WorldWideScience

Sample records for in-a-hurry elementary classroom

  1. Comprehending Elementary School Teachers' Classroom Management Approaches

    Science.gov (United States)

    Sahin, Ali E.

    2015-01-01

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

  2. Saving electricity in a hurry. Dealing with temporary shortfalls in electricity supplies

    Energy Technology Data Exchange (ETDEWEB)

    none

    2005-07-01

    Blackouts are normally the result of imbalances in electricity supply and demand. A brief blackout is mostly an inconvenience. But persistent shortfalls ? those lasting days, weeks, or months ? can cause economic disruption and danger to human life in our technology-rich societies. Saving Electricity in a Hurry describes some of the recent power shortfalls, from Norway to New Zealand, from Tokyo to Arizona and the policies these regions used to quickly reduce their power consumption. How did the whole country of Sweden cut its power consumption by 4% in only three days? How did California save 14% in only a few months? While the temporary shortfalls in electricity supplies described in this book are relatively rare events, they disproportionately shape future energy policies. Saving Electricity in a Hurry shows that countries can quickly reduce electricity consumption without harming the economy as much as blackouts or unplanned curtailments. The strategies are diverse, unique and often surprisingly cheap. They include mass media campaigns ? where a good joke can save a Megawatt ? improvements in equipment efficiency and quickly adjusting electricity prices. This book explains how California replaced a million traffic signals with energy-saving models, how millions of Tokyo residents raised their thermostat settings, and how New Zealanders took shorter showers, all quickly enough to help avoid imminent blackouts. Finally, it connects these policies to the traditional goal of ?saving electricity slowly?.

  3. 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…

  4. Learn French In A Hurry Grasp the Basics of Francais Tout De Suite

    CERN Document Server

    Lawless, Laura

    2010-01-01

    Sure, you can blurt out Merci! and Oui! Oui! and Garcon! as well as the next tourist, but in truth your French lacks a certain je ne sais quoi. That just won't do if you're touring the City of Light or sunning in Tahiti or ordering a la carte in a Montreal cafe. Whether you're traveling to a French-speaking country or learning French for business, this pocket-sized primer is your passeport to one of the world's most beautiful-and useful-languages. Learn French in a Hurry features:Common French phrases (days of the week, numbers, letters)Pronunciation and conjugation tips and tricksGrammar made

  5. 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…

  6. The Functions of Writing in an Elementary Classroom.

    Science.gov (United States)

    Florio, Susan; Clark, Christopher M.

    1982-01-01

    Describes an ethnographic study of writing in one elementary classroom that identified four functions of writing: writing to participate in community, writing to know oneself and others, writing to occupy free time, and writing to demonstrate academic competence. (HOD)

  7. Clio, Calliope, Urania: Mythology in the Elementary Classroom

    Science.gov (United States)

    Nelson, Murry R.

    1978-01-01

    Presents a rationale for utilizing mythology in the elementary school classroom, discusses problems encountered in the use of mythology, and offers ideas for broadening classroom use of mythology. Mythology-related activities involve students in creative writing, art work, research, star gazing, and story telling. (Author/DB)

  8. Student Teachers' Management Practices in Elementary Classrooms: A Qualitative Study

    Science.gov (United States)

    Hildenbrand, Susan M.; Arndt, Katrina

    2016-01-01

    This qualitative study of four student teachers completing certification in elementary and special education investigated the classroom management practices of the student teachers. This is an important area of study because management practices are essential for an effective classroom, and student teachers often lack confidence and skill in the…

  9. 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).

  10. The Dance of Elementary School Classroom Management

    Science.gov (United States)

    Powell, Pamela

    2014-01-01

    At times, classroom management and guidance elude even the most seasoned teachers. Yet, students need guidance and practice in self-regulatory skills to assist in the learning that occurs in classrooms. Teachers need both practical and research-based classroom management strategies that benefit the environment and help create a space conducive to…

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

    Science.gov (United States)

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

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

  12. 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…

  13. Technology Integration in Elementary Classrooms: Teaching Practices of Student Teachers

    Science.gov (United States)

    Liu, Ping

    2016-01-01

    This study examines how and why student teachers integrated technology to enhance instruction in elementary classrooms. The participants were 31 student teachers who completed an assignment of eight weeks. Multiple data sets including observation notes of 347 lessons were obtained from three key groups for data triangulation. Results reveal that…

  14. Arts in the Classroom: What One Elementary Teacher Can Do.

    Science.gov (United States)

    Ambler, Nancy Morison; Strong, Barbara R.

    This monograph, one in a series, describes ways in which elementary teachers have brought arts to the classroom. Descriptions of what teachers are doing are organized by themes. The first theme is the use of the arts in basic skill development. One teacher in Casper, Wyoming, produces rebus books for her students. These books offer a means of…

  15. Arts Integration: What Is Really Happening in the Elementary Classroom?

    Science.gov (United States)

    LaJevic, Lisa

    2013-01-01

    Researching how Arts Integration is practiced in a primary school, this article explores how elementary teachers understand, implement, and experience Arts Integration. Weaving together personal experiences, teacher interviews, focus group sessions, classroom observations, and written texts, I investigate how the arts are often devalued in Arts…

  16. Equipping Preservice Elementary Teachers for Data Use in the Classroom

    Science.gov (United States)

    Reeves, Todd D.

    2017-01-01

    Current preservice teacher education practice related to data use has been deemed inadequate, in that it is unevenly distributed and often superficial. In response, this article describes a course-based classroom assessment data-literacy experience for preservice elementary teachers. Grounded in extant theory and research concerning data literacy…

  17. Investigating Classroom Teaching Competencies of Pre Service Elementary Mathematics Teachers

    Science.gov (United States)

    Gokalp, Murat

    2016-01-01

    The study has sought answers to two major questions: What is the current situation in Elementary Mathematics Education programs at Faculty of Education in terms of classroom teaching competencies? To what extent do pre service teachers acquire these competencies? The research was conducted on 202 senior pre service teachers studying at the…

  18. Appropriating Written French: Literacy Practices in a Parisian Elementary Classroom

    Science.gov (United States)

    Rockwell, Elsie

    2012-01-01

    In this article, I examine French language instruction in an elementary classroom serving primarily children of Afro-French immigrants in Paris. I show that a prevalent French language ideology privileges written over oral expression and associates full mastery of written French with rational thought and full inclusion in the French polity. This…

  19. Science Specialists or Classroom Teachers: Who Should Teach Elementary Science?

    Science.gov (United States)

    Levy, Abigail Jurist; Jia, Yueming; Marco-Bujosa, Lisa; Gess-Newsome, Julie; Pasquale, Marian

    2016-01-01

    This study examined science programs, instruction, and student outcomes at 30 elementary schools in a large, urban district in the northeast United States in an effort to understand whether there were meaningful differences in the quality, quantity and cost of science education when provided by a science specialist or a classroom teacher. Student…

  20. Investigating the Usability of Classroom Management Strategies among Elementary Schoolteachers

    Science.gov (United States)

    Briesch, Amy M.; Briesch, Jacquelyn M.; Chafouleas, Sandra M.

    2015-01-01

    Although teachers are often asked to implement classroom interventions to address student behavior, little is known about their perceived usability of many evidence-based strategies. One thousand five elementary schoolteachers completed the Usage Rating Profile-Intervention-Revised (URP-IR) with regard to the use of one of five evidence-based…

  1. Lakatos' Proofs and Refutations Comes Alive in an Elementary Classroom.

    Science.gov (United States)

    Atkins, Sandra L.

    1997-01-01

    Presents an alternative pedagogy implicit in Imre Lakatos's "Proofs and Refutations: The Logic of Mathematical Discovery." Lakatos reveals that learning mathematics is a discourse-laden activity in which it is acceptable, if not preferable, to refute conjecture. Provides examples of using a Lakatosian approach in an elementary classroom.…

  2. Improvisational Practices in Elementary General Music Classrooms

    Science.gov (United States)

    Gruenhagen, Lisa M.; Whitcomb, Rachel

    2014-01-01

    Despite historic and ongoing support for the inclusion of improvisation in the elementary general music curriculum, music educators consistently report challenges with implementation of improvisational activities in their classes. This study was designed to examine (a) the extent to which improvisational activities were occurring in the…

  3. Common Threads: Teaching Immigration in Elementary Classrooms.

    Science.gov (United States)

    McBee, Robin Haskell; Bone, Kristine; Mossop, Gail; Owens, Carrie

    1998-01-01

    Brings together ideas on teaching about immigration from a number of elementary-school teachers in New Jersey and summarizes common themes. Outlines three specific projects based on the Statue of Liberty and Ellis Island, family history, and children's fiction. Includes a brief list of children's literature and other teaching resources. (DSK)

  4. Discovering Technology in the Elementary School Classroom.

    Science.gov (United States)

    Peterson, Richard E.

