycle became 80 % in the second cycle and it became 90 % in the third cycle.

Investigating the Self-Perceived Science Teaching Needs of Local Elementary Educators

Science.gov (United States)

Carver, Cynthia G.

Elementary teachers in one school system have expressed low self-efficacy teaching science and desire more support teaching science. However, little research has been conducted on how best to meet these teachers' needs. The theories of perceived self-efficacy, social cognition, and behaviorism make up the conceptual framework of this study. The focus of this qualitative project study was on the needs of local elementary educators. These teachers were asked what they felt they needed most to be more effective science educators. The methodology of phenomenology was used in this study in which local elementary teachers were questioned in focus groups regarding their own science teaching efficacy and perceived needs. Using inductive analysis, data were coded for links to discussion questions as well as any additional patterns that emerged. Findings indicated that local elementary teachers desire improved communication among administrators and teachers as well as better science content support and training. Focus group participants agreed that teacher self-efficacy affects the time spent, effort toward, and quality of elementary science education. Using the results of the study, a science mentor program was developed to support the needs of elementary teachers and increase teacher self-efficacy, thus improving local elementary science education. Implications for positive social change include the development and support of elementary science programs in other school systems with the goal of improving science education for elementary students.

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

The Relationship between Utilization of Computer Games and Spatial Abilities among High School Students

Science.gov (United States)

Motamedi, Vahid; Yaghoubi, Razeyah Mohagheghyan

2015-01-01

This study aimed at investigating the relationship between computer game use and spatial abilities among high school students. The sample consisted of 300 high school male students selected through multi-stage cluster sampling. Data gathering tools consisted of a researcher made questionnaire (to collect information on computer game usage) and the…

Proceedings of the XXVI international symposium Ahrenshoop on the theory of elementary particles

International Nuclear Information System (INIS)

Doerfel, B.; Wieczorek, E.

1993-02-01

These proceedings contain most of the invited talks and short communications presented at the XXVI th International Symposium Ahrenshoop on the Theory of Elementary Particles which took place from September 9 th to 13 th , 1992 at Wendisch-Rietz near Berlin. The Symposium was organized jointly by the Institute for Elementary Particle Physics of the Humboldt University Berlin, the Institute for Theoretical Physics of the University Hannover, the Sektion Physik of the University Munich, and DESY - Institute for High Energy Physics Zeuthen. See hints under the relevant topics. (orig.)

Progress in elementary particle theory, 1950-1964

International Nuclear Information System (INIS)

Gell-Mann, M.

1989-01-01

This final chapter of the book lists advances in elementary particle theory from 1950 to 1964 in an order of progressive understanding of ideas rather than chronologically. Starting with quantum field theory and the important discoveries within it, the author explains the connections and items missing in this decade, but understood later. The second part of the chapter takes the same pattern, but deals with basic interactions (strong, electromagnetic, weak and gravitational) and elementary particles, including quarks. By 1985, theory had developed to such a degree that it was hoped that the long-sought-after unified field theory of all elementary particles and interactions of nature might be close at hand. (UK)

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…

The Impact of Problem-Based Learning Approach to Senior High School Students' Mathematics Critical Thinking Ability

Science.gov (United States)

Widyatiningtyas, Reviandari; Kusumah, Yaya S.; Sumarmo, Utari; Sabandar, Jozua

2015-01-01

The study reported the findings of an only post-test control group research design and aims to analyze the influence of problem-based learning approach, school level, and students' prior mathematical ability to student's mathematics critical thinking ability. The research subjects were 140 grade ten senior high school students coming from…

Academic Reading ability of first-year students: what's high school ...

African Journals Online (AJOL)

Both groups were administered a pre-test and post-test of academic reading ability. The dependent variable was academic reading ability and the independent variables were matric grade and prior exposure. Two measures of reading ability were used, namely a reading comprehension and a cloze passage. An analysis of ...

Communication and Stakeholder Engagement at Brighouse Elementary

Science.gov (United States)

Drew, Robert

2011-01-01

The Samuel Brighouse Elementary School, located in Richmond, BC, a city adjacent to Vancouver on the west coast of Canada, is a five-hundred student elementary school. When completed in September 2011, it will replace an existing older school on the same site. This project was identified early on as an opportunity for the Richmond School Board to…

Physics through the 1990s: Elementary-particle physics

Science.gov (United States)

The volume begins with a non-mathematical discussion of the motivation behind, and basic ideas of, elementary-particle physics theory and experiment. The progress over the past two decades with the quark model and unification of the electromagnetic and weak interactions is reviewed. Existing theoretical problems in the field, such as the origin of mass and the unification of the fundamental forces, are detailed, along with experimental programs to test the new theories. Accelerators, instrumentation, and detectors are described for both current and future facilities. Interactions with other areas of both theoretical and applied physics are presented. The sociology of the field is examined regarding the education of graduate students, the organization necessary in large-scale experiments, and the decision-making process involved in high-cost experiments. Finally, conclusions and recommendations for maintaining US excellence in theory and experiment are given. Appendices list both current and planned accelerators, and present statistical data on the US elementary-particle physics program. A glossary is included.

Physics through the 1990s: Elementary-particle physics

Science.gov (United States)

1986-01-01

The volume begins with a non-mathematical discussion of the motivation behind, and basic ideas of, elementary-particle physics theory and experiment. The progress over the past two decades with the quark model and unification of the electromagnetic and weak interactions is reviewed. Existing theoretical problems in the field, such as the origin of mass and the unification of the fundamental forces, are detailed, along with experimental programs to test the new theories. Accelerators, instrumentation, and detectors are described for both current and future facilities. Interactions with other areas of both theoretical and applied physics are presented. The sociology of the field is examined regarding the education of graduate students, the organization necessary in large-scale experiments, and the decision-making process involved in high-cost experiments. Finally, conclusions and recommendations for maintaining US excellence in theory and experiment are given. Appendices list both current and planned accelerators, and present statistical data on the US elementary-particle physics program. A glossary is included.

Ecological School Counseling in High-Poverty Elementary Schools: Counselors' Backgrounds and Perceptions Regarding the Effects of Poverty, Importance of Advocacy and School-Based Mental Health Programs

Science.gov (United States)

Brown, La Vera C.

2016-01-01

Elementary school counselors working in high-poverty schools experience several challenges due to the multiple barriers associated with serving children from low-SES families. Research shows that children from low-SES families are at risk of adverse consequences to their developmental and psychological progress due to negative environmental…

Elementary particles and particle interactions

International Nuclear Information System (INIS)

Bethge, K.; Schroeder, U.E.

1986-01-01

This book is a textbook for an introductory course of elementary particle physics. After a general introduction the symmetry principles governing the interactions of elementary particles are discussed. Then the phenomenology of the electroweak and strong interactions are described together with a short introduction to the Weinberg-Salam theory respectively to quantum chromodynamics. Finally a short outlook is given to grand unification with special regards to SU(5) and cosmology in the framework of the current understanding of the fundamental principles of nature. In the appendix is a table of particle properties and physical constants. (HSI) [de

Elementary particles physics

International Nuclear Information System (INIS)

1990-01-01

It is discussed the physics in Brazil in the next decade with regard to elementary particles and field theories. The situation of brazilian research institutes as well as its personnel is also presented. Some recommendations and financing of new projects are also considered. (A.C.A.S.)

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.

Work schedule influence on sleep habits in elementary and high school teachers according to chronotype

Directory of Open Access Journals (Sweden)

Jane Carla de Souza

2014-09-01

Full Text Available The influence of work schedule on sleep habits and quality, and daytime sleepiness according to individual preferences in sleep schedules was assessed in 131 elementary and high school teachers through questionnaires. Teachers who initiate classes around 7:00 hr wake up earlier and show more frequency of poor sleep quality than those who start classes in the afternoon. Between them, those who have a preference for intermediate or later hours for sleep are more irregular in their wake up schedules and increase their sleep duration on the weekend compared to those with earlier sleep preferences. On the other hand, working only in the afternoon seems to provide better sleep/awake conditions for teachers, because they keep the same sleep duration during the week and on the weekend, and they are diagnosed with less daytime sleepiness. Therefore, the discussion of school start times, originally proposed for adolescents, needs to be magnified to teachers, contributing to improvement of sleep habits and life quality in school environments.

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…

A comparative study of student-teacher cognitive abilities and skills on evaluation of academic achievement practices

Directory of Open Access Journals (Sweden)

Shirindokht habibzadeh

2013-06-01

Full Text Available During the past few years, there have been some changes on traditional training methodologies in the world, specially, in elementary schools. Many schools have decided to perform their assessments in elementary schools based on qualitative methods compared with traditional quantitative techniques. This paper performs an empirical investigation to find out whether the new evaluation technique has been able to improve student teacher’s cognitive abilities and skills on evaluation of academic achievement practices. These student-teacher people taught at elementary schools while they also were studying at university. There are two types of questionnaires: The first one measures cognitive capabilities in four categories including levels of learning and educational objectives, designing paper and pencil test, functional test design and analysis and interpretation of results. The second test is associated with measuring functional skills in the evaluation of academic progress. The information were analyzed based on t-student test as well as two-way analysis of variance. The result of t-statistics was significant only for the last item, analysis and interpretation. In addition, the results of ANOVA test have indicated that there were some differences on cognitive capabilities between two methods of assessments but gender did not make any meaningful difference on functional skills.

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)

Beliefs and Behaviors of Elementary Principals of Successful Title I Schools

Science.gov (United States)

Blount, Margie

2014-01-01

This qualitative phenomenological research study used narrative inquiry to investigate the behaviors and beliefs of eight Texas principals in high achieving Title I elementary schools. Participant interviews were analyzed using Creswell (2007) six-step method for analyzing phenomenological studies. Findings suggested that successful Title I…

The influence of mathematics learning using SAVI approach on junior high school students’ mathematical modelling ability

Science.gov (United States)

Khusna, H.; Heryaningsih, N. Y.

2018-01-01

The aim of this research was to examine mathematical modeling ability who learn mathematics by using SAVI approach. This research was a quasi-experimental research with non-equivalent control group designed by using purposive sampling technique. The population of this research was the state junior high school students in Lembang while the sample consisted of two class at 8th grade. The instrument used in this research was mathematical modeling ability. Data analysis of this research was conducted by using SPSS 20 by Windows. The result showed that students’ ability of mathematical modeling who learn mathematics by using SAVI approach was better than students’ ability of mathematical modeling who learn mathematics using conventional learning.

Elementary reaction rate measurements at high temperatures by tunable-laser flash-absorption

Energy Technology Data Exchange (ETDEWEB)

Hessler, J.P. [Argonne National Laboratory, IL (United States)

1993-12-01

The major objective of this program is to measure thermal rate coefficients and branching ratios of elementary reactions. To perform these measurements, the authors constructed an ultrahigh-purity shock tube to generate temperatures between 1000 and 5500 K. The tunable-laser flash-absorption technique is used to measure the rate of change of the concentration of species which absorb below 50,000 cm{sup {minus}1} e.g.: OH, CH, and CH{sub 3}. This technique is being extended into the vacuum-ultraviolet spectral region where one can measure atomic species e.g.: H, D, C, O, and N; and diatomic species e.g.: O{sub 2}, CO, and OH.

Kinetic studies of elementary chemical reactions

Energy Technology Data Exchange (ETDEWEB)

Durant, J.L. Jr. [Sandia National Laboratories, Livermore, CA (United States)

1993-12-01

This program concerning kinetic studies of elementary chemical reactions is presently focussed on understanding reactions of NH{sub x} species. To reach this goal, the author is pursuing experimental studies of reaction rate coefficients and product branching fractions as well as using electronic structure calculations to calculate transition state properties and reaction rate calculations to relate these properties to predicted kinetic behavior. The synergy existing between the experimental and theoretical studies allow one to gain a deeper insight into more complex elementary reactions.

Quantum Black Holes As Elementary Particles

OpenAIRE

Ha, Yuan K.

2008-01-01

Are black holes elementary particles? Are they fermions or bosons? We investigate the remarkable possibility that quantum black holes are the smallest and heaviest elementary particles. We are able to construct various fundamental quantum black holes: the spin-0, spin 1/2, spin-1, and the Planck-charge cases, using the results in general relativity. Quantum black holes in the neighborhood of the Galaxy could resolve the paradox posed by the Greisen-Zatsepin-Kuzmin limit on the energy of cosmi...

Conceptions of ability as stable and self-evaluative processes: a longitudinal examination.

Science.gov (United States)

Pomerantz, E M; Saxon, J L

2001-01-01

It has generally been taken for granted that conceiving of ability as stable leads to negative self-evaluative processes, particularly in the face of failure. Yet, a close examination of the empirical findings suggests that the picture may be more complex. In this research, a three-wave longitudinal design spanning 12 months was employed. Older elementary school children (N = 932) indicated their conceptions of academic and social ability as stable to external forces and to internal forces. They also provided information about the importance they place on academic and social competence, their knowledge about academic and social performance, their preference for academic challenge, their perceptions of academic and social competence, and their attributions for academic and social performance. Children's grades in school and their acceptance by peers were obtained as indicators of performance. Over time, conceiving of ability as stable to external forces, particularly in the academic domain, appeared to heighten the importance placed on competence, performance knowledge, preference for challenge, perceptions of competence, and self-enhancing attributions. In contrast, conceptions of ability as stable to internal forces, particularly in the academic domain, appeared to be fostered by placing little importance on competence, a lack of performance knowledge, avoidance of challenge, negative perceptions of competence, self-deprecating attributions, and poor performance.