    1980-01-01

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

  5. Teaching through Mnemonics in Elementary School Classrooms

    Science.gov (United States)

    Waite-McGough, Arianne

    2012-01-01

    Mnemonics and songs are used to help students excel and build are their knowledge in all content areas. This method of teaching and reinforcement of information helps students to commit new information to memory and continue to use this material throughout their lives. Using mnemonics is a lessons way to teach and make the classroom a unique…

  6. Demystifying Differentiation for the Elementary Music Classroom

    Science.gov (United States)

    Hillier, Erin

    2011-01-01

    Many music educators struggle with adapting buildingwide professional development initiatives into their own curriculum and teaching practice while still maintaining the integrity of the musical experiences they bring to the classroom. One vastly popular trend in instructional strategies, differentiated instruction, is both accessible to the music…

  7. Teachers beliefs and technology use in kindergarten and elementary classrooms

    Directory of Open Access Journals (Sweden)

    Majedah Fawzi Abu Al Rub

    2015-12-01

    Full Text Available With the increased availability of technology in today’s schools, concerns arise over whether teachers are effectively incorporating technology tools into their instruction in order to advance student learning and engagement. This project was designed to examine the types of educational technology practices that kindergarten and elementary teachers in Denver, Colorado, USA, implement in their classrooms and their beliefs concerning the implementation of educational technology in their classrooms. Teacher participants were interviewed to evaluate the types of technology they utilize in their lessons and their beliefs concerning the implementation of technology. The researcher found that teacher participants integrate a variety of technology into their classrooms. The results also showed that the participants are committed to utilize technology because they strongly believe that it benefits students. However, the results showed that there is a distinct difference concerning how technology is utilized in the classroom among the participants.

  8. Teaching and Learning Science in Authoritative Classrooms: Teachers' Power and Students' Approval in Korean Elementary Classrooms

    Science.gov (United States)

    Lee, Jeong-A.; Kim, Chan-Jong

    2017-09-01

    This study aims to understand interactions in Korean elementary science classrooms, which are heavily influenced by Confucianism. Ethnographic observations of two elementary science teachers' classrooms in Korea are provided. Their classes are fairly traditional teaching, which mean teacher-centered interactions are dominant. To understand the power and approval in science classroom discourse, we have adopted Critical Discourse Analysis (CDA). Based on CDA, form and function analysis was adopted. After the form and function analysis, all episodes were analyzed in terms of social distance. The results showed that both teachers exercised their power while teaching. However, their classes were quite different in terms of getting approval by students. When a teacher got students' approval, he could conduct the science lesson more effectively. This study highlights the importance of getting approval by students in Korean science classrooms.

  9. Examining student-generated questions in an elementary science classroom

    Science.gov (United States)

    Diaz, Juan Francisco, Jr.

    This study was conducted to better understand how teachers use an argument-based inquiry technique known as the Science Writing Heuristic (SWH) approach to address issues on teaching, learning, negotiation, argumentation, and elaboration in an elementary science classroom. Within the SWH framework, this study traced the progress of promoting argumentation and negotiation (which led to student-generated questions) during a discussion in an elementary science classroom. Speech patterns during various classroom scenarios were analyzed to understand how teacher--student interactions influence learning. This study uses a mixture of qualitative and quantitative methods. The qualitative aspect of the study is an analysis of teacher--student interactions in the classroom using video recordings. The quantitative aspect uses descriptive statistics, tables, and plots to analyze the data. The subjects in this study were fifth grade students and teachers from an elementary school in the Midwest, during the academic years 2007/2008 and 2008/2009. The three teachers selected for this study teach at the same Midwestern elementary school. These teachers were purposely selected because they were using the SWH approach during the two years of the study. The results of this study suggest that all three teachers moved from using teacher-generated questions to student-generated questions as they became more familiar with the SWH approach. In addition, all three promoted the use of the components of arguments in their dialogs and discussions and encouraged students to elaborate, challenge, and rebut each other's ideas in a non-threatening environment. This research suggests that even young students, when actively participating in class discussions, are capable of connecting their claims and evidence and generating questions of a higher-order cognitive level. These findings demand the implementation of more professional development programs and the improvement in teacher education to help

  10. 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.

  11. 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...

  12. Vaccines in a hurry.

    Science.gov (United States)

    Søborg, Christian; Mølbak, Kåre; Doherty, T Mark; Ulleryd, Peter; Brooks, Tim; Coenen, Claudine; van der Zeijst, Ben

    2009-05-26

    Preparing populations for health threats, including threats from new or re-emerging infectious diseases is recognised as an important public health priority. The development, production and application of emergency vaccinations are the important measures against such threats. Vaccines are cost-effective tools to prevent disease, and emergency vaccines may be the only means to prevent a true disaster for global society in the event of a new pandemic with potential to cause morbidity and mortality comparable to the Spanish flu, the polio epidemics in the 1950s, or the SARS outbreak in 2003 if its spread had not been contained in time. Given the early recognition of a new threat, and given the advances of biotechnology, vaccinology and information systems, it is not an unrealistic goal to have promising prototype vaccine candidates available in a short time span following the identification of a new infectious agent; this is based on the assumption that the emerging infection is followed by natural immunity. However, major bottlenecks for the deployment of emergency vaccine are lack of established systems for fast-track regulatory approval of such candidates and limited international vaccine production capacity. In the present discussion paper, we propose mechanisms to facilitate development of emergency vaccines in Europe by focusing on public-private scientific partnerships, fast-track approval of emergency vaccine by regulatory agencies and proposing incentives for emergency vaccine production in private vaccine companies.

  13. 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…

  14. Flipped classroom: a bridge towards new challenges in elementary education

    Directory of Open Access Journals (Sweden)

    Gonzalo Llanos García

    2017-09-01

    Full Text Available In the last years, the educational stage in Spain has been characterized by an evident transformation with regards to the methodology to apply in classrooms of the different educational stages. The lack of motivation largely of the students invites to restructure an educational system anchored in the time. There is a need to adapt the contents and the methods of transmission, following the new reality that surrounds to the students of the present. In this sense, the information and communications technology (ICT, aims to be an instrument of transmission and engine of change towards new bridges of learning. In particular, the flipped classroom model consists of inverting the way of explaining the educational contents that transform the figure of the teacher and the student. This work proposes a methodology to implement the flipped classroom model in the area of elementary education. In this way, the education and the ICT are merged in transforming the classroom in an environment that incites to be creative, to enhance collaborative working practices, to establish discussion, and to encourage to think about.

  15. Kissing Brides and Loving Hot Vampires: Children's Construction and Perpetuation of Heteronormativity in Elementary School Classrooms

    Science.gov (United States)

    Ryan, Caitlin L.

    2016-01-01

    This paper explores notions of (hetero)sexuality circulating in elementary school classrooms through an analysis of students' own talk and interactions. Data collected during a multi-site ethnography in a diverse set of elementary schools demonstrate that while curricular silences and teachers contribute to heteronormative classroom environments,…

  16. Undesirable Behaviors Elementary School Classroom Teachers Encounter in the Classroom and Their Reasons

    OpenAIRE

    E.G. Balcik; S. Gulec

    2011-01-01

    The present study aims to determine how often elementary school teachers encounter undesirable behaviors in the classroom and what their thoughts regarding possible reasons of these behaviors are. The teachers’ opininon about the prevalence of these behaviors and their possible reasons were evaluated according to gender, marital status, level of class being taught, size of class being taught and it was tried to be determined if there were significant differences between variables. The measure...

  17. Classroom Management through the Eyes of Elementary Teachers in Turkey: A Phenomenological Study

    Science.gov (United States)

    Akin, Sibel; Yildirim, Ali; Goodwin, A. Lin

    2016-01-01

    This study aims to explore Turkish elementary teachers' (1) perceptions of classroom management, (2) classroom management problems they experience, (3) factors causing these problems, and (4) their classroom management practices. The study employed phenomenological research design in the qualitative tradition. The participants included 15…

  18. Undesirable Behaviors Elementary School Classroom Teachers Encounter in the Classroom and Their Reasons

    Directory of Open Access Journals (Sweden)

    E.G. Balcik

    2011-12-01

    Full Text Available The present study aims to determine how often elementary school teachers encounter undesirable behaviors in the classroom and what their thoughts regarding possible reasons of these behaviors are. The teachers’ opininon about the prevalence of these behaviors and their possible reasons were evaluated according to gender, marital status, level of class being taught, size of class being taught and it was tried to be determined if there were significant differences between variables. The measurement tool was applied to a total of 54 teachers at 5 schools in Gölcük district of the Kocaeli province. The data collection tool is composed of three sections. The first section is for establishing teachers’ personal information. In this study, as a data collection tool, a questionnaire was used. When preparing questions for the questionnaire, following the examination of resources available, the questionnaire prepared by Aksoy (1999 and used in the thesis study entitled “Classroom Management and Student Discipline in Elementary Schools of Ankara” and also used in the thesis study by Boyraz (2007 entitled “Discipline Problems that Candidate Teachers Servicing at Elementary Schools Encounter in the Classroom” was employed. Although the validity and reliability of the questionnaire was tested by Aksoy (1999 and Boyraz (2007, the reliability study for the questionnaire was retested and found to be 0,9. The questionnaire include 42 items. 19 of them are related to the reasons of undesirable behaviors observed in the classroom and 23 of them are related to undesirable behaviors observed in the classroom.

  19. Acoustical conditions for speech communication in active elementary school classrooms

    Science.gov (United States)

    Sato, Hiroshi; Bradley, John

    2005-04-01

    Detailed acoustical measurements were made in 34 active elementary school classrooms with typical rectangular room shape in schools near Ottawa, Canada. There was an average of 21 students in classrooms. The measurements were made to obtain accurate indications of the acoustical quality of conditions for speech communication during actual teaching activities. Mean speech and noise levels were determined from the distribution of recorded sound levels and the average speech-to-noise ratio was 11 dBA. Measured mid-frequency reverberation times (RT) during the same occupied conditions varied from 0.3 to 0.6 s, and were a little less than for the unoccupied rooms. RT values were not related to noise levels. Octave band speech and noise levels, useful-to-detrimental ratios, and Speech Transmission Index values were also determined. Key results included: (1) The average vocal effort of teachers corresponded to louder than Pearsons Raised voice level; (2) teachers increase their voice level to overcome ambient noise; (3) effective speech levels can be enhanced by up to 5 dB by early reflection energy; and (4) student activity is seen to be the dominant noise source, increasing average noise levels by up to 10 dBA during teaching activities. [Work supported by CLLRnet.

  20. From the University to the Classroom: Prospective Elementary Mathematics Specialists' Pedagogical Shifts

    Science.gov (United States)

    Myers, Kayla D.; Swars, Susan L.; Smith, Stephanie Z.

    2016-01-01

    This project focuses on the development of prospective Elementary Mathematics Specialists (EMSs) in a K-5 Mathematics Endorsement Program. Program courses emphasized elementary mathematics content and pedagogy while providing opportunities for participants to evidence their learning through classroom teaching practice, all in an attempt to…

  1. Graduate students teaching elementary earth science through interactive classroom lessons

    Science.gov (United States)

    Caswell, T. E.; Goudge, T. A.; Jawin, E. R.; Robinson, F.

    2014-12-01

    Since 2005, graduate students in the Brown University Department of Earth, Environmental, and Planetary Studies have volunteered to teach science to second-grade students at Vartan Gregorian Elementary School in Providence, RI. Initially developed to bring science into classrooms where it was not explicitly included in the curriculum, the graduate student-run program today incorporates the Providence Public Schools Grade 2 science curriculum into weekly, interactive sessions that engage the students in hypothesis-driven science. We will describe the program structure, its integration into the Providence Public Schools curriculum, and 3 example lessons relevant to geology. Lessons are structured to develop the students' ability to share and incorporate others' ideas through written and oral communication. The volunteers explain the basics of the topic and engage the students with introductory questions. The students use this knowledge to develop a hypothesis about the upcoming experiment, recording it in their "Science Notebooks." The students record their observations during the demonstration and discuss the results as a group. The process culminates in the students using their own words to summarize what they learned. Activities of particular interest to educators in geoscience are called "Volcanoes!", "The "Liquid Race," and "Phases of the Moon." The "Volcanoes!" lesson explores explosive vs. effusive volcanism using two simulated volcanoes: one explosive, using Mentos and Diet Coke, and one effusive, using vinegar and baking soda (in model volcanoes that the students construct in teams). In "Liquid Race," which explores viscosity and can be integrated into the "Volcanoes!" lesson, the students connect viscosity to flow speed by racing liquids down a ramp. "Phases of the Moon" teaches the students why the Moon has phases, using ball and stick models, and the terminology of the lunar phases using cream-filled cookies (e.g., Oreos). These lessons, among many others

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

    Science.gov (United States)

    Florio, Susan; And Others

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

  3. Supporting Elementary Age Students with Significant Disabilities in General Education Classrooms: Personal Perspectives on Inclusion.

    Science.gov (United States)

    Coots, Jennifer J.; Bishop, Kathryn D.; Grenot-Scheyer, Marquita

    1998-01-01

    Findings of a study in which four elementary general-education teachers commented on the inclusion of students with significant disabilities within general-education classrooms indicated that children with disabilities were described and observed as full classroom members. Difficulties were related to designing and implementing appropriate and…

  4. The Emergence of Student Creativity in Classroom Settings: A Case Study of Elementary Schools in Korea

    Science.gov (United States)

    Cho, Younsoon; Chung, Hye Young; Choi, Kyoulee; Seo, Choyoung; Baek, Eunjoo

    2013-01-01

    This research explores the emergence of student creativity in classroom settings, specifically within two content areas: science and social studies. Fourteen classrooms in three elementary schools in Korea were observed, and the teachers and students were interviewed. The three types of student creativity emerging in the teaching and learning…

  5. Observing Emotional Interactions between Teachers and Students in Elementary School Classrooms

    Science.gov (United States)

    Yan, Elizabeth M.; Evans, Ian M.; Harvey, Shane T.

    2011-01-01

    Fostering emotional skills in the elementary (primary) school classroom can lead to improved learning outcomes, more prosocial behavior, and positive emotional development. Incorporating emotional skill development into the naturalistic and implicit teaching environment is a key feature of what is meant by the emotional climate of the classroom.…

  6. A Survey of the Music Integration Practices of North Dakota Elementary Classroom Teachers

    Science.gov (United States)

    O'Keefe, KariJo; Dearden, Katherine Norman; West, Robert

    2016-01-01

    The purpose of this study was to identify and describe the nature of North Dakota elementary classroom teachers' (NDECT) music integration in the general classroom. The majority of NDECTs integrated music with: the subjects of Language Arts (62.01%), Mathematics (55.00%), and Physical Education (50.89%); the settings of Group Work Time (64.29%),…

  7. 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…

  8. Comparing Beginning and Experienced Teachers' Perceptions of Classroom Management Beliefs and Practices in Elementary Schools in Turkey

    Science.gov (United States)

    Unal, Zafer; Unal, Aslihan

    2009-01-01

    The primary objective of this study was to investigate whether a difference in teachers' classroom management styles exists based on years of teaching experience. Data were collected from 282 elementary school teachers employed by 11 elementary schools in Turkey. The Attitudes and Beliefs on Classroom Control Inventory was used to collect the…

  9. 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…

  10. Occurrence of Bacteria and Viruses on Elementary Classroom Surfaces and the Potential Role of Classroom Hygiene in the Spread of Infectious Diseases

    Science.gov (United States)

    Bright, Kelly R.; Boone, Stephanie A.; Gerba, Charles P.

    2010-01-01

    The presence of microorganisms on common classroom contact surfaces (fomites) was determined to identify the areas most likely to become contaminated. Six elementary classrooms were divided into control and intervention groups (cleaned daily with a quaternary ammonium wipe) and tested for heterotrophic bacteria. Three classrooms were also tested…

  11. Performance-based classrooms: A case study of two elementary teachers of mathematics and science

    Science.gov (United States)

    Jones, Kenneth W.

    This case study depicts how two elementary teachers develop classrooms devoted to performance-based instruction in mathematics and science. The purpose is to develop empirical evidence of classroom practices that leads to a conceptual framework about the nature of performance-based instruction. Performance-based assessment and instruction are defined from the literature to entail involving students in tasks that are complex and engaging, requiring them to apply knowledge and skills in authentic contexts. In elementary mathematics and science, such an approach emphasizes problem solving, exploration, inquiry, and reasoning. The body of the work examines teacher beliefs, curricular orientations, instructional strategies, assessment approaches, management and organizational skills, and interpersonal relationships. The focus throughout is on those aspects that foster student performance in elementary mathematics and science. The resulting framework describes five characteristics that contribute to performance-based classrooms: a caring classroom community, a connectionist learning theory, a thinking and doing curriculum, diverse opportunities for learning, and ongoing assessment, feedback, and adjustment. The conclusion analyzes factors external to the classroom that support or constrain the development of performance-based classrooms and discusses the implications for educational policy and further research.

  12. Constructing Informal Experiences in the Elementary General Music Classroom

    Science.gov (United States)

    Hewitt, Donna

    2018-01-01

    Children often spontaneously yet purposefully sing songs or create rhythms outside the formal classroom setting to reflect the ways in which they naturally engage with music. Researchers have studied these informal music learning practices to incorporate these experiences into the classroom to offer lessons that are engaging and better reflective…

  13. Reading the Rainbow: LGBTQ-Inclusive Literacy Instruction in the Elementary Classroom

    Science.gov (United States)

    Ryan, Caitlin L.; Hermann-Wilmarth, Jill M.

    2018-01-01

    Drawing on examples of teaching from elementary school classrooms, this timely book for practitioners explains why LGBTQ-inclusive literacy instruction is possible, relevant, and necessary in grades K-5. The authors show how expanding the English language arts curriculum to include representations of LGBTQ people and themes will benefit all…

  14. Interpersonal Competence Configurations and Peer Relations in Early Elementary Classrooms: Perceived Popular and Unpopular Aggressive Subtypes

    Science.gov (United States)

    Robertson, Dylan L.; Farmer, Thomas W.; Fraser, Mark W.; Day, Steven H.; Duncan, Tisha; Crowther, Amity; Dadisman, Kimberly A.

    2010-01-01

    Social relations of second grade students (247 boys, 290 girls) were examined in rural elementary classrooms. Cluster analysis of teacher ratings was used to identify interpersonal competence configurations including perceived unpopular-aggressive (i.e., "Troubled") and perceived popular-aggressive (i.e., "Tough") subtypes for…

  15. Teacher Use of Creativity-Enhancing Activities in Chinese and American Elementary Classrooms

    Science.gov (United States)

    Hartley, Kylie A.; Plucker, Jonathan A.