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…

Preparing Elementary Prospective Teachers to Teach Early Algebra

Science.gov (United States)

Hohensee, Charles

2017-01-01

Researchers have argued that integrating early algebra into elementary grades will better prepare students for algebra. However, currently little research exists to guide teacher preparation programs on how to prepare prospective elementary teachers to teach early algebra. This study examines the insights and challenges that prospective teachers…

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

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

Science.gov (United States)

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

2013-08-01

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

The Relationship between Ethical Sensitivity, High Ability and Gender in Higher Education Students

Science.gov (United States)

Schutte, Ingrid; Wolfensberger, Marca; Tirri, Kirsi

2014-01-01

This study examined the ethical sensitivity of high-ability undergraduate students (n=731) in the Netherlands who completed the 28-item Ethical Sensitivity Scale Questionnaire (ESSQ) developed by Tirri & Nokelainen (2007; 2011). The ESSQ is based on Narvaez' (2001) operationalization of ethical sensitivity in seven dimensions. The following…

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

A note on the complexity of finding and enumerating elementary modes.

NARCIS (Netherlands)

Acuna, V.; Marchetti-Spaccamela, A.; Sagot, M.-F.; Stougie, L.

2010-01-01

In the context of the study into elementary modes of metabolic networks, we prove two complexity results. Enumerating elementary modes containing a specific reaction is hard in an enumeration complexity sense. The decision problem if there exists an elementary mode containing two specific reactions

100 years of elementary particles [Beam Line, vol. 27, issue 1, Spring 1997

Energy Technology Data Exchange (ETDEWEB)

Pais, Abraham; Weinberg, Steven; Quigg, Chris; Riordan, Michael; Panofsky, Wolfgang K.H.; Trimble, Virginia

1997-04-01

This issue of Beam Line commemorates the 100th anniversary of the April 30, 1897 report of the discovery of the electron by J.J. Thomson and the ensuing discovery of other subatomic particles. In the first three articles, theorists Abraham Pais, Steven Weinberg, and Chris Quigg provide their perspectives on the discoveries of elementary particles as well as the implications and future directions resulting from these discoveries. In the following three articles, Michael Riordan, Wolfgang Panofsky, and Virginia Trimble apply our knowledge about elementary particles to high-energy research, electronics technology, and understanding the origin and evolution of our Universe.

100 years of elementary particles [Beam Line, vol. 27, number 1, Spring 1997

International Nuclear Information System (INIS)

Pais, Abraham; Weinberg, Steven; Quigg, Chris; Riordan, Michael; Panofsky, Wolfgang K.H.; Trimble, Virginia

1997-01-01

This issue of Beam Line commemorates the 100th anniversary of the April 30, 1897 report of the discovery of the electron by J.J. Thomson and the ensuing discovery of other subatomic particles. In the first three articles, theorists Abraham Pais, Steven Weinberg, and Chris Quigg provide their perspectives on the discoveries of elementary particles as well as the implications and future directions resulting from these discoveries. In the following three articles, Michael Riordan, Wolfgang Panofsky, and Virginia Trimble apply our knowledge about elementary particles to high-energy research, electronics technology, and understanding the origin and evolution of our Universe

Influence of the dose rate on the proliferation capacity of haematopoietic elementary cells in vivo after partial body irradiation

International Nuclear Information System (INIS)

Sauer, R.

1977-01-01

During direct irradiation of the bone marrow, the dose rate effect was so paradoxical that a temporally protracted exposure has a stronger influence on the proliferation capacity of the elementary cells than one with high dose performance. During the recreation process, the elementary cells proliferated in the sense of a rebound-phaenomenon. This was also referred to the observation that in the non-irradiated bone marrow of animals exposed to partial body irradiation, an activation of the elementary cells started. The results have consequences for the oncological radiotherapy. (orig.) [de

Teacher Use of Brain-Based Research, Response to Intervention, and Teacher Efficacy in Elementary Schools with High and Low Individual Education Plan Growth for English Language Learners

Science.gov (United States)

Fernandez, Nicole

2012-01-01

The purpose of this study was to explore the possible causes that might contribute to the disproportionate percentage of English language learners ELLs with special education individual education plans (IEPs). Elementary school classroom teachers from school districts that exhibited high growth in the percentage of ELLs with IEPs during 2007-2010…

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.

Are Elementary Teacher Education Programs the Real Problem of Unqualified Teachers?

Science.gov (United States)

Weitman, Catheryn J.; Colbert, Ronald P.

This paper describes 10 factors that impact misguided perceptions of teacher preparation and teacher quality, especially elementary teachers prepared in highly-structured, university-based teacher preparation programs: (1) the offshoot of P-12 preparation, prior to attending postsecondary programs; (2) alignment of certification tests to state…

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.

Prevalence of Metabolic Syndrome in Elementary School Children in East of Iran

Directory of Open Access Journals (Sweden)

Mahmoud Zardast

2015-12-01

Conclusion: Regarding the high prevalence of MS in elementary school children in our region, screening for obesity is recommended to prevent adulthood complications. Therapeutic lifestyle changes and maintenance of regular physical activity are the most important strategies for preventing childhood obesity.

Embedding Probeware Technology in the Context of Ocean Acidification in Elementary Science Methods Courses

Science.gov (United States)

Ensign, Todd I.; Rye, James A.; Luna, Melissa J.

2017-12-01

Research indicates that preservice teacher (PT) education programs can positively impact perceptions of scientific probeware use in K-8 environments. Despite the potential of probeware to improve science instruction and student engagement, its use in elementary education has been limited. Sixty-seven PT enrolled across three sections of an elementary science methods course participated in a mixed-methods study through which they utilized probeware in a thematic experience on ocean acidification. One-way repeated measures ANOVA of pre and post survey data measuring subscales of utility, ability, and intent to use probeware demonstrated a statistically significant increase with medium to large effect sizes for all subscales across all sections (p<0.01,{η}_p^2=0.384;p<0.001,{η}_p^2=0.517;p<0.001,{η}_p^2=0.214) . Analysis of reflective journals revealed over 60% felt the multiple capabilities (notably graphing) of probeware make it a useful classroom tool, and almost one-half believed that its use makes science more enjoyable and engaging. Mapping of the unitized data from the journals on the Next Generation Science Standards suggested that probeware use especially engages learners in planning and carrying out investigations and in analyzing and interpreting data. Journals also revealed that despite PT having prior experience with probeware in science courses, its use in their future elementary classroom is conditional on having a positive experience with probeware in a science methods course. Further, embedding a probeware experience in a unit on ocean acidification provides PT with strategies for addressing climate change and engaging in argument from evidence.

FORMATION OF COMMUNICATIVE ABILITIES OF YOUNGER SCHOOL STUDENTS IN TEACHING AND EDUCATIONAL ACTIVITY IN THE CONDITIONS OF CONTINUITY OF FGOS OF HOO AND FGOS TO

Directory of Open Access Journals (Sweden)

Ksenia Pavlovna Zaytseva

2015-12-01

Full Text Available In this work we will consider features of formation of communicative abilities of younger school students as a basis of their social adaptation. For this purpose we will reveal features of the teaching and educational activity of younger school students creating conditions for formation of their communicative abilities and we will show as the communicative abilities formed in teaching and educational activity can be directed on training of younger school students for social adaptation.Purpose. In the Federal state educational standard of the general education (FGOS of the second generation transition from minimizatsionny approach in education is designated. Communicative abilities are a basis not only productive inclusion of pupils in interpersonal relationship with contemporaries and adults in educational activity, socially important for them, but also basis for an exit in system of broader social relationship with people and the world in general.Methodology. The basis of research is formed by the empirical – studying and the analysis of literature, normative documents and textbooks for elementary school; supervision, poll (oral and written.Results. Results of work consists preparation of methodical ensuring process of formation of communicative abilities of younger school students in teaching and educational activity as bases of their social adaptation: Socialization programs.Practical implications. Results of research can be used by elementary school teachers in teaching and educational activity, and also students when writing theses and carrying out experiment.

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…

Classical versus Computer Algebra Methods in Elementary Geometry

Science.gov (United States)

Pech, Pavel

2005-01-01

Computer algebra methods based on results of commutative algebra like Groebner bases of ideals and elimination of variables make it possible to solve complex, elementary and non elementary problems of geometry, which are difficult to solve using a classical approach. Computer algebra methods permit the proof of geometric theorems, automatic…

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…

Generalized elementary functions

Czech Academy of Sciences Publication Activity Database

Monteiro, Giselle Antunes; Slavík, A.

2014-01-01

Roč. 411, č. 2 (2014), s. 838-852 ISSN 0022-247X Institutional support: RVO:67985840 Keywords : elementary functions * Kurzweil-Stieltjes integral * generalized linear ordinary differential equations * time scale calculus Subject RIV: BA - General Mathematics Impact factor: 1.120, year: 2014 http://www.sciencedirect.com/science/article/pii/S0022247X13009141

Proceedings of the 28. international symposium Ahrenshoop on the theory of elementary particles

International Nuclear Information System (INIS)

Luest, D.; Weigt, G.

1995-03-01

The following topics were dealt with: elementary particle theory, string theory, algebra, group theory, symmetries, Lie groups, unified field theories, topology and theories of gravitation.ok place from August 30 to September 3, 1994 at Wendisch-Rietz near Berlin. The Symposium was organized jointly by the Institute for Elementary Particle Physics of the Humboldt University of Berlin, the Institute for Theoretical Physics of the University Hannover, the Section of Physics of the University Munich, and DESY Institute for High Energy Physics Zeuthen. It was made possible thanks to the financial support of the Bundesland Brandenburg, the DESY Institute for High Energy Physics Zeuthen, the Walter and Eva Andrejewski Stiftung, and last but not least the Deutsche Forschungsgemeinschaft (DFG). We also would like to thank Karin Pipke for her dedicated assistance to prepare this manuscript. (orig.)

Metacognitive Ability Relationship with Test Result of Senior High School of Biology Teacher Competence in Sijunjung District

Science.gov (United States)

Ardi, A.; Fadilah, M.; Ichsani, W.

2018-04-01

This research aimed to reveal how the relationship between metacognitive ability and the test result of biology teacher competence in Sijunjung District. The population of this descriptive research were all high school biology teachers in Sijunjung District, and sample is all teachers who are members of the population, which is 23 biology teachers. The instrument used in this research are a questionnaire of research on teacher's metacognitive ability and document about teacher competence test result. The questionnaire was validated first by two lecturers of biology and one lecturer of English. Data analysis using Pearson Product Moment's. Based on the results of research and discussion that have been described, it can generally be concluded that there is a low relationship between metacognitive ability with competence test results of high school biology teachers in Sijunjung District. Partially, the relationship of metacognitive ability with the test result of professional competence of biology teacher showed significant result, with correlation coefficient 0,46 and t table 1,72 while titung 2,37. The contribution of metacognitive ability to the competence test result of the teacher is 21.6%, while the other 78.4% have not been revealed in this research.

Pedagogical Practice of Training Teachers in Elementary School and Social Impact

Directory of Open Access Journals (Sweden)

Miraida Josefina-Linares

2016-01-01

Full Text Available In educational practice of training teachers of elementary school, in Venezuela, it emphasizes meaningful interactions in teaching learning process; which they do not always answer to the demands of reflexive educational practice to make teachers redefine their role, functions and learn training to their students. The objective of this research consists of assessing socio-educative contradictions of pedagogical practice of the training teachers in elementary school and its social impact. As a result of it, the training teachers achieved sensitization for its educative practical ; an organized and qualified plan of Learning Projects; going through three levels of training: low, middle and high, as well as, discreet transformations in way of thinking, feeling, and acting, corresponding with contexts.

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

Science.gov (United States)

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

2016-01-01

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

Curricular Pillars in the Elementary General Music Classroom

Science.gov (United States)

Howell, Allen C.

2009-01-01

Karen, a veteran elementary general music teacher, was bewildered when she learned that none of her students remembered "Peter and the Wolf," a music lesson they have encountered in the past. Conscientious beginning elementary general music teachers like Karen may work diligently to plan instruction that will ensure that national, state, and local…

An Investigation of Elementary Preservice Teachers' Self-Efficacy for Teaching Mathematics

Science.gov (United States)

Giles, Rebecca McMahon; Byrd, Kelly O.; Bendolph, Angelia

2016-01-01

Research has consistently shown that teacher efficacy is related to a variety of desirable student outcomes, thus, making teacher efficacy an important factor in high quality mathematics instruction. The purpose of this study was to determine elementary preservice teachers' self-efficacy beliefs related to teaching mathematics. Forty-one…

The Retention of Hispanic/Latino Teachers in Southeastern Rural Elementary Schools

Science.gov (United States)

Rodriguez, Oscar

2017-01-01

This qualitative study reviewed reasons so few Hispanic/Latino teachers remain employed with rural county public elementary schools. The study evaluated issues that present high retention and attrition concerns for Hispanic/Latino teachers in rural schools. In addition, the dissertation offered suggestions on ways to increase the representation of…

Resource Letter HEPP-1: History of elementary-particle physics

International Nuclear Information System (INIS)

Hovis, R.C.; Kragh, H.

1991-01-01

This Resource Letter provides a guide to literature on the history of modern elementary-particle physics. Histories that treat developments from the 1930s through the 1980s are focused on and a sampling is included of the historiography covering the period c. 1890--1930, the prehistory of elementary-particle physics as a discipline. Also included are collections of scientific papers, which might be especially valuable to individuals who wish to undertake historical research on particular scientists or subfields of elementary-particle physics. The introduction presents some statistical data and associated references for elementary-particle physics and surveys historiographical approaches and issues that are represented in historical accounts in the bibliography. All references are assigned a rating of E (Elementary), I (Intermediate), or A (Advanced) based on their technical or conceptual difficulty or their appropriateness for a person attempting a graduated study of the history of modern particle physics. That is, items labeled E are suitable for the layman or would be fundamental to a beginning exploration of the history of particle physics, whereas items labeled A are technically demanding (mathematically, historiographically, or philosophically) or would be most appropriate for specialized or advanced examinations of various topics

Recent advances in elementary particle physics

International Nuclear Information System (INIS)

Zepeda, D.A.