    2014-01-01

    The purpose of these exploratory studies was to examine Chinese and American elementary teachers' perceptions of how various classroom activities contribute to student creativity, and how often teachers report engaging their students in these activities. Third, fourth, and fifth grade teachers in the Midwestern United States (N = 51) and in…

  16. Bringing Digital Storytelling to the Elementary Classroom: Video Production for Preservice Teachers

    Science.gov (United States)

    Shelton, Catharyn C.; Archambault, Leanna M.; Hale, Annie E.

    2017-01-01

    This study presents and evaluates a 7-week learning experience embedded in a required content-area course in a teacher preparation program, in which 31 preservice elementary teachers produced digital storytelling videos and considered how this approach may apply to their future classrooms. Qualitative and quantitative data from preservice…

  17. The Co-Construction of Cooperative Learning in Physical Education with Elementary Classroom Teachers

    Science.gov (United States)

    Dyson, Ben P.; Colby, Rachel; Barratt, Mark

    2016-01-01

    The purpose of this study was to investigate generalist classroom elementary teachers' implementation of the Cooperative Learning (CL) pedagogical model into their physical education classes. The study used multiple sources of data drawing on qualitative data collection and data analysis research traditions (Miles, Huberman, & Saldana, 2014).…

  18. Impact of Professional Development on Level of Technology Integration in the Elementary Classroom

    Science.gov (United States)

    Miktuk, Darlynda

    2012-01-01

    The purpose of the quantitative study was to evaluate the impact of professional development on the level of technology integration within the elementary classroom using an online survey known as the LoTi (levels of teaching innovation) survey. Information about the history of computers, technology integration, andragogy, and effective…

  19. Elementary School Teachers' ICT Use in the Classroom and Their Motivators for Using ICT

    Science.gov (United States)

    Uluyol, Çelebi; Sahin, Sami

    2016-01-01

    Teachers play a significant role in integrating information and communication technology (ICT) in schools, and motivated teachers reflect higher levels of ICT use in their classroom. In this study, we used semistructured interviews to investigate elementary school teachers' ICT use and their motivators for doing so. The participants consisted of…

  20. Peace in the Classroom: Practical Lessons in Living for Elementary-Age Children.

    Science.gov (United States)

    Adams, Hetty

    The most effective alternative to punishment for violent or disruptive student behavior is to provide children with tools they will need for living peacefully with one another. This guide for elementary school classes examines ways in which a peaceful environment can be achieved and maintained in the classroom. Divided into six units which are…

  1. Elementary Students Using a Tablet-Based Note-Taking Application in the Science Classroom

    Science.gov (United States)

    Paek, Seungoh; Fulton, Lori A.

    2016-01-01

    This exploratory study investigates the potential of a tablet-based note-taking application (TbNA) to serve as a digital notebook in support of students' classroom science practices. An elementary teacher (Grades 4-5) from a public charter school integrated a TbNA into her science class for one semester while participating in professional…

  2. Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students.

    Science.gov (United States)

    Oberle, Eva; Schonert-Reichl, Kimberly A

    2016-06-01

    The purpose of this study was to explore the link between classroom teachers' burnout levels and students' physiological stress response. Drawing from a stress-contagion framework, we expected higher levels of teacher burnout to be related to elevated cortisol levels in elementary school students (N = 406, 50% female, Mean age = 11.26, SD = .89). Classroom teacher burnout was assessed with the Maslach Burnout Inventory modified for teachers. Salivary cortisol was collected as an indicator of students' hypothalamic-pituitary-adrenal (HPA) functioning. We collected salivary cortisol in children at 9 a.m., 11:30 a.m., and 2 p.m. in the classroom setting. Using Multilevel Modeling, we found that children's morning cortisol levels significantly varied between classrooms (10% variability). Higher levels of classroom teacher burnout significantly predicted the variability in morning cortisol. Teacher burnout reduced the unexplained variability in cortisol at the classroom level to 4.6%. This is the first study to show that teachers' occupational stress is linked to students' physiological stress regulation. We discuss the present findings in the context of potential stress contagion in the classroom, considering empirical and practical relevance. Copyright © 2016 Elsevier Ltd. All rights reserved.

  3. Classroom peer relationships and behavioral engagement in elementary school: the role of social network equity.

    Science.gov (United States)

    Cappella, Elise; Kim, Ha Yeon; Neal, Jennifer W; Jackson, Daisy R

    2013-12-01

    Applying social capital and systems theories of social processes, we examine the role of the classroom peer context in the behavioral engagement of low-income students (N = 80) in urban elementary school classrooms (N = 22). Systematic child observations were conducted to assess behavioral engagement among second to fifth graders in the fall and spring of the same school year. Classroom observations, teacher and child questionnaires, and social network data were collected in the fall. Confirming prior research, results from multilevel models indicate that students with more behavioral difficulties or less academic motivation in the fall were less behaviorally engaged in the spring. Extending prior research, classrooms with more equitably distributed and interconnected social ties-social network equity-had more behaviorally engaged students in the spring, especially in classrooms with higher levels of observed organization (i.e., effective management of behavior, time, and attention). Moreover, social network equity attenuated the negative relation between student behavioral difficulties and behavioral engagement, suggesting that students with behavioral difficulties were less disengaged in classrooms with more equitably distributed and interconnected social ties. Findings illuminate the need to consider classroom peer contexts in future research and intervention focused on the behavioral engagement of students in urban elementary schools.

  4. The Elementary School Classroom. The Study of the Built Environment Through Student and Teacher Responses. The Elementary School and Its Population, Phase 2.

    Science.gov (United States)

    Artinian, Vrej-Armen

    An extensive investigation of elementary school classrooms was conducted through the collection and statistical analysis of student and teacher responses to questions concerning the educational environment. Several asepcts of the classroom are discussed, including the spatial, thermal, luminous, and aural environments. Questions were organized so…

  5. Saving oil in a hurry

    Energy Technology Data Exchange (ETDEWEB)

    none

    2005-07-01

    During 2004, oil prices reached levels unprecedented in recent years. Though world oil markets remain adequately supplied, high oil prices do reflect increasingly uncertain conditions. Many IEA member countries and non-member countries alike are looking for ways to improve their capability to handle market volatility and possible supply disruptions in the future. This book aims to provide assistance. It provides a new, quantitative assessment of the potential oil savings and costs of rapid oil demand restraint measures for transport. Some measures may make sense under any circumstances; others are primarily useful in emergency situations. All can be implemented on short notice ? if governments are prepared. The book examines potential approaches for rapid uptake of telecommuting, ?ecodriving?, and car-pooling, among other measures. It also provides methodologies and data that policymakers can use to decide which measures would be best adapted to their national circumstances. This ?tool box? may help countries to complement other measures for coping with supply disruptions, such as use of strategic oil stocks.

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

    Science.gov (United States)

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

    2015-01-01

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

  7. Differentiated Instruction in an Elementary School EFL Classroom

    Science.gov (United States)

    Chien, Chin-Wen

    2012-01-01

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

  8. Concrete Math Manipulatives in Upper Elementary Mathematics Classrooms

    Science.gov (United States)

    Graham, Janina Maria

    2013-01-01

    Today's mathematics standards require teachers to use concrete math manipulatives (CMM) to increase the proficiency of students, but many upper elementary teachers fail to use these resources. The effects of this resource disuse may decrease student learning potential and impede successful standardized test results. This case study allows leaders…

  9. Digital Science Notebooks: Perspectives from an Elementary Classroom Teacher

    Science.gov (United States)

    Paek, Seungoh; Fulton, Lori A.

    2017-01-01

    This study investigates how tablet-based note-taking applications can be integrated into elementary science classes as digital science notebooks. A teacher with 20 students in Grades 4-5 from a public charter school in Hawaii participated in the study. The participating science teacher introduced a tablet-based note taking application (TNA) to her…

  10. Learning Science through Talking Science in Elementary Classroom

    Science.gov (United States)

    Tank, Kristina Maruyama; Coffino, Kara

    2014-01-01

    Elementary students in grade two make sense of science ideas and knowledge through their contextual experiences. Mattis Lundin and Britt Jakobson find in their research that early grade students have sophisticated understandings of human anatomy and physiology. In order to understand what students' know about human body and various systems,…

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

    Science.gov (United States)

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

    2018-04-01

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

  12. Papier-Mache Animals: An Integrating Theme for Elementary Classrooms

    Science.gov (United States)

    Duran, Emilio; Ballone Duran, Lena; Worch, Eric A.

    2009-01-01

    One of the biggest present challenges for teachers, especially in primary classrooms, is the need to address the content standards in all subject areas with the same amount of instructional time. While curriculum integration continues to be a powerful strategy to meet this challenge, teachers often find it difficult to bridge the gap between…

  13. Artistic Technology Integration: Stories From Primary and Elementary Classrooms

    Science.gov (United States)

    Steckel, Barbara; Shinas, Valerie Harlow; Van Vaerenewyck, Leah

    2015-01-01

    The purpose of this article is to inform teachers about the ways technology can be integrated to add value to literacy instruction. Artistic technology-integrated literacy and disciplinary instruction in preK through grade 4 classrooms is described through the stories of five teachers who were identified as both strong teachers of literacy and…

  14. Group and Gender in Japanese and American Elementary Classrooms.

    Science.gov (United States)

    Hamilton, V. Lee; And Others

    1991-01-01

    The individualism versus collectivism and androgynous versus gender-differentiated handling of children were studied in 10 Japanese (Chiba City) and 9 U.S. (Ann Arbor, Michigan) fifth grade classrooms with 407 and 246 students, respectively. Implications of the observed cultural variations in teacher behavior are discussed as they relate to…

  15. Teacher Consultation and Coaching within Mental Health Practice: Classroom and Child Effects in Urban Elementary Schools

    Science.gov (United States)

    Cappella, Elise; Hamre, Bridget K.; Kim, Ha Yeon; Henry, David B.; Frazier, Stacy L.; Atkins, Marc S.; Schoenwald, Sonja K.

    2012-01-01

    Objective To examine effects of a teacher consultation and coaching program delivered by school and community mental health professionals on change in observed classroom interactions and child functioning across one school year. Method Thirty-six classrooms within five urban elementary schools (87% Latino, 11% Black) were randomly assigned to intervention (training + consultation/coaching) and control (training only) conditions. Classroom and child outcomes (n = 364; 43% girls) were assessed in the fall and spring. Results Random effects regression models showed main effects of intervention on teacher-student relationship closeness, academic self-concept, and peer victimization. Results of multiple regression models showed levels of observed teacher emotional support in the fall moderated intervention impact on emotional support at the end of the school year. Conclusions Results suggest teacher consultation and coaching can be integrated within existing mental health activities in urban schools and impact classroom effectiveness and child adaptation across multiple domains. PMID:22428941

  16. Teacher consultation and coaching within mental health practice: classroom and child effects in urban elementary schools.

    Science.gov (United States)

    Cappella, Elise; Hamre, Bridget K; Kim, Ha Yeon; Henry, David B; Frazier, Stacy L; Atkins, Marc S; Schoenwald, Sonja K

    2012-08-01

    To examine effects of a teacher consultation and coaching program delivered by school and community mental health professionals on change in observed classroom interactions and child functioning across one school year. Thirty-six classrooms within 5 urban elementary schools (87% Latino, 11% Black) were randomly assigned to intervention (training + consultation/coaching) and control (training only) conditions. Classroom and child outcomes (n = 364; 43% girls) were assessed in the fall and spring. Random effects regression models showed main effects of intervention on teacher-student relationship closeness, academic self-concept, and peer victimization. Results of multiple regression models showed levels of observed teacher emotional support in the fall moderated intervention impact on emotional support at the end of the school year. Results suggest teacher consultation and coaching can be integrated within existing mental health activities in urban schools and impact classroom effectiveness and child adaptation across multiple domains. © 2012 American Psychological Association

  17. Do science coaches promote inquiry-based instruction in the elementary science classroom?

    Science.gov (United States)

    Wicker, Rosemary Knight

    The South Carolina Mathematics and Science Coaching Initiative established a school-based science coaching model that was effective in improving instruction by increasing the level of inquiry-based instruction in elementary science classrooms. Classroom learning environment data from both teacher groups indicated considerable differences in the quality of inquiry instruction for those classrooms of teachers supported by a science coach. All essential features of inquiry were demonstrated more frequently and at a higher level of open-ended inquiry in classrooms with the support of a science coach than were demonstrated in classrooms without a science coach. However, from teacher observations and interviews, it was determined that elementary schoolteacher practice of having students evaluate conclusions and connect them to current scientific knowledge was often neglected. Teachers with support of a science coach reported changes in inquiry-based instruction that were statistically significant. This mixed ethnographic study also suggested that the Mathematics and Science Coaching Initiative Theory of Action for Instructional Improvement was an effective model when examining the work of science coaches. All components of effective school infrastructure were positively impacted by a variety of science coaching strategies intended to promote inquiry. Professional development for competent teachers, implementation of researched-based curriculum, and instructional materials support were areas highly impacted by the work of science coaches.

  18. Balancing Teacher and Student Roles in Elementary Classrooms: Preservice Elementary Teachers' Learning about the Inquiry Continuum

    Science.gov (United States)

    Biggers, Mandy; Forbes, Cory T.

    2012-01-01

    Using the National Research Council's inquiry continuum framework, we use a multiple-case study research design to investigate the teacher- and student-directedness of elementary preservice teachers' planned and enacted science lessons and their pedagogical reasoning about science instruction during a semester-long science methods course. Our…

  19. Elementary Teachers' Beliefs about Teaching Science and Classroom Practice: An Examination of Pre/Post NCLB Testing in Science

    Science.gov (United States)

    Milner, Andrea R.; Sondergeld, Toni A.; Demir, Abdulkadir; Johnson, Carla C.; Czerniak, Charlene M.

    2012-01-01

    The impact of No Child Left Behind (NCLB) mandated state science assessment on elementary teachers' beliefs about teaching science and their classroom practice is relatively unknown. For many years, the teaching of science has been minimized in elementary schools in favor of more emphasis on reading and mathematics. This study examines the…

  20. 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.

  1. STATE OF NEW YORK STANDARD PLAN TYPE A-1, ONE-STORY 14-21 CLASSROOM ELEMENTARY SCHOOL.

    Science.gov (United States)

    King and King, Syracuse, NY.

    THE PROGRAM FOR AN ELEMENTARY SCHOOL FACILITY REQUIRED 14 CLASSROOMS WITH THE POTENTIAL FOR ACCOMMODATING AN INCREASE OF SEVEN CLASSROOMS. THE EXPANSION POTENTIAL ALSO INVOLVED ADDITION OF A CONSIDERABLE NUMBER OF NON-TEACHING AREAS. THE DESIGN FEATURED A CENTRAL CORE CONTAINING ADMINISTRATION, PLAYROOM, CAFETERIA, AND KITCHEN FACILITIES WITH TWO…

  2. Development and Construct Validation of a Situational Judgment Test of Strategic Knowledge of Classroom Management in Elementary Schools

    Science.gov (United States)

    Gold, Bernadette; Holodynski, Manfred

    2015-01-01

    The current study describes the development and construct validation of a situational judgment test for assessing the strategic knowledge of classroom management in elementary schools. Classroom scenarios and accompanying courses of action were constructed, of which 17 experts confirmed the content validity. A pilot study and a cross-validation…

  3. Teachers' Perspectives and Experiences of the Contexts of Social Inclusion within Elementary School Classrooms in Canada and China

    Science.gov (United States)

    Dyson, Lily

    2014-01-01

    This study examined the contexts of social inclusion within elementary school classrooms in Canada and China. Based on interviews, classroom teachers in two metropolitan cities in Canada and China reported their perspectives and experiences with regard to: (a) the state of social inclusion in general; (b) places where social inclusion took place…

  4. Multilevel Effects of Student and Classroom Factors on Elementary Science Achievement in Five Countries

    Science.gov (United States)

    Kaya, Sibel; Rice, Diana C.

    2010-07-01

    This study examined the effects of individual student factors and classroom factors on elementary science achievement within and across five countries. The student-level factors included gender, self-confidence in science and home resources. The classroom-level factors included teacher characteristics, instructional variables and classroom composition. Results for the USA and four other countries, Singapore, Japan, Australia and Scotland, were reported. Multilevel effects were examined through Hierarchical Linear Modelling, using the Trends in International Mathematics and Science Study 2003 fourth grade dataset. Overall, the results showed that selected student background characteristics were consistently related to elementary science achievement in countries investigated. At the student level, higher levels of home resources and self-confidence and at the classroom level, higher levels of class mean home resources yielded higher science scores on the TIMSS 2003. In general, teacher and instructional variables were minimally related to science achievement. There was evidence of positive effects of teacher support in the USA and Singapore. The emphasis on science inquiry was positively related to science achievement in Singapore and negatively related in the USA and Australia. Recommendations for practice and policy were discussed.

  5. Comparison of voice-use profiles between elementary classroom and music teachers.

    Science.gov (United States)

    Morrow, Sharon L; Connor, Nadine P

    2011-05-01

    Among teachers, music teachers are roughly four times more likely than classroom teachers to develop voice-related problems. Although it has been established that music teachers use their voices at high intensities and durations in the course of their workday, voice-use profiles concerning the amount and intensity of vocal use and vocal load have neither been quantified nor has vocal load for music teachers been compared with classroom teachers using these same voice-use parameters. In this study, total phonation time, fundamental frequency (F₀), and vocal intensity (dB SPL [sound pressure level]) were measured or estimated directly using a KayPENTAX Ambulatory Phonation Monitor (KayPENTAX, Lincoln Park, NJ). Vocal load was calculated as cycle and distance dose, as defined by Švec et al (2003), which integrates total phonation time, F₀, and vocal intensity. Twelve participants (n = 7 elementary music teachers and n = 5 elementary classroom teachers) were monitored during five full teaching days of one workweek to determine average vocal load for these two groups of teachers. Statistically significant differences in all measures were found between the two groups (P vocal loads for music teachers are substantially higher than those experienced by classroom teachers (P vocal load may have immediate clinical and educational benefits in vocal health in music teachers. Copyright © 2011 The Voice Foundation. Published by Mosby, Inc. All rights reserved.