1985-01-01

A brief review of recent successful results in elementary particle physics, as well as of those problems which may be dealt with in the present of near future is presented. A description of elementary particles and their interactions as they are presently conceived is given. The standard model of electroweak interactions is discussed in detail and the relevance of the recent discovery of the intermediate bosons W + and Z is analized. Finally, the weak features of the standard model and the theories which solve these problems are pointed out. (author)

The effects of yoga practice in school physical education on children's motor abilities and social behavior

OpenAIRE

Folleto, J?lia C; Pereira, Keila RG; Valentini, Nadia Cristina

2016-01-01

Background: In recent years, yoga programs in childhood have been implemented in schools, to promote the development for children. Aim: To investigate the effects of yoga program in physical education classes on the motor abilities and social behavior parameters of 6–8-year-old children. Methods: The study included 16 children from the 1st grade of a public elementary school in the South of Brazil. The children participated in a 12-week intervention, twice weekly, with 45 min each sessi...

Synthesis of multivalued quantum logic circuits by elementary gates

Science.gov (United States)

Di, Yao-Min; Wei, Hai-Rui

2013-01-01

We propose the generalized controlled X (gcx) gate as the two-qudit elementary gate, and based on Cartan decomposition, we also give the one-qudit elementary gates. Then we discuss the physical implementation of these elementary gates and show that it is feasible with current technology. With these elementary gates many important qudit quantum gates can be synthesized conveniently. We provide efficient methods for the synthesis of various kinds of controlled qudit gates and greatly simplify the synthesis of existing generic multi-valued quantum circuits. Moreover, we generalize the quantum Shannon decomposition (QSD), the most powerful technique for the synthesis of generic qubit circuits, to the qudit case. A comparison of ququart (d=4) circuits and qubit circuits reveals that using ququart circuits may have an advantage over the qubit circuits in the synthesis of quantum circuits.

Change in Knowledge of Korean Elementary, Middle, and High School Students in the Fundamental Education on the Nuclear Power Generation

Energy Technology Data Exchange (ETDEWEB)

Kim, Jaerok; Lee, Seungkoo; Choi, Yoonseok; Han, Eunok [Korea Academy of Nuclear Safety, Seoul (Korea, Republic of)

2014-05-15

Nuclear power facilities and policies are based upon their acceptability to local residents and citizens. In Korea, where nuclear power should be consistently used for national energy security and economic growth, it is important to enhance the social acceptability of nuclear power. To do so, it is necessary to relieve the minds of the Korean people and global nuclear power communities regarding safety. However, there is sharp division on the perception of nuclear power safety between the expert group of operators, philosophers, and regulators, and ordinary citizens, local residents, media, and anti-nuclear groups. This study designed an experiment on knowledge change as part of an educational strategy to enhance public understanding and develop extensive bonds of sympathy for nuclear power generation adequate for Korean society. In order to provide fundamental evidence for planning an educational intervention strategy, this study analyzed the knowledge change of elementary, middle, and high school students, who are then expected to impact education of the general population. As a result of conducting a 45 minute-long education on the principles, state of use, advantages, and disadvantages of nuclear power generation for Korean elementary, middle, and high school students, the levels of objective knowledge (p<0.000) was significantly higher. This indicates that if education for enhancing social acceptance in Korea argued nuclear power should be constantly used, an education effect could be anticipated. Although objective knowledge does not have any direct influence on behavior change, it is an important variable for attitude change, and thus information on objective knowledge should be offered as well. Here, the contents preferred by the education subjects should also be considered.

Change in Knowledge of Korean Elementary, Middle, and High School Students in the Fundamental Education on the Nuclear Power Generation

International Nuclear Information System (INIS)

Kim, Jaerok; Lee, Seungkoo; Choi, Yoonseok; Han, Eunok

2014-01-01

Nuclear power facilities and policies are based upon their acceptability to local residents and citizens. In Korea, where nuclear power should be consistently used for national energy security and economic growth, it is important to enhance the social acceptability of nuclear power. To do so, it is necessary to relieve the minds of the Korean people and global nuclear power communities regarding safety. However, there is sharp division on the perception of nuclear power safety between the expert group of operators, philosophers, and regulators, and ordinary citizens, local residents, media, and anti-nuclear groups. This study designed an experiment on knowledge change as part of an educational strategy to enhance public understanding and develop extensive bonds of sympathy for nuclear power generation adequate for Korean society. In order to provide fundamental evidence for planning an educational intervention strategy, this study analyzed the knowledge change of elementary, middle, and high school students, who are then expected to impact education of the general population. As a result of conducting a 45 minute-long education on the principles, state of use, advantages, and disadvantages of nuclear power generation for Korean elementary, middle, and high school students, the levels of objective knowledge (p<0.000) was significantly higher. This indicates that if education for enhancing social acceptance in Korea argued nuclear power should be constantly used, an education effect could be anticipated. Although objective knowledge does not have any direct influence on behavior change, it is an important variable for attitude change, and thus information on objective knowledge should be offered as well. Here, the contents preferred by the education subjects should also be considered

'Hip-hop' stroke: a stroke educational program for elementary school children living in a high-risk community.

Science.gov (United States)

Williams, Olajide; Noble, James M

2008-10-01

Public stroke recognition is poor and poses a barrier to acute stroke treatment. We describe a stroke literacy program that teaches elementary school children in high-risk communities to recognize stroke and form an urgent action plan; we then present results of an intervention study using the program. "Hip-Hop" Stroke uses culturally and age-appropriate music and dance to enhance an interactive didactic curriculum including the FAST mnemonic (Facial droop, Arm weakness, Speech disturbance, Time to call 911). The program occurred in central Harlem, New York City, a community with high stroke risk. During the 2006 to 2007 school year, 582 fourth, fifth, and sixth graders (9 to 11 years of age) participated in 1-hour sessions over 3 consecutive days. Stroke knowledge was tested before and after the program with a 94% group participant retention. Students learned and retained knowledge well for stroke localization (20% correct before intervention, 93% correct immediately afterward, and 86% correct after 3-month delay; Phip-hop music may improve retention of stroke knowledge among the youth.

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…

Dimensional considerations about elementary particles

International Nuclear Information System (INIS)

Cocconi, G.

1978-01-01

The search for fundamental elementary particles responsible for the observed behaviour of matter during the past decades is briefly reviewed, and the possibility is considered that the four fundamental interactions that shape things merge into a unique field when matter is so compressed that particles are at extremely small distances from one another. These interactions are the gravitational interaction, the electromagnetic interaction, the strong interaction, and the weak interaction. It is thought that a simple geometrical criterion, termed the 'elementary criterion', would suffice to indicate how the various interactions should behave as particles are brought closer to one another and thus approach the situation where all interactions merge. (6 references). (U.K.)

Visualisation Ability of Senior High School Students with Using GeoGebra and Transparent Mica

International Nuclear Information System (INIS)

Thohirudin, M; Maryati, TK; Dwirahayu, G

2017-01-01

Visualisation ability is an ability to process, inform, and transform object which suitable for geometry topic in math. This research aims to describe the influence of using software GeoGebra and transparent mica for student’s visualisation ability. GeoGebra is shortness of geometry and algebra. GeoGebra is an open source program that is created for math. Transparent mica is a tool that is created by the author to transform a geometry object. This research is a quantitative experiment model. The subject of this research were students in grade XII of science program in Annajah Senior High School Rumpin with two classes which one as an experiment class (science one) and another one as a control class (science two). Experiment class use GeoGebra and transparent mica in the study, and control class use powerpoint in the study. Data of student’s visualisation ability is collected from posttest with visual questions which are gifted at the end of the research to both classes with topic “transformation geometry”. This research resulted that studying with GeoGebra and transparent mica had a better influence than studying with powerpoint to student’s visualisation ability. The time of study in class and the habit of the students to use software and tool affected the result of research. Although, GeoGebra and transparent mica can give help to students in transformation geometry topic. (paper)

Moderating effects of executive functions and the teacher–child relationship on the development of mathematics ability in kindergarten

Science.gov (United States)

Blair, Clancy; McKinnon, Rachel D.

2017-01-01

Academic preparedness, executive function abilities, and positive relationships with teachers have each been shown to be uniquely important for school readiness and success in the early elementary grades. Few studies, however, have examined the joint influence of these readiness variables on early school outcomes. Using data from a prospective longitudinal sample of 1292 children and families in predominantly low-income and rural communities, we found that executive function at child age 48 months and a higher quality relationship with the kindergarten teacher each uniquely moderated the effect of math ability in preschool on math ability at the end of kindergarten. This effect was seen for math ability as measured by the Early Childhood Longitudinal Study-Kindergarten (ECLS-K) mathematics assessment battery but not the Woodcock-Johnson III Tests of Achievement Applied Problems subtest. For children with lower math ability in preschool as assessed by the ECLS-K Math battery, higher executive function abilities and a more positive relationship with the kindergarten teacher were each associated with a higher than expected level of math ability in kindergarten. Conversely, lowest levels of math ability in kindergarten were observed among children with low math ability in preschool and poor executive function or a less positive relationship with the kindergarten teacher. PMID:28154471

Moderating effects of executive functions and the teacher-child relationship on the development of mathematics ability in kindergarten.

Science.gov (United States)

Blair, Clancy; McKinnon, Rachel D

2016-02-01

Academic preparedness, executive function abilities, and positive relationships with teachers have each been shown to be uniquely important for school readiness and success in the early elementary grades. Few studies, however, have examined the joint influence of these readiness variables on early school outcomes. Using data from a prospective longitudinal sample of 1292 children and families in predominantly low-income and rural communities, we found that executive function at child age 48 months and a higher quality relationship with the kindergarten teacher each uniquely moderated the effect of math ability in preschool on math ability at the end of kindergarten. This effect was seen for math ability as measured by the Early Childhood Longitudinal Study-Kindergarten (ECLS-K) mathematics assessment battery but not the Woodcock-Johnson III Tests of Achievement Applied Problems subtest. For children with lower math ability in preschool as assessed by the ECLS-K Math battery, higher executive function abilities and a more positive relationship with the kindergarten teacher were each associated with a higher than expected level of math ability in kindergarten. Conversely, lowest levels of math ability in kindergarten were observed among children with low math ability in preschool and poor executive function or a less positive relationship with the kindergarten teacher.

A comprehensive test of evolutionarily increased competitive ability in a highly invasive plant species

Science.gov (United States)

Joshi, Srijana; Gruntman, Michal; Bilton, Mark; Seifan, Merav; Tielbörger, Katja

2014-01-01

Background and Aims A common hypothesis to explain plants' invasive success is that release from natural enemies in the introduced range selects for reduced allocation to resistance traits and a subsequent increase in resources available for growth and competitive ability (evolution of increased competitive ability, EICA). However, studies that have investigated this hypothesis have been incomplete as they either did not test for all aspects of competitive ability or did not select appropriate competitors. Methods Here, the prediction of increased competitive ability was examined with the invasive plant Lythrum salicaria (purple loosestrife) in a set of common-garden experiments that addressed these aspects by carefully distinguishing between competitive effect and response of invasive and native plants, and by using both intraspecific and interspecific competition settings with a highly vigorous neighbour, Urtica dioica (stinging nettle), which occurs in both ranges. Key Results While the intraspecific competition results showed no differences in competitive effect or response between native and invasive plants, the interspecific competition experiment revealed greater competitive response and effect of invasive plants in both biomass and seed production. Conclusions The use of both intra- and interspecific competition experiments in this study revealed opposing results. While the first experiment refutes the EICA hypothesis, the second shows strong support for it, suggesting evolutionarily increased competitive ability in invasive populations of L. salicaria. It is suggested that the use of naturally co-occurring heterospecifics, rather than conspecifics, may provide a better evaluation of the possible evolutionary shift towards greater competitive ability. PMID:25301818

"It's What We Use as a Community": Exploring Students' STEM Characterizations In Two Montessori Elementary Classrooms

Science.gov (United States)

Szostkowski, Alaina Hopkins

Integrated science, technology, engineering, and mathematics (STEM) education promises to enhance elementary students' engagement in science and related fields and to cultivate their problem-solving abilities. While STEM has become an increasingly popular reform initiative, it is still developing within the Montessori education community. There is limited research on STEM teaching and learning in Montessori classrooms, particularly from student perspectives. Previous studies suggest productive connections between reform-based pedagogies in mainstream science education and the Montessori method. Greater knowledge of this complementarity, and student perspectives on STEM, may benefit both Montessori and non-Montessori educators. This instrumental case study of two elementary classrooms documented student characterizations of aspects of STEM in the context of integrated STEM instruction over three months in the 2016-2017 school year. Findings show that the Montessori environment played an important role, and that students characterized STEM in inclusive, agentive, connected, helpful, creative, and increasingly critical ways. Implications for teaching and future research offer avenues to envision STEM education more holistically by leveraging the moral and humanistic aspects of Montessori philosophy.

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.

Can Elementary Students Gather Information from Concept Maps?

Science.gov (United States)

Marulcu, Ismail; Karakuyu, Yunus; Dogan, Mevlut

2013-01-01

In this study, we investigated whether concept maps were used as often and as effectively in elementary science and technology classrooms as recommended by the National Ministry of Education (MEB) in the new curricula in Turkey. In the new elementary science and technology curricula, the MEB provides a general concept map for each unit. We used…

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…

Elementary Algebra + Student-Written Web Illustrations = Math Mastery.

Science.gov (United States)

Veteto, Bette R.

This project focuses on the construction and use of a student-made elementary algebra tutorial World Wide Web page at the University of Memphis (Tennessee), how this helps students further explore the topics studied in elementary algebra, and how students can publish their work on the class Web page for use by other students. Practical,…

Teaching science as argument: Prospective elementary teachers' knowledge

Science.gov (United States)

Barreto-Espino, Reizelie

For the past two decades there has been increasing emphasis on argumentation in school science. In 2007, the National Research Council published a synthesis report that emphasizes the centrality of constructing, evaluating, and using scientific explanations. Participating in argumentation is seen as fundamental to children's science learning experiences. These new expectations increase challenges for elementary teachers since their understanding of and experiences with science are overwhelmingly inconsistent with teaching science as argument. These challenges are further amplified when dealing with prospective elementary teachers. The current study was guided by the following research questions: (1) What are the ways in which preservice elementary teachers appropriate components of "teaching science as argument" during their student teaching experience? (2) To what extent do components from prospective elementary teachers' reflections influence planning for science teaching? (3) What elements from the context influence preservice elementary teachers' attention to teaching science as argument? This study followed a multi-participant case study approach and analyses were informed by grounded theory. Three participants were selected from a larger cohort of prospective elementary teachers enrolled in an innovative Elementary Professional Development School (PDS) partnership at a large Northeast University. Cross-case analysis allowed for the development of five key assertions: (1) The presence of opportunities for interacting with phenomena and collecting first hand data helped participants increase their emphasis on evidence-based explanations. (2) Participants viewed science talks as an essential mechanism for engaging students in the construction of evidence-based explanations and as being fundamental to meaning-making. (3) Participants demonstrated attention to scientific subject matter during instruction rather than merely focusing on activities and/or inquiry

Investigation on current statuses of radiation literacy of teachers and their radiation teaching in elementary and junior high schools in Kagoshima prefecture

International Nuclear Information System (INIS)

Fukutoku, Yasuo

2010-01-01

From the present state of the expansion of radiation application base, it has been required to proceed with the correct radiation teaching in school education and teacher's radiation literacy will be questioned. In order to propose more effective ways of radiation teaching, the questionnaire survey on current statuses of radiation literacy of teachers and their radiation teaching in the public elementary and junior high schools in Kagoshima prefecture was carried out. The results of the questionnaire survey are summarized and the proposal is described in the present paper. (K. Kato)

Vision in elementary mathematics

CERN Document Server

Sawyer, W W

2003-01-01

Sure-fire techniques of visualizing, dramatizing, and analyzing numbers promise to attract and retain students' attention and understanding. Topics include basic multiplication and division, algebra, word problems, graphs, negative numbers, fractions, many other practical applications of elementary mathematics. 1964 ed. Answers to Problems.

Piaget and Elementary Science

Science.gov (United States)

Chittenden, Edward A.

1970-01-01

Describes the intellectual development stages ascribed to children by Jean Piaget. Characteristics and examples are given for sensori-motor, preoperational, concrete operational, and formal operational thinking periods. Implications are given for elementary school science education, including (1) formal instruction does not accelerate acquisition…

Elementary particles and cosmology

International Nuclear Information System (INIS)

Audouze, J.; Paty, M.

2000-01-01

The universe is the most efficient laboratory of particle physics and the understanding of cosmological processes implies the knowledge of how elementary particles interact. This article recalls the mutual influences between on the one hand: astrophysics and cosmology and on the other hand: nuclear physics and particle physics. The big-bang theory relies on nuclear physics to explain the successive stages of nucleo-synthesis and the study of solar neutrinos has led to discover new aspects of this particle: it is likely that neutrinos undergo oscillations from one neutrino type to another. In some universe events such as the bursting of a super-nova, particles are released with a kinetic energy that would be impossible to reach on earth with a particle accelerator. These events are become common points of interest between astrophysicists and particle physicists and have promoted a deeper cooperation between astrophysics and elementary particle physics. (A.C.)

THE INFLUENCE OF EXPERIMENTAL MODEL OF SPRINT ON DEVELOPMENT OF MOTOR AND FUNCTIONAL ABILITIES OF YOUNG FOOTBALLERS

Directory of Open Access Journals (Sweden)

Niko Raičković

2008-08-01

Full Text Available At the sample of 34 examinees, Elementary school students at the age of 14 and 15, involved in the training process in football clubs in Podgorica,was applied the experimental model for improving of sprint.The goal was to determine influence of experimental model on development of motor and functional abilities of examinees. Instruments for measuring of motor abilities were consisted of Segmental Speed dimensions,Explosive and Repetitive Strength dimensions,and of variables:Absolute Value of Maximal Consumption of Oxygen (FAV MCO, Maximal Aerobic Power (FMARP, Vital Capacity (FVI CA and Puls in Stationary Position (FPUSP, for measuring of functional abilities. Canonical Discriminative Analisis was used for testing differences between inicial and final measuring of examinees at the end of experimental period. The results of examination point at statistically significant increase in Explosive and Repetitive Strength, at Absolute Values of Maximal Oxygen Consumption and Maximal Anaerobic Power.

Do Elementary Science Methods Textbooks Promote Understanding of Shadows?

Directory of Open Access Journals (Sweden)

Lloyd H. Barrow

2016-02-01

Full Text Available Elementary science methods textbooks can be an important resource for future elementary teachers of science. Since shadows are a common topic in elementary school and Next Generation Science Standards (NGSS Lead States, 2013. A series of ten shadows concepts were formed into a learning progression by Wizman and Fortus (2007. For this research, ten science methods textbook were read and analyzed about how each of the shadow concepts were addressed. These methods textbooks focused on a limited number of shadow concepts. Consequently, as a future reference, they are very limited in addressing all ten shadow concepts.

On the Origin of Elementary Particle Masses

OpenAIRE

Hansson, Johan

2012-01-01

The oldest enigma in fundamental particle physics is: Where do the observed masses of elementary particles come from? Inspired by observation of the empirical particle mass spectrum we propose that the masses of elementary parti cles arise solely due to the self-interaction of the fields associated with a particle. We thus assume that the mass is proportional to the strength of the interaction of th e field with itself. A simple application of this idea to the fermi...

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…

Pragmatic Inference Abilities in Individuals with Asperger Syndrome or High-Functioning Autism. A Review

Science.gov (United States)

Loukusa, Soile; Moilanen, Irma

2009-01-01

This review summarizes studies involving pragmatic language comprehension and inference abilities in individuals with Asperger syndrome or high-functioning autism. Systematic searches of three electronic databases, selected journals, and reference lists identified 20 studies meeting the inclusion criteria. These studies were evaluated in terms of:…

The Relationship between Critical Thinking Abilities and Classroom Management Skills of High School Teachers

Science.gov (United States)

Demirdag, Seyithan

2015-01-01

High school teachers experience difficulties while providing effective teaching approaches in their classrooms. Some of the difficulties are associated with the lack of classroom management skills and critical thinking abilities. This quantitative study includes non-random selection of the participants and aims to examine critical thinking…

A comprehensive test of evolutionarily increased competitive ability in a highly invasive plant species.

Science.gov (United States)

Joshi, Srijana; Gruntman, Michal; Bilton, Mark; Seifan, Merav; Tielbörger, Katja

2014-12-01

A common hypothesis to explain plants' invasive success is that release from natural enemies in the introduced range selects for reduced allocation to resistance traits and a subsequent increase in resources available for growth and competitive ability (evolution of increased competitive ability, EICA). However, studies that have investigated this hypothesis have been incomplete as they either did not test for all aspects of competitive ability or did not select appropriate competitors. Here, the prediction of increased competitive ability was examined with the invasive plant Lythrum salicaria (purple loosestrife) in a set of common-garden experiments that addressed these aspects by carefully distinguishing between competitive effect and response of invasive and native plants, and by using both intraspecific and interspecific competition settings with a highly vigorous neighbour, Urtica dioica (stinging nettle), which occurs in both ranges. While the intraspecific competition results showed no differences in competitive effect or response between native and invasive plants, the interspecific competition experiment revealed greater competitive response and effect of invasive plants in both biomass and seed production. The use of both intra- and interspecific competition experiments in this study revealed opposing results. While the first experiment refutes the EICA hypothesis, the second shows strong support for it, suggesting evolutionarily increased competitive ability in invasive populations of L. salicaria. It is suggested that the use of naturally co-occurring heterospecifics, rather than conspecifics, may provide a better evaluation of the possible evolutionary shift towards greater competitive ability. © The Author 2014. Published by Oxford University Press on behalf of the Annals of Botany Company. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Education for Autonomy: The Role of Religious Elementary Schools

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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…

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

Science.gov (United States)

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

2006-01-01

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

Aromatherapy benefits autonomic nervous system regulation for elementary school faculty in taiwan.

Science.gov (United States)

Chang, Kang-Ming; Shen, Chuh-Wei

2011-01-01

Workplace stress-related illness is a serious issue, and consequently many stress reduction methods have been investigated. Aromatherapy is especially for populations that work under high stress. Elementary school teachers are a high-stress working population in Taiwan. In this study, fifty-four elementary school teachers were recruited to evaluate aromatherapy performance on stress reduction. Bergamot essential oil was used for aromatherapy spray for 10 minutes. Blood pressure and autonomic nervous system parameters were recorded 5 minutes before and after the application of the aroma spray. Results showed that there were significant decreases in blood pressure, heart rate, LF power percentage, and LF/HF while there were increases in heart rate variability and HF power percentage (P gender variables) and anxiety degree groups. All parameters were significantly different for most subgroups, except for the substitute teachers and the light-anxiety group. Parasympathetic nervous system activation was measured after aromatherapy in this study. It encouraged further study for other stress working population by aromatherapy.

Development of a new wheat germplasm with high anther culture ability by using a combination of gamma-ray irradiation and anther culture.

Science.gov (United States)

Zhao, Linshu; Liu, Luxiang; Wang, Jing; Guo, Huijun; Gu, Jiayu; Zhao, Shirong; Li, Junhui; Xie, Yongdun

2015-01-01

Wheat with high anther culture ability would be beneficial for breeding. We aimed to screen a wheat germplasm to with high anther culture ability as well as good agronomic characteristics. The F1 young spikes of winter wheat cross combination Yanfu188/Jimai37 were irradiated with gamma rays at a dose of 1.5 Gy to develop a new germplasm H307 with high anther culture ability. The proportion of green plantlets per 100 anthers (GP/100A) of H307 was 14.50% which was higher than other H2 lines (P green plantlet regeneration ability of H307 remained high in all 3 years. Reciprocal crosses between H307 and Nongda3308 showed no significant differences in their values for calli per 100 anthers (CA/100A), green plantlets per 100 calli (GP/100C) and GP/100A (P > 0.05). Five main wheat varieties used in production, namely Yumai68, Yanzhan4110, Bainongaikang58, Zhoumai18 and Xinmai18, were selected to cross with the new H307. CA/100A, GP/100C and GP/100A were used to assess the anther culture ability of F1 hybrids, demonstrating that the anther culture ability of H307 was heritable. H307 possessed high anther culture ability that was heritable, which would be potential germplasm for improving wheat anther breeding ability. © 2014 Society of Chemical Industry.

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...

Describing Pre-Service Teachers' Developing Understanding of Elementary Number Theory Topics

Science.gov (United States)

Feldman, Ziv

2012-01-01

Although elementary number theory topics are closely linked to foundational topics in number and operations and are prevalent in elementary and middle grades mathematics curricula, little is currently known about how students and teachers make sense of them. This study investigated pre-service elementary teachers' developing understanding of…

ABC Problem in Elementary Mathematics Education: Arithmetic "before" Comprehension

Science.gov (United States)

Boote, Stacy K.; Boote, David N.

2018-01-01

Mathematical habits of prospective teachers affect problem comprehension and success and expose their beliefs about mathematics. Prospective elementary teachers (PSTs) (n = 121) engaged in a problem solving activity each week in class. Data were collected from PSTs enrolled in an undergraduate elementary mathematics methods course at a…

Cypriot Urban Elementary Students' Attitude toward Physical Education

Science.gov (United States)

Constantinides, Panos; Silverman, Stephen

2018-01-01

Purpose: This study examined the attitudes of Cypriot elementary school students toward physical education. Fourth, fifth and sixth grade students (N = 763) from six urban Cypriot elementary schools completed an attitude instrument. Methods: Adapting the attitude instrument for Greek-speaking students an extensive two-step pilot study showed the…

Association of caries experience and dental plaque with sociodemographic characteristics in elementary school-aged children: a cross-sectional study.

Science.gov (United States)

Bashirian, Saeed; Shirahmadi, Samaneh; Seyedzadeh-Sabounchi, Shabnam; Soltanian, Ali Reza; Karimi-Shahanjarini, Akram; Vahdatinia, Farshid

2018-01-10

Dental caries among Iranian elementary school children aged 6-12 years continue to rise. To estimate treatment needs and guide health initiatives, current epidemiologic data are required. Such data are currently unavailable for dental health. The purpose of this study was to assess caries experience, dental plaque, and associated factors in elementary school-aged children from Iran. In this cross-sectional study, 988 elementary school children aged 7-12 years were selected by multistage cluster sampling. Dental caries was studied using the WHO criteria, dental plaque was examined according to O'Leary index. Data on parental education and occupation, living district, dental pain within the past year, and tooth brushing habits under parental supervision were collected through interviews based on questionnaire. The data were analyzed with descriptive statistics and logistic and linear regression. The mean (SD) age of the elementary school children was 9.64 (1.73) years. The highest dmft was seen in elementary school children aged 7-8 years 6.53 (4.37) and the highest DMFT and dental plaque was in 12 year olds recorded as 1.17 (1.77) and 51.97 (25.86), respectively. The proportion of decayed teeth in 7 years old elementary school based on dmft index was 80.36%, moreover, the proportion in 12 years old elementary school was 40.17% based on the DMFT index. Age, gender, and dental pain within the past year were significantly associated with DMFT and dmft. The odds of developing dental caries (DMFT) was 1.70 times higher in girls than in boys (p elementary school children in Hamadan were high and they were influenced by their sociodemographic factors. The associations found can be used as a helpful guide for planning accurate preventive programs for elementary school children in this region.