  6. 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

  7. Teacher perspectives on specialisation in the elementary classroom: implications for science instruction

    Science.gov (United States)

    Poland, Susan; Colburn, Amanda; Long, David E.

    2017-09-01

    In the current educational climate of testing and accountability, many elementary teachers find they lack adequate time and confidence to enact reform-based science teaching due to pressure to perform in reading and mathematics. With this tension in mind, we explore the phenomenon of elementary teacher specialisation in comparison to the traditional, generalist model of teaching, wherein a teacher is responsible for teaching all subjects to one group of students each year. This mixed-methods study examines teacher perspectives on the practice of specialisation and generalisation through teacher interview data. Our teachers spoke candidly about their attitudes towards specialisation, the perceived impacts of specialization on teachers and students, and the role of accountability, administration, and testing in their decisions to specialise. Additionally, our teachers discussed time dedicated to science in specialist and generalist classrooms. Our findings suggest that specialist roles are sought by those who see specialisation as a means of reducing workload, while allowing for content mastery and improved instruction. Alternatively, generalist roles are sought by those who primarily view the role of elementary teaching as the care and development of children, and who prefer to focus on the classroom as a holistic, fluid space. Implications for science teaching are discussed.

  8. Classroom Resiliency--A Comparison of Navajo Elementary Students' Perceptions of Their Classroom Environment

    Science.gov (United States)

    Piechowski, Alta Begay

    2011-01-01

    The purpose of this study was to determine if there was a gender difference in how students perceived their classroom environment on the Navajo Nation public school. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be…

  9. Exploring multiliteracies, student voice, and scientific practices in two elementary classrooms

    Science.gov (United States)

    Allison, Elizabeth Rowland

    This study explored the voices of children in a changing world with evolving needs and new opportunities. The workplaces of rapidly moving capitalist societies value creativity, collaboration, and critical thinking skills which are of growing importance and manifesting themselves in modern K-12 science classroom cultures (Gee, 2000; New London Group, 2000). This study explored issues of multiliteracies and student voice set within the context of teaching and learning in 4th and 5th grade science classrooms. The purpose of the study was to ascertain what and how multiliteracies and scientific practices (NGSS Lead States, 2013c) are implemented, explore how multiliteracies influence students' voices, and investigate teacher and student perceptions of multiliteracies, student voice, and scientific practices. Grounded in a constructivist framework, a multiple case study was employed in two elementary classrooms. Through observations, student focus groups and interviews, and teacher interviews, a detailed narrative was created to describe a range of multiliteracies, student voice, and scientific practices that occurred with the science classroom context. Using grounded theory analysis, data were coded and analyzed to reveal emergent themes. Data analysis revealed that these two classrooms were enriched with multiliteracies that serve metaphorically as breeding grounds for student voice. In the modern classroom, defined as a space where information is instantly accessible through the Internet, multiliteracies can be developed through inquiry-based, collaborative, and technology-rich experiences. Scientific literacy, cultivated through student communication and collaboration, is arguably a multiliteracy that has not been considered in the literature, and should be, as an integral component of overall individual literacy in the 21st century. Findings revealed four themes. Three themes suggest that teachers address several modes of multiliteracies in science, but identify

  10. "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.

  11. Comparing Digital Badges-and-Points with Classroom Token Systems: Effects on Elementary School ESL Students' Classroom Behavior and English Learning

    Science.gov (United States)

    Homer, Ryan; Hew, Khe Foon; Tan, Cheng Yong

    2018-01-01

    This paper reports the findings of a field experiment that gamified the classroom experience of elementary school ESL students by implementing digital badges-and-points which students could earn by achieving specific behavioral and learning goals. Altogether, 120 children in eight different classes participated in this study. Four of the classes…

  12. Voices from inside the elementary classroom: Three teachers' perspectives on the Alabama Reading Initiative and elementary science

    Science.gov (United States)

    Webb, Brenda Hainley

    The influences of mandates, particularly the Alabama Reading Initiative (ARI) as the response to No Child Left Behind (2002), on elementary science education in Alabama were investigated. Teachers' voices provided insights to the status of science education in kindergarten, second grade, and third grade, and all three case participants reported negative influences of ARI on science education in their classrooms. The multiple case study, framed by critical theory and critical pedagogy, indicated that these teachers sometimes accepted marginalized roles in determining curriculum and pedagogy yet at other times made the decisions to empower themselves and negotiate or discard mandates in favor of meeting their children's learning needs or their own professional needs as they perceived them to be. Whether the case participants reached a threshold of resisting mandates or not, they struggled with the view of the political hierarchy that continues to force them into the status of being a technician rather than being a teaching professional. NCLB currently mandates standardized science testing, beginning in the spring of 2008. Historically, standardized testing reduces learning to low-level recall and teaching to rigid, uncreative, uncritical strategies. All of this intersects with science education reform and a national call for more attention to be given to science, technology, and mathematics learning. Research should track the continued influences of intersecting mandates on science education at every level.

  13. The transfer of learning process: From an elementary science methods course to classroom instruction

    Science.gov (United States)

    Carter, Nina Leann

    The purpose of this qualitative multiple-case study was to explore the transfer of learning process in student teachers. This was carried out by focusing on information learned from an elementary science methods and how it was transferred into classroom instruction during student teaching. Participants were a purposeful sampling of twelve elementary education student teachers attending a public university in north Mississippi. Factors that impacted the transfer of learning during lesson planning and implementation were sought. The process of planning and implementing a ten-day science instructional unit during student teaching was examined through lesson plan documentation, in-depth individual interviews, and two focus group interviews. Narratives were created to describe the participants' experiences as well as how they plan for instruction and consider science pedagogical content knowledge (PCK). Categories and themes were then used to build explanations applying to the research questions. The themes identified were Understanding of Science PCK, Minimalism, Consistency in the Teacher Education Program, and Emphasis on Science Content. The data suggested that the participants lack in their understanding of science PCK, took a minimalistic approach to incorporating science into their ten-day instructional units, experienced inconsistencies in the teacher education program, and encountered a lack of emphasis on science content in their field experience placements. The themes assisted in recognizing areas in the elementary science methods courses, student teaching field placements, and university supervision in need of modification.

  14. Focusing elementary students with active classrooms: exploring teachers’ perceptions of self-initiated practices

    Directory of Open Access Journals (Sweden)

    Christine A. Foran

    2017-09-01

    Full Text Available The aim of our study was to explore the perceptions of elementary teachers who routinely prioritized physical activity in their classrooms. Researchers are reporting improved student academic test results following physical activity sessions, however, classroom teachers are challenged in balancing curricular and other expectations. Hence, teachers who voluntarily implement physical activity have views that are unique and important for promoting the practice to others. We interviewed seven teachers from grades 1-6, using the qualitative constructivist approach to grounded theory qualitative research. Teachers valued physical activity because it enhanced their students’ focus on classroom activities. Common attributes amongst the teachers were active lifestyles, previous employment experiencesusing physical activity, and a pedagogical approach prioritizing physical activity throughout the day. Additionally, the teachers perceived that belonging to schools with a culture of movement was important. Teachers view physical activity as a teaching asset when they perceive a positive impact on their students’ ability to focus. Specific teacher attributes and a school environment that embraces physical activity may predispose teachers to these views, and represent areas that should be further explored. Pre-service courses could be one way to provide teachers with experience and a repertoire of easy physical activities.

  15. Literacy Instruction in Multilingual Classrooms: Engaging English Language Learners in Elementary School. Language & Literacy Series--Practitioners Bookshelf

    Science.gov (United States)

    Helman, Lori

    2012-01-01

    This hands-on guide shows elementary school teachers how to create multilingual classroom communities that support every learner's success in reading, writing, and general literacy development. The author provides a practical overview of key ideas and techniques and describes specific literacy activities that lead to vocabulary and oral English…

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

    Science.gov (United States)

    Howard, Larry L.

    2011-01-01

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

  17. The Effects of Single-Sex Classrooms on Student Outcomes on Mathematics and Reading in an Elementary School

    Science.gov (United States)

    Pilson, Sylvia Yvonne Reddick

    2013-01-01

    The curriculum for elementary students has undergone a significant change in the past decade. This led to an increased expectation for higher academic performance for fifth grade students in the areas of reading and mathematics. Teachers seek innovative ways to provide instructional practices within their classrooms that will aid success for all…

  18. A Graduate Course on Inclusion: Four Elementary/General Music Educators' Perceived Attitudes and Applications in the Classroom

    Science.gov (United States)

    Davila, Giovanna Adelia

    2013-01-01

    The purpose of this study was to examine four elementary/general music educators (EGME) enrolled in a music and special education graduate course, on their attitudes toward teaching children with disabilities and how they applied knowledge gained from the course in their classrooms. Data collection began on the first class session, February 9th,…

  19. Attitudes and Perspectives of Teacher Performers on Pedagogy and Perceived Student Learning in the Elementary and Secondary School Music Classroom

    Science.gov (United States)

    Vitale, John L.