A Case Study Exploring the Identity of an In-Service Elementary Science Teacher: a Language Teacher First

Science.gov (United States)

Marco-Bujosa, Lisa; Levy, Abigail Jurist; McNeill, Katherine

2018-01-01

Teachers are central to providing high-quality science learning experiences called for in recent reform efforts, as their understanding of science impacts both what they teach and how they teach it. Yet, most elementary teachers do not enter the profession with a particular interest in science or expertise in science teaching. Research also indicates elementary schools present unique barriers that may inhibit science teaching. This case study utilizes the framework of identity to explore how one elementary classroom teacher's understandings of herself as a science specialist were shaped by the bilingual elementary school context as she planned for and provided reform-based science instruction. Utilizing Gee's (2000) sociocultural framework, identity was defined as consisting of four interrelated dimensions that served as analytic frames for examining how this teacher understood her new role through social positioning within her school. Findings describe the ways in which this teacher's identity as a science teacher was influenced by the school context. The case study reveals two important implications for teacher identity. First, collaboration for science teaching is essential for elementary teachers to change their practice. It can be challenging for teachers to form an identity as a science teacher in isolation. In addition, elementary teachers new to science teaching negotiate their emerging science practice with their prior experiences and the school context. For example, in the context of a bilingual school, this teacher adapted the reform-based science curriculum to better meet the unique linguistic needs of her students.

The Influence of Personality, Parenting Styles, and Perfectionism on Performance Goal Orientation in High Ability Students

Science.gov (United States)

Miller, Angie L.; Speirs Neumeister, Kristie L.

2017-01-01

The current study explores relationships among gender, perceived parenting style, the personality traits of conscientiousness and neuroticism, perfectionism, and achievement goal orientation in a high ability and high achieving young adult population. Using data from Honors College students at a Midwestern university, a path model suggests that…

Dynamic model of elementary particles and the nature of mass and “electric” charge

OpenAIRE

Kreidik, Leonid G.; Institute of Mathematics & Physics, UTA; Shpenkov, George P.; Institute of Mathematics & Physics, UTA

2009-01-01

The physical model of elementary particles, based on the wave features of their behavior, is described here. Elementary particles are regarded as elementary dynamical structures of the microworld, interrelated with all levels of the Universe, i.e., inseparable from the structure of the Universe as a whole. Between any elementary particles and the ambient field of matter-space-time, as well as between elementary particles themselves, there exists an interchange of matter-space-time occurring b...

The Educational Effects of basic Nuclear Power and Radiation Education on Elementary-, Middle-, and High-School Students in 2012-2013

International Nuclear Information System (INIS)

Kim, Jae Rok; Lee, Seung Koo; Choi, Yoon Seok; Hahm, Young Kyu; Lee, Ji Eun; Han, Eun Ok

2014-01-01

Due to the cognitive anchoring of both powerful and negative images, such as those concerning the Chernobyl accident and the Fukushima nuclear accident, as well as insufficient post-accident management following such events, the general population's perception of risk regarding technology or institutions related to nuclear energy is heavily affected by the occurrence of these nuclear accidents. Because the acceptability of local and general residents serves as a prerequisite to nuclear power institutions and policies, increasing the social acceptability of nuclear power is important in South Korea, where the continuous use of nuclear power is necessary for the security of its nationwide energy supply and economic growth. By focusing education regarding nuclear power generation and radiation use on elementary-, middle-, and high-school students, who will, out of the general population, likely experience some of the greatest ripple effects from this focused education, the relationship between perception, knowledge, and attitude regarding nuclear power generation and radiation were then analyzed. The goals of this analysis were to help form an extensive and national social consensus regarding nuclear power generation and radiation use that is appropriate to South Korea, and improve the understanding and public perceptions of the aforementioned technology of the people of South Korea. In order for radiation technology to power national developments through the next generation, understanding and acceptance of for radiation technology by the general population must come first. In order to effectively provide data about this understanding and acceptance, elementary-, middle-, and high-school students all of whom will constitute the majority of public opinion in the near future were provided basic education regarding radiation use and nuclear power. Their perceptions before and after the intervention, as well as their knowledge and attitude as based on traditional

The Educational Effects of basic Nuclear Power and Radiation Education on Elementary-, Middle-, and High-School Students in 2012-2013

Energy Technology Data Exchange (ETDEWEB)

Kim, Jae Rok; Lee, Seung Koo; Choi, Yoon Seok; Hahm, Young Kyu; Lee, Ji Eun; Han, Eun Ok [Department of Education and Research, Korea Academy of Nuclear Safety, Seoul (Korea, Republic of)

2014-10-15

Due to the cognitive anchoring of both powerful and negative images, such as those concerning the Chernobyl accident and the Fukushima nuclear accident, as well as insufficient post-accident management following such events, the general population's perception of risk regarding technology or institutions related to nuclear energy is heavily affected by the occurrence of these nuclear accidents. Because the acceptability of local and general residents serves as a prerequisite to nuclear power institutions and policies, increasing the social acceptability of nuclear power is important in South Korea, where the continuous use of nuclear power is necessary for the security of its nationwide energy supply and economic growth. By focusing education regarding nuclear power generation and radiation use on elementary-, middle-, and high-school students, who will, out of the general population, likely experience some of the greatest ripple effects from this focused education, the relationship between perception, knowledge, and attitude regarding nuclear power generation and radiation were then analyzed. The goals of this analysis were to help form an extensive and national social consensus regarding nuclear power generation and radiation use that is appropriate to South Korea, and improve the understanding and public perceptions of the aforementioned technology of the people of South Korea. In order for radiation technology to power national developments through the next generation, understanding and acceptance of for radiation technology by the general population must come first. In order to effectively provide data about this understanding and acceptance, elementary-, middle-, and high-school students all of whom will constitute the majority of public opinion in the near future were provided basic education regarding radiation use and nuclear power. Their perceptions before and after the intervention, as well as their knowledge and attitude as based on traditional

"Elementary, My Dear Shakespeare." Producing a Shakespearean Festival in the Elementary Schools.

Science.gov (United States)

Engen, Barbara; Campbell, Joy

Intended to give teachers usable information and prepared materials that are ready-to-reproduce for students, this book compiles research, tips, and teaching ideas into a sourcebook on teaching and producing William Shakespeare's plays in the elementary classroom. It is designed to bring the student into an awareness of Shakespeare's art and…

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)

Upper Elementary Teachers' Self-Efficacy and Spelling Instruction: A Qualitative Study

Science.gov (United States)

Fernandes, Brian E.

2017-01-01

A great deal of research has been conducted regarding spelling instruction at the early childhood and lower elementary levels, but not at the upper elementary level. This qualitative study explored the perceptions and experiences of upper elementary teachers to gain a better understanding of how they instruct spelling and their related…

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)…

Incorporating Remote Robotic Telescopes into an Elementary Classroom Setting

Science.gov (United States)

Sharp, Zoe; Hock, Emily

2016-03-01

As Next Generation Science Standards (NGSS) are implemented across the nation, engaging and content-specific lessons are becoming an important addition to elementary classrooms. This paper demonstrate how effective hands-on teaching tactics, authentic learning, scientifically significant data, and research in the elementary realm can aid students in selfdiscovery about astronomy and uncover what it is to be a researcher and scientist. It also outlines an effective, engaging, and integrated classroom unit that is usable in both the scientific community and elementary schools. The lesson unit consists of NGSS science and engineering practices and performance expectations as well as California Common Core Standards (CCSS).

Automotive exhaust gas conversion: from elementary step kinetics to prediction of emission dynamics

NARCIS (Netherlands)

Hoebink, J.H.B.J.; Harmsen, J.M.A.; Balenovic, M.; Backx, A.C.P.M.; Schouten, J.C.

2001-01-01

Elementary step based kinetics show a high added value to describe the performance of catalytic exhaust gas converters under dynamic conditions, as demonstrated with a Euro test cycle. Combination of such kinetic models for individual global reactions covers the mutual interactions via common

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.…

Elementary particle physics at the University of Florida. Annual progress report

Energy Technology Data Exchange (ETDEWEB)

1991-12-01

This report discusses research in the following areas: theoretical elementary particle physics; experimental elementary particle physics; axion project; SSC detector development; and computer acquisition. (LSP).

Investigation of preservice elementary teachers' thinking about science

Science.gov (United States)

Cobern, William W.; Loving, Cathleen C.

2002-12-01

It is not uncommon to find media reports on the failures of science education, nor uncommon to hear prestigious scientists publicly lament the rise of antiscience attitudes. Given the position elementary teachers have in influencing children, antiscience sentiment among them would be a significant concern. Hence, this article reports on an investigation in which preservice elementary teachers responded to the Thinking about Science survey instrument. This newly developed instrument addresses the broadrelationship of science to nine important areas of society and culture and is intended to reveal the extent of views being consistent with or disagreeing with a commonly held worldview of science portrayed in the media and in popular science and science education literature. Results indicate that elementary teachers discriminate with respect to different aspects of culture and science but they are not antiscience.

Elementary analysis

CERN Document Server

Snell, K S; Langford, W J; Maxwell, E A

1966-01-01

Elementary Analysis, Volume 2 introduces several of the ideas of modern mathematics in a casual manner and provides the practical experience in algebraic and analytic operations that lays a sound foundation of basic skills. This book focuses on the nature of number, algebraic and logical structure, groups, rings, fields, vector spaces, matrices, sequences, limits, functions and inverse functions, complex numbers, and probability. The logical structure of analysis given through the treatment of differentiation and integration, with applications to the trigonometric and logarithmic functions, is

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.

Elementary particles and physics interaction unification

International Nuclear Information System (INIS)

Leite-Lopes, J.

1985-01-01

Quantum theory and relativity theory are fundamental of relativistic quantum mechanics, quantum field theory, which is the base of elementary particle physics, gauge field theory and basic force unification models. After a short introduction of relativistic equations of the main fields, the free scalar field, the free vector field, the free electromagnetic field and the free spinor field, and of elementary particles and basic interactions, gauge invariance and electromagnetic gauge field are detailed. Then the presentation of internal degrees of freedom, especially isospin, introduces gauge field theory of Yang-Mills. At last weak interactions and strong interactions are presented and lead to grand unification theory in conclusion [fr

Elementary Science Resource Guide.

Science.gov (United States)

Texas Education Agency, Austin. Div. of Curriculum Development.

This guide for elementary teachers provides information on getting ideas into action, designing and implementing the right situation, ways in which to evaluate science process activities with students, and seven sample units. The units cover using the senses, magnets, forces, weather forecasting, classification of living things, and the physical…

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…

Scientific thinking in elementary school: Children's social cognition and their epistemological understanding promote experimentation skills.

Science.gov (United States)

Osterhaus, Christopher; Koerber, Susanne; Sodian, Beate

2017-03-01

Do social cognition and epistemological understanding promote elementary school children's experimentation skills? To investigate this question, 402 children (ages 8, 9, and 10) in 2nd, 3rd, and 4th grades were assessed for their experimentation skills, social cognition (advanced theory of mind [AToM]), epistemological understanding (understanding the nature of science), and general information-processing skills (inhibition, intelligence, and language abilities) in a whole-class testing procedure. A multiple indicators multiple causes model revealed a significant influence of social cognition (AToM) on epistemological understanding, and a McNemar test suggested that children's development of AToM is an important precursor for the emergence of an advanced, mature epistemological understanding. Children's epistemological understanding, in turn, predicted their experimentation skills. Importantly, this relation was independent of the common influences of general information processing. Significant relations between experimentation skills and inhibition, and between epistemological understanding, intelligence, and language abilities emerged, suggesting that general information processing contributes to the conceptual development that is involved in scientific thinking. The model of scientific thinking that was tested in this study (social cognition and epistemological understanding promote experimentation skills) fitted the data significantly better than 2 alternative models, which assumed nonspecific, equally strong relations between all constructs under investigation. Our results support the conclusion that social cognition plays a foundational role in the emergence of children's epistemological understanding, which in turn is closely related to the development of experimentation skills. Our findings have significant implications for the teaching of scientific thinking in elementary school and they stress the importance of children's epistemological understanding in

Elementary principles of linear accelerators

International Nuclear Information System (INIS)

Loew, G.A.; Talman, R.

1983-09-01

These lectures come in five sections. The first is this introduction. The second is a short chronology of what are viewed as important milestones in the field. The third covers proton linacs. It introduces elementary concepts such as transit time, shunt impedance, and Q. Critical issues such as phase stability and transverse forces are discussed. The fourth section contains an elementary discussion of waveguide accelerating structures. It can be regarded as an introduction to some of the more advanced treatments of the subject. The final section is devoted to electron accelerators. Taking SLAC as an example, various topics are discussed such as structure design, choice of parameters, frequency optimization, beam current, emittance, bunch length and beam loading. Recent developments and future challenges are mentioned briefly. 41 figures, 4 tables

Finding the Hook: Computer Science Education in Elementary Contexts

Science.gov (United States)

Ozturk, Zehra; Dooley, Caitlin McMunn; Welch, Meghan

2018-01-01

The purpose of this study was to investigate how elementary teachers with little knowledge of computer science (CS) and project-based learning (PBL) experienced integrating CS through PBL as a part of a standards-based elementary curriculum in Grades 3-5. The researchers used qualitative constant comparison methods on field notes and reflections…

Elementary function calculation programs for the central processor-6

International Nuclear Information System (INIS)

Dobrolyubov, L.V.; Ovcharenko, G.A.; Potapova, V.A.