    2015-01-01

    This study investigated the lives of three active music teacher performers and how their performing experience impacted pedagogy and perceived student learning in the classroom. At the time of data collection, one participant was a full-time elementary school music teacher, and the other two participants were full-time secondary school music…

  20. Enhancing Established Counting Routines to Promote Place-Value Understanding: An Empirical Study in Early Elementary Classrooms

    Science.gov (United States)

    Fraivillig, Judith L.

    2018-01-01

    Understanding place value is a critical and foundational competency for elementary mathematics. Classroom teachers who endeavor to promote place-value development adopt a variety of established practices to varying degrees of effectiveness. In parallel, researchers have validated models of how young children acquire place-value understanding.…

  1. The Impact of Self-Efficacy and Professional Development on Implementation of Web 2.0 Tools in Elementary Classrooms

    Science.gov (United States)

    Ward, Stephen

    2015-01-01

    This study sought to understand the impact of self-efficacy and professional development on the implementation of specific Web 2.0 tools in the elementary classroom. There were three research questions addressed in this QUAN-Qual study. Quantitative data were collected through three surveys with 48 total participants: the Web 2.0 tools Utilization…

  2. Recruiting Future Engineers Through Effective Guest Speaking In Elementary School Classrooms

    Energy Technology Data Exchange (ETDEWEB)

    Kevin Young

    2007-11-01

    In this paper, the author describes how engineers can increase the number of future engineers by volunteering as guest speakers in the elementary school classroom. The paper is divided into three main subjects. First, the importance of engineers speaking directly with young students is discussed. Next, several best practice techniques for speaking with young students are described. Finally, information on getting started as a guest speaker is presented, and a list of resources available to guest speakers is provided. The guest engineer speaking to an elementary school audience (ages 6-11) performs a critical role in encouraging young students to pursue a career in engineering. Often, he or she is the first engineer these students meet in person, providing a crucial first impression of the engineering career field and a positive visual image of what an engineer really looks like. A dynamic speaker presenting a well-delivered talk creates a lasting, positive impression on students, influencing their future decisions to pursue careers in engineering. By reaching these students early in life, the guest speaker will help dispel the many prevailing stereotypes about engineers which discourage so many students, especially young women, from considering this career. The guest speaker can ensure young students gain a positive first impression of engineers and the engineering career field by following some best practice techniques in preparing for and delivering their presentation. The author, an electrical engineer, developed these best practice techniques over the past 10 years while presenting over 350 talks on engineering subjects to elementary school students as a volunteer speaker with the U.S. Department of Energy, Idaho National Laboratory’s Speakers Bureau. Every engineer can make a meaningful contribution toward reversing the predicted shortfall of future engineers by volunteering to speak with young students at the elementary school level. Elementary school

  3. Movement integration in elementary classrooms: Teacher perceptions and implications for program planning.

    Science.gov (United States)

    Webster, Collin A; Zarrett, Nicole; Cook, Brittany S; Egan, Cate; Nesbitt, Danielle; Weaver, R Glenn

    2017-04-01

    Movement integration (MI), which involves infusing physical activity (PA) into regular classroom time in schools, is widely recommended to help children meet the national guideline of 60min of PA each day. Understanding the perspective of elementary classroom teachers (ECTs) toward MI is critical to program planning for interventions/professional development. This study examined the MI perceptions of ECTs in order to inform the design and implementation of a school-based pilot program that focused in part on increasing children's PA through MI. Twelve ECTs (Grades 1-3) from four schools were selected to participate based on their responses to a survey about their use of MI. Based on the idea that MI programming should be designed with particular attention to teachers who integrate relatively few movement opportunities in their classrooms, the intent was to select the teacher who reported integrating movement the least at her/his respective grade level at each school. However, not all of these teachers agreed to participate in the study. The final sample included two groups of ECTs, including eight lowest integrating teachers and four additional teachers. Each ECT participated in an interview during the semester before the pilot program was implemented. Through qualitative analysis of the interview transcripts, four themes emerged: (a) challenges and barriers (e.g., lack of time), (b) current and ideal resources (e.g., school support), (c) current implementation processes (e.g., scheduling MI into daily routines), and (e) teachers' ideas and tips for MI (e.g., stick with it and learn as you go). The themes were supported by data from both groups of teachers. This study's findings can inform future efforts to increase movement opportunities for children during regular classroom time. Copyright © 2017 Elsevier Ltd. All rights reserved.

  4. THE USE OF EDUCATIONAL MODELS OF DNA IN CLASSROOM BY TEACHERS OF ELEMENTARY SCHOOL

    Directory of Open Access Journals (Sweden)

    F.M. Chiari

    2007-05-01

    Full Text Available The importance of the teaching of Biotechnology and Molecular Biology is evidenced by the progress of those areas and it generates a demand in the updating of science and biology teachers. In that sense, a project was proposed inside of the Public Education Program of FAPESP, in partnership with CBME.The goal was evaluate, among other educational tools, the contribution of the plastic models "Building the molecules of the life: DNA and RNA" in the teaching and learning of these concepts. Nine science teachers of public elementary schools had an updating course after which they elaborated a diagnosis questionnaire in order to subsidize the application of the activities in the classroom. The activities were planned seeking contextualize the subject in classroom, taking into account the difficulties detected in the diagnosis questionnaire. A sheet of notes was elaborated, where the teachers could record their observations and thoughts after the application of the activities, as well as their possibilities and the students' difficulties. These registers indicated that the teachers were satisfied with the use of the material, which made possible a deepened study on the content and a greater interest and participation of the students. It also allowed a reflection on their practice, glimpsing new ways to teach.

  5. Factors Affecting the Implementation of Argument in the Elementary Science Classroom. A Longitudinal Case Study

    Science.gov (United States)

    Martin, Anita M.; Hand, Brian

    2009-01-01

    This longitudinal case study describes the factors that affect an experienced teacher’s attempt to shift her pedagogical practices in order to implement embedded elements of argument into her science classroom. Research data was accumulated over 2 years through video recordings of science classes. The Reformed Teacher Observation Protocol (RTOP) is an instrument designed to quantify changes in classroom environments as related to reform as defined by the National Research Council ( National science education standards. Washington, DC: National Academy Press, 1996b) and the National Research Council ( Fulfilling the promise: Biology education in the nation’s schools, Washington, DC: National Academy Press, 1990) and was used to analyze videotaped science lessons. Analysis of the data shows that there was a significant shift in the areas of teacher questioning, and student voice. Several levels of subsequent analysis were completed related to teacher questioning and student voice. The data suggests a relationship between these areas and the implementation of scientific argument. Results indicate that the teacher moved from a traditional, teacher-centered, didactic teaching style to instructional practices that allowed the focus and direction of the lesson to be affected by student voice. This was accomplished by a change in teacher questioning that included a shift from factual recall to more divergent questioning patterns allowing for increased student voice. As student voice increased, students began to investigate ideas, make statements or claims and to support these claims with strong evidence. Finally, students were observed refuting claims in the form of rebuttals. This study informs professional development related to experienced teachers in that it highlights pedagogical issues involved in implementing embedded elements of argument in the elementary classroom.

  6. Development of a Dog-Assisted Activity Program in an Elementary Classroom.

    Science.gov (United States)

    Correale, Cinzia; Crescimbene, Lara; Borgi, Marta; Cirulli, Francesca

    2017-11-27

    Here we describe a pilot Dog-Assisted Activity program that was designed to improve wellbeing and social integration in a multi-cultural elementary classroom in which some episodes of bullying had been reported. We developed a 5-encounters protocol with the aim of introducing pet dogs into the class to stimulate understanding of different types of communication and behavior, ultimately facilitating positive relationships among peers. A preliminary evaluation was carried out in order to assess the effect of the program on teachers' perception of children's difficulties (e.g., peer relationship problems) and strengths (prosocial behaviors) by means of a brief behavioral screening tool, the Strengths and Difficulties Questionnaire (SDQ-Teacher version). Overall results indicate that, by means of the recognition of the dogs' behavior and non-verbal communication, children were able to express their emotions and to show behaviors that had not been recognized by the teachers prior to the intervention. In particular, the SDQ Total Difficulties scores suggest that the teacher had increased awareness of the students' difficulties as a result of the dog-assisted program. Overall, the presence of animals in the educational environment may provide enjoyment and hands-on educational experiences, enhanced psychological wellbeing, and increased empathy and socio-emotional development.

  7. Implementation of National Science Education Standards in suburban elementary schools: Teachers' perceptions and classroom practices

    Science.gov (United States)

    Khan, Rubina Samer

    2005-07-01

    This was an interpretive qualitative study that focused on how three elementary school science teachers from three different public schools perceived and implemented the National Science Education Standards based on the Reformed Teaching Observation Protocol and individual interviews with the teachers. This study provided an understanding of the standards movement and teacher change in the process. Science teachers who were experienced with the National Science Education Standards were selected as the subjects of the study. Grounded in the theory of teacher change, this study's phenomenological premise was that the extent to which a new reform has an effect on students' learning and achievement on standardized tests depends on the content a teacher teaches as well as the style of teaching. It was therefore necessary to explore how teachers understand and implement the standards in the classrooms. The surveys, interviews and observations provided rich data from teachers' intentions, reflections and actions on the lessons that were observed while also providing the broader contextual framework for the understanding of the teachers' perspectives.