1976-01-01

Subprograms of elementary functions calculations are given for the central processor (CP AS-6). A procedure is described to obtain calculated formulae which represent the elementary functions as a polynomial. Standard programs for random numbers are considered. All the programs described are based upon the algorithms of respective programs for BESM computer

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).

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

Science.gov (United States)

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

2003-01-01

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

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...

Elementary amplitudes from full QCD and the stochastic vacuum model

International Nuclear Information System (INIS)

Martini, A.F.; Menon, M.J.

2002-01-01

In a previous work, making use of the gluon gauge-invariant two-point correlation function determined from lattice QCD in the quenched approximation and the stochastic vacuum model, we determined the elementary (parton-parton) scattering amplitude in the momentum transfer space. In this communication we compute the elementary amplitude from new lattice QCD calculations that include the effects of dynamical fermions (full QCD). The main conclusion is that the inclusion of dynamical fermions leads to a normalized elementary amplitude that decreases more quickly with the momentum transfer than that in the quenched approximation. (author)

Total dose effects on elementary transistors of a comparator in bipolar technology

International Nuclear Information System (INIS)

Sarrabayrouse, G.; Guerre, F.X.

1995-01-01

In the present work we investigate elementary transistors behaviour of an Integrated Circuit using junction isolation bipolar technology. Polarization conditions and dose rate effects on the main elementary transistor types are analysed. Furthermore, the IC electronic function degradations are studied. Finally, a comparison between the function degradations and the elementary component ones is attempted. (author)

On Adiabatic Processes at the Elementary Particle Level

OpenAIRE

A, Michaud

2016-01-01

Analysis of adiabatic processes at the elementary particle level and of the manner in which they correlate with the principle of conservation of energy, the principle of least action and entropy. Analysis of the initial and irreversible adiabatic acceleration sequence of newly created elementary particles and its relation to these principles. Exploration of the consequences if this first initial acceleration sequence is not subject to the principle of conservation.

Development of an Instrument to Evaluate High School Students' Chemical Symbol Representation Abilities

Science.gov (United States)

Wang, Zuhao; Chi, Shaohui; Luo, Ma; Yang, Yuqin; Huang, Min

2017-01-01

Chemical symbol representation is a medium for transformations between the actual phenomena of the macroscopic world and those of the sub-microscopic world. The aim of this study is to develop an instrument to evaluate high school students' chemical symbol representation abilities (CSRA). Based on the current literature, we defined CSRA and…

Design and Development Computer-Based E-Learning Teaching Material for Improving Mathematical Understanding Ability and Spatial Sense of Junior High School Students

Science.gov (United States)

Nurjanah; Dahlan, J. A.; Wibisono, Y.

2017-02-01

This paper aims to make a design and development computer-based e-learning teaching material for improving mathematical understanding ability and spatial sense of junior high school students. Furthermore, the particular aims are (1) getting teaching material design, evaluation model, and intrument to measure mathematical understanding ability and spatial sense of junior high school students; (2) conducting trials computer-based e-learning teaching material model, asessment, and instrument to develop mathematical understanding ability and spatial sense of junior high school students; (3) completing teaching material models of computer-based e-learning, assessment, and develop mathematical understanding ability and spatial sense of junior high school students; (4) resulting research product is teaching materials of computer-based e-learning. Furthermore, the product is an interactive learning disc. The research method is used of this study is developmental research which is conducted by thought experiment and instruction experiment. The result showed that teaching materials could be used very well. This is based on the validation of computer-based e-learning teaching materials, which is validated by 5 multimedia experts. The judgement result of face and content validity of 5 validator shows that the same judgement result to the face and content validity of each item test of mathematical understanding ability and spatial sense. The reliability test of mathematical understanding ability and spatial sense are 0,929 and 0,939. This reliability test is very high. While the validity of both tests have a high and very high criteria.

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.…

Exploiting Elementary Landscapes for TSP, Vehicle Routing and Scheduling

Science.gov (United States)

2015-09-03

similar mathematical foundation to enable gradient descent methods for discrete combinatorial optimization problems. We are also generalizing our prior...research has exploited statistical and mathematical properties of elementary landscapes to develop new gradient methods for combinatorial optimization... mathematically methods to more automatically identify elementary landscapes. If a combinatorial optimization problem is a superposition of elemen

43 CFR 17.220 - Preschool, elementary, and secondary education.

Science.gov (United States)

2010-10-01

... 43 Public Lands: Interior 1 2010-10-01 2010-10-01 false Preschool, elementary, and secondary education. 17.220 Section 17.220 Public Lands: Interior Office of the Secretary of the Interior NONDISCRIMINATION IN FEDERALLY ASSISTED PROGRAMS OF THE DEPARTMENT OF THE INTERIOR Nondiscrimination on the Basis of Handicap § 17.220 Preschool, elementary,...

The basic elementary particles as martensitic nucleus

International Nuclear Information System (INIS)

Aguinaco-Bravo, V. J.; Onoro, J.

1999-01-01

The martensitic transformation is a diffusional structural change that produces an important modification of the microstructure and properties of materials. In this paper we propose how the martensitic phase is nucleated from a basic elementary particle (bep). The bep is formed in several stages. Vacancies, divacancies, etc. are formed at high temperature, which collapse into prismatic dislocation loops during the cooling process. We define a bep as a dislocation loop reaching a critical radius and fulfilling certain elastic energy conditions. A martensitic nucleus is a bep that coincides crystallographically with the habit plane of the matrix. (Author) 16 refs

Elementary Students’ View of Collaborative Knowledge Building in LearningVillages

Directory of Open Access Journals (Sweden)

Morris Siu-yung Jong

2014-08-01

Full Text Available LearningVillages (LV is an online game-based virtual learning environment. It aims at facilitating elementary students to pursue social inquiry learning and hence attain collaborative knowledge building (CKB. LV operates in the form of massively multi-player online role-play gaming. Different villages in this “virtual world” represent different societal issues. To embark on the development of a village, students have to inquire collaboratively into the issue therein. Besides delineating the pedagogical design of LV, this paper also discusses our quantitative study on investigating the CKB affordance of this educational innovation from the student perspective (involving 229 elementary students in Hong Kong. Results showed that LV brought desirable CKB experience to the students in general. On top of that, we found the students with low academic achievement held a more positive perception (i.e. the affordance of LV in facilitating CKB than the students with high and moderate achievement did.

Work ability as prognostic risk marker of disability pension: single-item work ability score versus multi-item work ability index.

Science.gov (United States)

Roelen, Corné A M; van Rhenen, Willem; Groothoff, Johan W; van der Klink, Jac J L; Twisk, Jos W R; Heymans, Martijn W

2014-07-01

Work ability predicts future disability pension (DP). A single-item work ability score (WAS) is emerging as a measure for work ability. This study compared single-item WAS with the multi-item work ability index (WAI) in its ability to identify workers at risk of DP. This prospective cohort study comprised 11 537 male construction workers, who completed the WAI at baseline and reported DP after a mean 2.3 years of follow-up. WAS and WAI were calibrated for DP risk predictions with the Hosmer-Lemeshow (H-L) test and their ability to discriminate between high- and low-risk construction workers was investigated with the area under the receiver operating characteristic curve (AUC). At follow-up, 336 (3%) construction workers reported DP. Both WAS [odds ratio (OR) 0.72, 95% confidence interval (95% CI) 0.66-0.78] and WAI (OR 0.57, 95% CI 0.52-0.63) scores were associated with DP at follow-up. The WAS showed miscalibration (H-L model χ (�)=10.60; df=3; P=0.01) and poorly discriminated between high- and low-risk construction workers (AUC 0.67, 95% CI 0.64-0.70). In contrast, calibration (H-L model χ �=8.20; df=8; P=0.41) and discrimination (AUC 0.78, 95% CI 0.75-0.80) were both adequate for the WAI. Although associated with the risk of future DP, the single-item WAS poorly identified male construction workers at risk of DP. We recommend using the multi-item WAI to screen for risk of DP in occupational health practice.

Perspectives on learning, learning to teach and teaching elementary science

Science.gov (United States)

Avraamidou, Lucy

The framework that characterizes this work is that of elementary teachers' learning and development. Specifically, the ways in which prospective and beginning teachers' develop pedagogical content knowledge for teaching science in light of current recommendations for reform emphasizing teaching and learning science as inquiry are explored. Within this theme, the focus is on three core areas: (a) the use of technology tools (i.e., web-based portfolios) in support of learning to teach science at the elementary level; (b) beginning teachers' specialized knowledge for giving priority to evidence in science teaching; and (c) the applications of perspectives associated with elementary teachers' learning to teach science in Cyprus, where I was born and raised. The first manuscript describes a study aimed at exploring the influence of web-based portfolios and a specific task in support of learning to teach science within the context of a Professional Development School program. The task required prospective teachers to articulate their personal philosophies about teaching and learning science in the form of claims, evidence and justifications in a web-based forum. The findings of this qualitative case study revealed the participants' developing understandings about learning and teaching science, which included emphasizing a student-centered approach, connecting physical engagement of children with conceptual aspects of learning, becoming attentive to what teachers can do to support children's learning, and focusing on teaching science as inquiry. The way the task was organized and the fact that the web-based forum provided the ability to keep multiple versions of their philosophies gave prospective teachers the advantage of examining how their philosophies were changing over time, which supported a continuous engagement in metacognition, self-reflection and self-evaluation. The purpose of the study reported in the second manuscript was to examine the nature of a first

Elementary vectors

CERN Document Server

Wolstenholme, E Œ

1978-01-01

Elementary Vectors, Third Edition serves as an introductory course in vector analysis and is intended to present the theoretical and application aspects of vectors. The book covers topics that rigorously explain and provide definitions, principles, equations, and methods in vector analysis. Applications of vector methods to simple kinematical and dynamical problems; central forces and orbits; and solutions to geometrical problems are discussed as well. This edition of the text also provides an appendix, intended for students, which the author hopes to bridge the gap between theory and appl

Elementary metallography

Science.gov (United States)

Kazem, Sayyed M.

1992-01-01

Materials and Processes 1 (MET 141) is offered to freshmen by the Mechanical Engineering Department at Purdue University. The goal of MET 141 is to broaden the technical background of students who have not had any college science courses. Hence, applied physics, chemistry, and mathematics are included and quantitative problem solving is involved. In the elementary metallography experiment of this course, the objectives are: (1) introduce the vocabulary and establish outlook; (2) make qualitative observations and quantitative measurements; (3) demonstrate the proper use of equipment; and (4) review basic mathematics and science.

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.

Improving Mathematical Communication Ability and Self Regulation Learning of Junior High Students by Using Reciprocal Teaching

Science.gov (United States)

Qohar, Abdul; Sumarmo, Utari

2013-01-01

This paper presents the findings from a posttest experiment control group design by using reciprocal teaching, conducted in Indonesia University of Education to investigate students' ability in mathematical communication and self regulated learning. Subject of the study were 254 of 9th grade students from three junior high schools of high, medium,…

The Science Semester: Cross-Disciplinary Inquiry for Prospective Elementary Teachers

Science.gov (United States)

Ford, Danielle J.; Fifield, Steve; Madsen, John; Qian, Xiaoyu

2013-10-01

We describe the Science Semester, a semester-long course block that integrates three science courses and a science education methods course for elementary teacher education majors, and examine prospective elementary teachers’ developing conceptions about inquiry, science teaching efficacy, and reflections on learning through inquiry. The Science Semester was designed to provide inquiry-oriented and problem-based learning experiences, opportunities to examine socially relevant issues through cross-disciplinary perspectives, and align with content found in elementary curricula and standards. By the end of the semester, prospective elementary teachers moved from naïve to intermediate understandings of inquiry and significantly increased self-efficacy for science teaching as measured on one subscore of the STEBI-B. Reflecting on the semester, prospective teachers understood and appreciated the goals of the course and the PBL format, but struggled with the open-ended and student-directed elements of the course.

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

Science.gov (United States)

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

2015-01-01

To support elementary students' learning of core, standards-based life science concepts highlighted in the "Next Generation Science Standards," prospective elementary teachers should develop an understanding of life science concepts and learn to apply their content knowledge in instructional practice to craft elementary science learning…

Experimental Studies of Elementary Particle Interactions at High Energies

Energy Technology Data Exchange (ETDEWEB)

Goulianos, Konstantin [Rockefeller Univ., New York, NY (United States)

2013-07-30

This is the final report of a program of research on "Experimental Studies of Elementary Particle Interactions at High Energies'' of the High Energy Physics (HEP) group of The Rockefeller University. The research was carried out using the Collider Detector at Fermilab (CDF) and the Compact Muon Solenoid (CMS) detector at the Large Hadron Collider (LHC) at CERN. Three faculty members, two research associates, and two postdoctoral associates participated in this project. At CDF, we studied proton-antiproton collisions at an energy of 1.96 TeV. We focused on diffractive interactions, in which the colliding antiproton loses a small fraction of its momentum, typically less than 1%, while the proton is excited into a high mass state retaining its quantum numbers. The study of such collisions provides insight into the nature of the diffractive exchange, conventionally referred to as Pomeron exchange. In studies of W and Z production, we found results that point to a QCD-based interpretation of the diffractive exchange, as predicted in a data-driven phenomenology developed within the Rockefeller HEP group. At CMS, we worked on diffraction, supersymmetry (SUSY), dark matter, large extra dimensions, and statistical applications to data analysis projects. In diffraction, we extended our CDF studies to higher energies working on two fronts: measurement of the single/double diffraction and of the rapidity gap cross sections at 7 TeV, and development of a simulation of diffractive processes along the lines of our successful model used at CDF. Working with the PYTHIA8 Monte Carlo simulation authors, we implemented our model as a PYTHIA8-MBR option in PYTHIA8 and used it in our data analysis. Preliminary results indicate good agreement. We searched for SUSY by measuring parameters in the Constrained Minimal Supersymmetric extension of the Standard Model (CMSSM) and found results which, combined with other experimental constraints and theoretical considerations, indicate

Spatial abilities, Earth science conceptual understanding, and psychological gender of university non-science majors

Science.gov (United States)

Black, Alice A. (Jill)

Research has shown the presence of many Earth science misconceptions and conceptual difficulties that may impede concept understanding, and has also identified a number of categories of spatial ability. Although spatial ability has been linked to high performance in science, some researchers believe it has been overlooked in traditional education. Evidence exists that spatial ability can be improved. This correlational study investigated the relationship among Earth science conceptual understanding, three types of spatial ability, and psychological gender, a self-classification that reflects socially-accepted personality and gender traits. A test of Earth science concept understanding, the Earth Science Concepts (ESC) test, was developed and field tested from 2001 to 2003 in 15 sections of university classes. Criterion validity was .60, significant at the .01 level. Spearman/Brown reliability was .74 and Kuder/Richardson reliability was .63. The Purdue Visualization of Rotations (PVOR) (mental rotation), the Group Embedded Figures Test (GEFT) (spatial perception), the Differential Aptitude Test: Space Relations (DAT) (spatial visualization), and the Bem Inventory (BI) (psychological gender) were administered to 97 non-major university students enrolled in undergraduate science classes. Spearman correlations revealed moderately significant correlations at the .01 level between ESC scores and each of the three spatial ability test scores. Stepwise regression analysis indicated that PVOR scores were the best predictor of ESC scores, and showed that spatial ability scores accounted for 27% of the total variation in ESC scores. Spatial test scores were moderately or weakly correlated with each other. No significant correlations were found among BI scores and other test scores. Scantron difficulty analysis of ESC items produced difficulty ratings ranging from 33.04 to 96.43, indicating the percentage of students who answered incorrectly. Mean score on the ESC was 34

Prevalence and Prediction of Overweight and Obesity among Elementary School Students

Science.gov (United States)

Moreno, Geraldine; Johnson-Shelton, Deb; Boles, Shawn

2013-01-01

Background: The high rates of childhood overweight and obesity in the United States have generated interest in schools as sites for monitoring body mass index (BMI) information. This study established baseline values for a 5-year longitudinal assessment of BMI of elementary school children and examined variation across the schools, because little…

Development of Speaking Skills through Activity Based Learning at the Elementary Level

Science.gov (United States)

Ul-Haq, Zahoor; Khurram, Bushra Ahmed; Bangash, Arshad Khan

2017-01-01

Purpose: This paper discusses an effective instructional method called "activity based learning" that can be used to develop the speaking skills of students in the elementary school level. The present study was conducted to determine the effect of activity based learning on the development of the speaking skills of low and high achievers…

Another short and elementary proof of strong subadditivity of quantum entropy

Science.gov (United States)

Ruskai, Mary Beth

2007-08-01

A short and elementary proof of the joint convexity of relative entropy is presented, using nothing beyond linear algebra. The key ingredients are an easily verified integral representation and the strategy used to prove the Cauchy-Schwarz inequality in elementary courses. Several consequences are proved in a way which allows an elementary proof of strong subadditivity in a few more lines. Some expository material on Schwarz inequalities for operators and the Holevo bound for partial measurements is also included.

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…

Refocusing the Lens: Enhancing Elementary Special Education Reading Instruction through Video Self-Reflection

Science.gov (United States)

Osipova, Anna; Prichard, Brooke; Boardman, Alison Gould; Kiely, Mary Theresa; Carroll, Patricia E.

2011-01-01

This article presents the findings from a pilot study exploring the use of video as a self-reflection tool combined with high-quality, collaborative professional development (PD). Participants were in-service, upper-elementary, special education instructors teaching word study and fluency to students with learning disabilities. Participants…

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…

Vector valued logarithmic residues and the extraction of elementary factors

NARCIS (Netherlands)

H. Bart (Harm); T. Ehrhardt; B. Silbermann

2007-01-01

textabstractAn analysis is presented of the circumstances under which, by the extraction of elementary factors, an analytic Banach algebra valued function can be transformed into one taking invertible values only. Elementary factors are generalizations of the simple scalar expressions λ – α, the

Construction of teacher knowledge in context: Preparing elementary teachers to teach mathematics and science

Science.gov (United States)

Lowery, Maye Norene Vail

1998-12-01

; classroom management; and application of standards-based instruction. Prolonged, extensive classroom involvement provided familiarity with the ability levels of elementary students. Gains in positive attitudes and confidence in teaching mathematics and science were identified as direct results of this experience. This may be attributed to the immersion in the school-based setting (hands-on) and the standards-based approach (minds-on) methods course. The results are written in case study form using thick description with an emphasis on preservice teachers.

Elementary Particles The first hundred years

CERN Document Server

Perkins, Donald Hill

1997-01-01

To mark the centenary of the discovery of that first elementary particle, the electron, some remarks and recollections from the early days of high energy physics, including the impact of early experiments and ideas on todayÕs research. Much of our progress in this field has been carefully anticipated and planned, but a surprising number of successes were the result of incredibly lucky breaks, where headway was made despite - or even because of - incorrect experimental results, crossed wires or simply asking the wrong question at the right time. We can be sure therefore that the next century - or perhaps even what remains of this one - will have unexpected surprises in store.

Tachyons: may they have a role in elementary particle physics

International Nuclear Information System (INIS)

Recami, E.; Rodrigues, W. A.

1985-01-01

The possible role of space like objects in elementary particle physics (and in quantum mechanics) is reviewed and discussed, mainly by exploiting the explicit consequences of the peculiar relativistic mechanics of tachyons. Particular attention is paid : 1) to tachyons as the possible carriers of interactions (''internal lines''); e.g., to the links between ''virtual particles'' and superluminal objects; 2) to the possibility of ''vacuum decays'' at the classical level; 3) to a Lorentz-invariant bootstrap model; 4) to the apparent shape of the tachyonic elementary particles (''elementary tachyons'') and its possible connection with the de Broglie wave-particle dualism

Tachyons: may they have a role in elementary particle physics

International Nuclear Information System (INIS)

Recami, E.; Rodrigues Junior, W.A.

1985-01-01

The possible role of space-like objects in elementary particle physics (and in quantum mechanics) is reviewed and discussed, mainly by exploiting the explicit consequences of the peculiar relativistic mechanics of Tachyons. Particular attention is paid: (i) to tachyons as the possible carriers of interactions ('internal lines'); e.g., to the links between 'virtual particles' and superluminal objects; (ii) to the possibility of 'vacuum decays' at the classical level; (iii) to a Lorentz-invariant bootstrap model; (iv) to the apparent shape of the tachyonic elementary particles ('elementary tachyons') and its possible connection with the de Broglie wave-particle dualism. (Author) [pt

Long term high flow heated oxygen treatment in COPD – lung function and physical ability

DEFF Research Database (Denmark)

Weinreich, Ulla; Storgaard, Line; Hockey, Hans

2017-01-01

Introduction: Long term oxygen therapy (LTOT) improves survival in patients with COPD with resting hypoxemia. Despite this, a progressive loss of lung function and physical ability is expected in COPD. The AIRVO device delivers nasal high flow (NHF) warmed and humidified oxygen-enriched air, 20...

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.

Early predictors of high school mathematics achievement.

Science.gov (United States)

Siegler, Robert S; Duncan, Greg J; Davis-Kean, Pamela E; Duckworth, Kathryn; Claessens, Amy; Engel, Mimi; Susperreguy, Maria Ines; Chen, Meichu

2012-07-01

Identifying the types of mathematics content knowledge that are most predictive of students' long-term learning is essential for improving both theories of mathematical development and mathematics education. To identify these types of knowledge, we examined long-term predictors of high school students' knowledge of algebra and overall mathematics achievement. Analyses of large, nationally representative, longitudinal data sets from the United States and the United Kingdom revealed that elementary school students' knowledge of fractions and of division uniquely predicts those students' knowledge of algebra and overall mathematics achievement in high school, 5 or 6 years later, even after statistically controlling for other types of mathematical knowledge, general intellectual ability, working memory, and family income and education. Implications of these findings for understanding and improving mathematics learning are discussed.

The effectiveness of web-programming module based on scientific approach to train logical thinking ability for students in vocational high school

Science.gov (United States)

Nashiroh, Putri Khoirin; Kamdi, Waras; Elmunsyah, Hakkun

2017-09-01

Web programming is a basic subject in Computer and Informatics Engineering, a program study in a vocational high school. It requires logical thinking ability in its learning activities. The purposes of this research were (1) to develop a web programming module that implement scientific approach that can improve logical thinking ability for students in vocational high school; and (2) to test the effectiveness of web programming module based on scientific approach to train students' logical thinking ability. The results of this research was a web-programming module that apply scientific approach for learning activities to improve logical thinking ability of students in the vocational high school. The results of the effectiveness test of web-programming module give conclusion that it was very effective to train logical thinking ability and to improve learning result, this conclusion was supported by: (1) the average of posttest result of students exceeds the minimum criterion value, it was 79.91; (2) the average percentage of students' logical thinking score is 82,98; and (3) the average percentage of students' responses to the web programming module was 81.86%.

Locus of Control as It Relates to the Teaching Style of Elementary Teachers

Science.gov (United States)

Ture, Abidemi

2013-01-01

This research explored the relationship between elementary teachers' locus of control and teaching style. This research observed elementary teachers in their classrooms coupled with data gathered from information sheets, surveys, and interviews to determine if a relationship exists between the locus of control of the elementary teachers and…

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…

Mathematical Models of Elementary Mathematics Learning and Performance. Final Report.

Science.gov (United States)

Suppes, Patrick

This project was concerned with the development of mathematical models of elementary mathematics learning and performance. Probabilistic finite automata and register machines with a finite number of registers were developed as models and extensively tested with data arising from the elementary-mathematics strand curriculum developed by the…

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.

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…

Comparison of two different Radiostereometric analysis (RSA) systems with markerless elementary geometrical shape modeling for the measurement of stem migration.

Science.gov (United States)

Li, Ye; Röhrl, Stephan M; Bøe, B; Nordsletten, Lars

2014-09-01

Radiostereometric analysis (RSA) is the gold standard of measurement for in vivo 3D implants migration. The aim of this study was to evaluate the in vivo precision of 2 RSA marker-based systems compared with that of marker-free, elementary geometrical shape modeling RSA. Stem migration was measured in 50 patients recruited from an on-going Randomized Controlled Trial. We performed marker-based analysis with the Um RSA and RSAcore systems and compared these results with those of the elementary geometrical shape RSA. The precision for subsidence was 0.118 mm for Um RSA, 0.141 mm for RSAcore, and 0.136 mm for elementary geometrical shape RSA. The precision for retroversion was 1.3° for elementary geometrical shape RSA, approximately 2-fold greater than that for the other methods. The intraclass correlation coefficient between the marker-based systems and elementary geometrical shape RSA was approximately 0.5 for retroversion. All 3 methods yielded ICCs for subsidence and varus-valgus rotation above 0.9. We found an excellent correlation between marker-based RSA and elementary geometrical shape RSA for subsidence and varus-valgus rotation, independent of the system used. The precisions for out-of-plane migration were inferior for elementary geometrical shape RSA. Therefore, as a mechanism of failure, retroversion may be more difficult to detect early. This is to our knowledge the first study to compare different RSA systems with or without markers on the implant. Marker-based RSA has high precision in all planes, independent of the system used. Elementary geometrical shape RSA is inferior in out-of-plane migration. Copyright © 2014 Elsevier Ltd. All rights reserved.

Elementary children’s retrodictive reasoning about earth science

OpenAIRE

Matthew H. Schneps; Julie C. Libarkin

2012-01-01

We report on interviews conducted with twenty-one elementary school children (grades 1-5) about a number of Earth science concepts. These interviews were undertaken as part of a teacher training video series designed specifically to assist elementary teachers in learning essential ideas in Earth science. As such, children were interviewed about a wide array of earth science concepts, from rock formation to the Earth’s interior. We analyzed interview data primarily to determine whether or not ...

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...

USEEIO Elementary Flows and Life Cycle Impact Assessment (LCIA) Characterization Factors

Data.gov (United States)

U.S. Environmental Protection Agency — This file contains all the elementary flows (defined in ISO 14044) used in the USEEIO model. The elementary flows come from a draft master list used by USEPA...

Interaction of relativistic elementary atoms with matter. I. General formulas

International Nuclear Information System (INIS)

Mrowczyn'ski, S.

1987-01-01

The problem of the interaction of relativistic elementary atoms (Coulomb bound states of elementary particles such as positronium, pionium, etc.) with matter is studied in the reference frame where the atom is initially at rest. An atom of matter is treated as a spinless structureless fast particle. The amplitudes of elementary-atom interaction are derived in the Born approximation under the assumption that a momentum transfer to the atom does not significantly exceed an inverse Bohr radius of the atom. The elementary-atom excitation and ionization processes are considered. The transitions where the spin projection of the atom component is reversed are also studied. In particular the matrix elements for para-ortho and ortho-para transitions are given. The spin structure of the amplitudes is discussed in detail. The sum rules, which allow the calculation of the cross sections summed over atom final states are found. Finally the formulas of the atom interaction cross sections are presented

Short Circuits or Superconductors? Examining Factors That Encourage or Undermine Group Learning and Collaboration among High-Ability Students. CSE Technical Report.

Science.gov (United States)

Webb, Noreen M.; Welner, Mari; Zuniga, Stephen

This study investigated the effects of group ability composition (homogeneous versus heterogeneous) on group processes and outcomes for high ability students completing science performance assessments. Participants were 99 seventh and eighth graders from 9 classes in 2 schools. The results show that group ability composition does not have…

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.

Quantitative elementary mode analysis of metabolic pathways: the example of yeast glycolysis

Directory of Open Access Journals (Sweden)

Kanehisa Minoru

2006-04-01

Full Text Available Abstract Background Elementary mode analysis of metabolic pathways has proven to be a valuable tool for assessing the properties and functions of biochemical systems. However, little comprehension of how individual elementary modes are used in real cellular states has been achieved so far. A quantitative measure of fluxes carried by individual elementary modes is of great help to identify dominant metabolic processes, and to understand how these processes are redistributed in biological cells in response to changes in environmental conditions, enzyme kinetics, or chemical concentrations. Results Selecting a valid decomposition of a flux distribution onto a set of elementary modes is not straightforward, since there is usually an infinite number of possible such decompositions. We first show that two recently introduced decompositions are very closely related and assign the same fluxes to reversible elementary modes. Then, we show how such decompositions can be used in combination with kinetic modelling to assess the effects of changes in enzyme kinetics on the usage of individual metabolic routes, and to analyse the range of attainable states in a metabolic system. This approach is illustrated by the example of yeast glycolysis. Our results indicate that only a small subset of the space of stoichiometrically feasible steady states is actually reached by the glycolysis system, even when large variation intervals are allowed for all kinetic parameters of the model. Among eight possible elementary modes, the standard glycolytic route remains dominant in all cases, and only one other elementary mode is able to gain significant flux values in steady state. Conclusion These results indicate that a combination of structural and kinetic modelling significantly constrains the range of possible behaviours of a metabolic system. All elementary modes are not equal contributors to physiological cellular states, and this approach may open a direction toward a

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

Directory of Open Access Journals (Sweden)

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.

Aromatherapy Benefits Autonomic Nervous System Regulation for Elementary School Faculty in Taiwan

Science.gov (United States)

Chang, Kang-Ming; Shen, Chuh-Wei

2011-01-01

Workplace stress-related illness is a serious issue, and consequently many stress reduction methods have been investigated. Aromatherapy is especially for populations that work under high stress. Elementary school teachers are a high-stress working population in Taiwan. In this study, fifty-four elementary school teachers were recruited to evaluate aromatherapy performance on stress reduction. Bergamot essential oil was used for aromatherapy spray for 10 minutes. Blood pressure and autonomic nervous system parameters were recorded 5 minutes before and after the application of the aroma spray. Results showed that there were significant decreases in blood pressure, heart rate, LF power percentage, and LF/HF while there were increases in heart rate variability and HF power percentage (P aromatherapy spray. Further analysis was investigated by dividing subjects into three background variables (position variables, age variables, gender variables) and anxiety degree groups. All parameters were significantly different for most subgroups, except for the substitute teachers and the light-anxiety group. Parasympathetic nervous system activation was measured after aromatherapy in this study. It encouraged further study for other stress working population by aromatherapy. PMID:21584196

Elementary Preservice Teachers' and Teacher Educators' Perceptions of Financial Literacy Education

Science.gov (United States)

Henning, Mary Beth; Lucey, Thomas A.

2017-01-01

The authors conducted an online survey of elementary teacher education programs within a large midwestern state to assess preservice teachers' and teacher educators' beliefs about and preparedness to teach financial literacy. Very few preservice teachers had meaningful experiences with personal finance in high school, college, or personal decision…

Promoting Social Norms for Scientific Discourse: Planning Decisions of an Urban Elementary Teacher

Science.gov (United States)

Mangiante, Elaine Silva

2015-01-01

This case study examined planning decisions made and challenges faced by an elementary teacher in a high-poverty urban district to promote students' adoption of social norms of interaction for scientific discourse. Through interviews, document analyses, and observations during a science unit, the findings indicated that the teacher's planning…

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…

Common Core Implementation Decisions Made by Principals in Elementary Schools

Science.gov (United States)

Norman, Alexis Cienfuegos

2016-01-01

The purpose of this study was to understand the decisions elementary principals have made during the Common Core State Standards reform. Specifically, (a) what decisions principals have made to support Common Core implementation, (b) what strategies elementary principals have employed to communicate with stakeholders about Common Core State…

Reconceptualizing Elementary Teacher Preparation : A case for informal science education

NARCIS (Netherlands)

Avraamidou, Lucy

2015-01-01

The purpose of this case study was to explore the ways in which 3 different informal science experiences in the context of an elementary methods course influenced a group of prospective elementary teachers' ideas about science teaching and learning as well as their understandings about the role of

Upper Elementary Students' Motivation to Read Fiction and Nonfiction

Science.gov (United States)

Parsons, Allison Ward; Parsons, Seth A.; Malloy, Jacquelynn A.; Gambrell, Linda B.; Marinak, Barbara A.; Reutzel, D. Ray; Applegate, Mary D.; Applegate, Anthony J.; Fawson, Parker C.

2018-01-01

This research explores upper elementary students' motivation to read fiction and nonfiction. Using expectancy-value theory, the researchers developed separate surveys to measure motivation to read fiction and nonfiction. Researchers administered surveys to 1,104 upper elementary students (grades 3-6) in multiple locations across the United States…

Roles of Teachers in Orchestrating Learning in Elementary Science Classrooms

Science.gov (United States)

Zhai, Junqing; Tan, Aik-Ling

2015-01-01

This study delves into the different roles that elementary science teachers play in the classroom to orchestrate science learning opportunities for students. Examining the classroom practices of three elementary science teachers in Singapore, we found that teachers shuttle between four key roles in enabling student learning in science. Teachers…

Elementary particle physics with atoms

International Nuclear Information System (INIS)

Wieman, C.E.

1993-01-01

One of the unique aspects of atomic physics is the capacity to make measurements with extraordinarily high precision. In suitably chosen systems, precision measurements can reveal information about fundamental interactions in nature that is not available from other sources. Although elementary particle physics is often perceived as synonymous with open-quotes high energyclose quotes and open-quotes high cost,close quotes atomic physics has played, and can continue to play, a significant role in this area. A few illustrative examples of this include (1) the measurement of the Lamb shift in hydrogen and its, influence on the modern development of quantum field theory, (2) the severe limits placed on possible time reversal violating interactions by atomic (and neutron) searches for electric dipole moments, and (3) the measurement (and closely related atomic theory) of parity, nonconservation in atoms. This latter work has provides a precise confirmation of the Standard Model of the weak, electromagnetic, and strong interactions, and is a uniquely sensitive test for the validity of a variety of alternative models that have been put forth. I will also discuss some of the joys and frustrations of doggedly pursuing the open-quotes ultimateclose quotes measurement of ridiculously tiny effects

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.

Elementary Particle Physics and High Energy Phenomena: Final Report for FY2010-13

Energy Technology Data Exchange (ETDEWEB)

Cumalat, John P.; de Alwis, Senarath P.; DeGrand, Thomas A.; DeWolfe, Oliver; Ford, William T.; Hasenfratz, Anna; Mahanthappa, K. T.; Marino, Alysia D.; Nauenberg, Uriel; Smith, James G.; Stenson, Kevin; Wagner, Stephen R.; Zimmerman, Eric D.

2013-06-27

The work under this grant consists of experimental, theoretical, and phenomenological research on the fundamental properties of high energy subnuclear particles. The work is conducted at the University of Colorado, the European Organization for Nuclear Research (CERN), the Japan Proton Accelerator Research Complex (J-PARC), Fermi National Accelerator Laboratory (FNAL), SLAC National Accelerator Laboratory (SLAC), Los Alamos National Laboratory (LANL), and other facilities, employing neutrino-beam experiments, test beams of various particles, and proton-proton collider experiments. It emphasizes mass generation and symmetry-breaking, neutrino oscillations, bottom particle production and decay, detector development, supergravity, supersymmetry, superstrings, quantum chromodynamics, nonequilibrium statistical mechanics, cosmology, phase transitions, lattice gauge theory, and anomaly-free theories. The goals are to improve our understanding of the basic building blocks of matter and their interactions. Data from the Large Hadron Collider at CERN have revealed new interactions responsible for particle mass, and perhaps will lead to a more unified picture of the forces among elementary material constituents. To this end our research includes searches for manifestations of theories such as supersymmetry and new gauge bosons, as well as the production and decay of heavy-flavored quarks. Our current work at J-PARC, and future work at new facilities currently under conceptual design, investigate the specifics of how the neutrinos change flavor. The research is integrated with the training of students at all university levels, benefiting both the manpower and intellectual base for future technologies.

Do You Really Want to Know? Elementary Music Personnel and Potential in Utah

Science.gov (United States)

Walker, Loretta Niebur

2015-01-01

This is the second of two articles reporting the results of a study by the author regarding the status of elementary music education in the state of Utah. This article focuses on the qualifications of Utah's elementary music teachers (music certified, elementary classroom certified, artists-in-residence, volunteers, and paraprofessionals) and the…

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…

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.

The Influence of Self-Efficacy Beliefs and Metacognitive Prompting on Genetics Problem Solving Ability among High School Students in Kenya

Science.gov (United States)

Aurah, Catherine Muhonja

Within the framework of social cognitive theory, the influence of self-efficacy beliefs and metacognitive prompting on genetics problem solving ability among high school students in Kenya was examined through a mixed methods research design. A quasi-experimental study, supplemented by focus group interviews, was conducted to investigate both the outcomes and the processes of students' genetics problem-solving ability. Focus group interviews substantiated and supported findings from the quantitative instruments. The study was conducted in 17 high schools in Western Province, Kenya. A total of 2,138 high school students were purposively sampled. A sub-sample of 48 students participated in focus group interviews to understand their perspectives and experiences during the study so as to corroborate the quantitative data. Quantitative data were analyzed through descriptive statistics, zero-order correlations, 2 x 2 factorial ANOVA,, and sequential hierarchical multiple regressions. Qualitative data were transcribed, coded, and reported thematically. Results revealed metacognitive prompts had significant positive effects on student problem-solving ability independent of gender. Self-efficacy and metacognitive prompting significantly predicted genetics problem-solving ability. Gender differences were revealed, with girls outperforming boys on the genetics problem-solving test. Furthermore, self-efficacy moderated the relationship between metacognitive prompting and genetics problem-solving ability. This study established a foundation for instructional methods for biology teachers and recommendations are made for implementing metacognitive prompting in a problem-based learning environment in high schools and science teacher education programs in Kenya.

Practices of Elementary Principals in Influencing New Teachers to Remain in Education

OpenAIRE

Palermo, Thelma D.

2002-01-01

The grounded theory presented in this study describes practices elementary principals utilize in influencing new teachers to remain in education. Eleven teachers and three elementary principals from one school division in Virginia participated in this study. Interview data were collected, elementary principals were shadowed, and documents were analyzed. Thematic categories and sub categories were formed through data analysis. The grounded theory that resulted from this study is: principals wh...

American Elementary Education Pre-Service Teachers' Attitudes towards Biotechnology Processes

Science.gov (United States)

Chabalengula, Vivien Mweene; Mumba, Frackson; Chitiyo, Jonathan

2011-01-01

This study examined elementary education pre-service teachers' attitudes towards biotechnology processes. A sample comprised 88 elementary education pre-service teachers at a mid-sized university in the Midwest of the USA. Sixty and 28 of these pre-service teachers were enrolled in Introductory Science Methods course and Advance Science Methods…

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)

Elementary Pre-Service Teachers' Mathematics Anxiety and Mathematics Teaching Anxiety

Science.gov (United States)

Haciomeroglu, Guney

2014-01-01

The present study examined the structure of elementary pre-service teachers' mathematics anxiety and mathematics teaching anxiety by asking whether the two systems of anxiety are related. The Turkish Mathematics Anxiety Rating Scale Short Version and the Mathematics Teaching Anxiety Scale were administered to 260 elementary pre-service teachers.…

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…

Effect of Engineering Education by Science Classroom for High School, Junior High School and Elementary School Students

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Yukita, Kazuto; Goto, Tokimasa; Mizuno, Katsunori; Nakano, Hiroyuki; Ichiyanagi, Katsuhiro; Goto, Yasuyuki; Mori, Tsuyoshi

Recently the importance of Monozukuri (manufacturing) has been watched with keen interest as a social; problem, which has a relation with schoolchildren's decline of their academic standards, pointed out by the reports of PISA of OECD and TIMSS, etc., and their “losing interest in science” and “dislike of science”, some people worry about, which will lead to the decline of technology in the home industry, the top-class personnel shortage, and the decrease of economical power in this country in the future. In order to solve such a problem, science pavilions, universities, and academic societies of science and engineering etc. in various places hold “Monozukuiri Classrooms” or “Science Classrooms”. We can say that various activities which try to hold off “losing interest in science” and “dislike of science.” in the whole society. Under such a situation, Aichi Institute of Technology (AIT) to which we belong, also tries to contribute to the activity of solving the problem, and holds various engineering education lectures which intend for elementary, junior high school and senior high school students. AIT has held “The Whole Experience World” which tries to bring up a talented person who has a dream and hope towards science and technology, grows his/her originality, intellectual curiosity and spirit of inquiry, and supports the nation based on science and technology in the summer vacation since 2001. This paper reports the result of a questionnaire about what kind of the long-term learning effect on the children who participated in “The Whole Experience World” and “Boys and Girls Robot Lectures”. As the conclusion of the study, we can say that the lectures could give the participants who were interested in science and technology more interest. And we could give them the idea of what the study of science and technology is. As a result, we could contribute to the participants' decision of the courses' selection in life.

The effect of electronic networking on preservice elementary teachers' science teaching self-efficacy and attitude towards science teaching