  8. Development of a Dog-Assisted Activity Program in an Elementary Classroom

    Directory of Open Access Journals (Sweden)

    Cinzia Correale

    2017-11-01

    Full Text Available Here we describe a pilot Dog-Assisted Activity program that was designed to improve wellbeing and social integration in a multi-cultural elementary classroom in which some episodes of bullying had been reported. We developed a 5-encounters protocol with the aim of introducing pet dogs into the class to stimulate understanding of different types of communication and behavior, ultimately facilitating positive relationships among peers. A preliminary evaluation was carried out in order to assess the effect of the program on teachers’ perception of children’s difficulties (e.g., peer relationship problems and strengths (prosocial behaviors by means of a brief behavioral screening tool, the Strengths and Difficulties Questionnaire (SDQ—Teacher version. Overall results indicate that, by means of the recognition of the dogs’ behavior and non-verbal communication, children were able to express their emotions and to show behaviors that had not been recognized by the teachers prior to the intervention. In particular, the SDQ Total Difficulties scores suggest that the teacher had increased awareness of the students’ difficulties as a result of the dog-assisted program. Overall, the presence of animals in the educational environment may provide enjoyment and hands-on educational experiences, enhanced psychological wellbeing, and increased empathy and socio-emotional development.

  9. Understanding an elementary school teachers' journey of using technology in the classroom from sand table to ınteractive whiteboard

    Directory of Open Access Journals (Sweden)

    Ali Ersoy

    2015-09-01

    Full Text Available The aim of this study is to understand an elementary teachers’ experiences about using interactive whiteboard (IWB in the classroom. Narrative inquiry were adopted to conduct the study. The data were collected through semi-structured interviews with the teacher and analysed through narrative analysis. In the study, two major stories emerged. The first story was about the characteristics and difficulties of being an innovative and transformative teacher. In the second story, the use of technology in the classroom were cited. Second story consisted of such sub-stories as changing student profiles, teaching-learning process, measurement and evaluation process, infrastructural adequacy, stakeholder interaction, facilitator role of the technology and challenges of using IWB in the classroom. In all these stories, the examples and advantages of effective use of IWB in the classroom were explained. We can have the following suggestions from the words of the classroom teacher who has been using various technological tools in his classroom for about 40 years, including 10-year IWB use: Teachers should be open-minded for innovation in the sense of professional development, consider the interests of students, reduce the prejudice about the use of technology, utilize the processes that increase and facilitate the learning.

  10. Understanding an Elementary School Teachers' Journey of Using Technology in the Classroom from Sand Table to Interactive Whiteboard

    Directory of Open Access Journals (Sweden)

    Ali Ersoy

    2015-09-01

    Full Text Available The aim of this study is to understand an elementary teachers’ experiences about using interactive whiteboard (IWB in the classroom. Narrative inquiry were adopted to conduct the study. The data were collected through semi-structured interviews with the teacher and analysed through narrative analysis. In the study, two major stories emerged. The first story was about the characteristics and difficulties of being an innovative and transformative teacher. In the second story, the use of technology in the classroom were cited. Second story consisted of such sub-stories as changing student profiles, teaching-learning process, measurement and evaluation process, infrastructural adequacy, stakeholder interaction, facilitator role of the technology and challenges of using IWB in the classroom. In all these stories, the examples and advantages of effective use of IWB in the classroom were explained. We can have the following suggestions from the words of the classroom teacher who has been using various technological tools in his classroom for about 40 years, including 10-year IWB use: Teachers should be open-minded for innovation in the sense of professional development, consider the interests of students, reduce the prejudice about the use of technology, utilize the processes that increase and facilitate the learning.

  11. Scientists in the making: An ethnographic investigation of scientific processes as literate practice in an elementary classroom

    Science.gov (United States)

    Crawford, Teresa Jo

    This study explored the issue of literacy in science by examining how the social and academic literate practices in an elementary classroom formed the basis for learning across the curriculum, with a specific focus on the disciplinary field of science. Through the study of classroom interaction, issues related to student knowledge and ability were addressed as they pertain to scientific literacy in the context of science education reform. The theoretical framework guiding this study was drawn from sociocultural studies of scientific communities and interactional ethnography in education. To investigate the literate practices of science in a school setting, data were collected over a two-year period with the same teacher in her third grade and then her fourth/fifth grade classroom. Data were collected through participant observation in the form of fieldnotes, video data, interviews, and various artifacts (e.g., writings, drawings, teaching protocols). Using ethnographic and sociolinguistic methods of analysis this work examined classroom members' discursive practices to illustrate the role that discourse plays in creating opportunities for engagement in, and access to, scientific knowledge. These analyses revealed that the discursive actions and practices among members of this classroom shaped a particular type of learning environment that was process-oriented and inquiry based. It was shown that this learning environment afforded opportunities for students to engage in the processes of science outside the official, planned curriculum, often leading to whole class scientific investigations and discussions. Additionally, within this classroom community students were able to draw on multiple discourses to display their knowledge of scientific concepts and practices. Overall, this study found that the literate practices of this classroom community, as they were socially constructed among members, contributed to opportunities for students to practice science and

  12. The effects of student-level and classroom-level factors on elementary students' science achievement in five countries

    Science.gov (United States)

    Kaya, Sibel

    The interest in raising levels of achievement in math and science has led to a focus on investigating the factors that shape achievement in these subjects (Lamb & Fullarton, 2002) as well as understanding how these factors operate across countries (Baker, Fabrega, Galindo, & Mishook, 2004). The current study examined the individual student factors and classroom factors on fourth grade science achievement within and across five countries. Guided by the previous school learning models, the elements of students' science learning were categorized as student-level and classroom-level factors. The student-level factors included gender, self-confidence in science, and home resources. The classroom-level factors included teacher characteristics, instructional variables and classroom composition. Results for the United States and four other countries, Singapore, Japan, Australia, and Scotland were reported. Multilevel effects of student and classroom variables were examined through Hierarchical Linear Modeling (HLM) using the Trends in International Mathematics and Science Study (TIMSS) 2003 fourth grade dataset. The outcome variable was the TIMSS 2003 science score. Overall, the results of this study showed that selected student background characteristics were consistently related to elementary science achievement in countries investigated. At the student-level, higher levels of home resources and self-confidence and at the classroom-level, higher levels of class mean home resources yielded higher science scores on the TIMSS 2003. In general, teacher and instructional variables were minimally related to science achievement. There was evidence of positive effects of teacher support in the U.S. and Singapore. The emphasis on science inquiry was positively related to science achievement in Singapore and negatively related in the U.S. and Australia. Experimental studies that investigate the impacts of teacher and instructional factors on elementary science achievement are

  13. Saving electricity in a hurry - update 2011

    Energy Technology Data Exchange (ETDEWEB)

    Pasquier, Sara Bryan

    2011-06-15

    As demonstrated by the March 2011 earthquake and tsunami-triggered blackouts in Japan, electricity shortfalls can happen anytime and anywhere. Countries can minimise the negative economic, social and environmental impacts of such electricity shortfalls by developing emergency energy-saving strategies before a crisis occurs. This new IEA report highlights preliminary findings and conclusions from electricity shortfalls in Japan, the United States, New Zealand, South Africa and Chile. It draws on recent analysis to: reinforce well-established guidelines on diagnosing electricity shortfalls, identifying energy-saving opportunities and selecting a package of energy-saving measures; and highlight proven practice for implementing emergency energy-saving programmes. This paper will be valuable to government, academic, private-sector and civil-society stakeholders who inform, develop and implement electricity policy in general, and emergency energy-saving programmes in particular.

  14. Playing Muller Games in a Hurry

    Directory of Open Access Journals (Sweden)

    John Fearnley

    2010-06-01

    Full Text Available This work studies the following question: can plays in a Muller game be stopped after a finite number of moves and a winner be declared. A criterion to do this is sound if Player 0 wins an infinite-duration Muller game if and only if she wins the finite-duration version. A sound criterion is presented that stops a play after at most 3^n moves, where n is the size of the arena. This improves the bound (n!+1^n obtained by McNaughton and the bound n!+1 derived from a reduction to parity games.

  15. Playing Muller Games in a Hurry

    OpenAIRE

    Fearnley, John; Zimmermann, Martin

    2010-01-01

    This work studies the following question: can plays in a Muller game be stopped after a finite number of moves and a winner be declared. A criterion to do this is sound if Player 0 wins an infinite-duration Muller game if and only if she wins the finite-duration version. A sound criterion is presented that stops a play after at most 3^n moves, where n is the size of the arena. This improves the bound (n!+1)^n obtained by McNaughton and the bound n!+1 derived from a reduction to parity games.

  16. 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).…

  17. Toward a New Vision of Equality: Perspectives of Male Teachers in the Elementary Music Classroom

    Science.gov (United States)

    Lesser, Andrew

    2017-01-01

    Research concerning men working in predominantly female environments has suggested that stereotyping can occur when gender norms are violated, such as men teaching at the elementary school level. The present study investigated the presence and perspectives of male elementary school music teachers in specific geographical regions of the…

  18. An Exploration of the Impact of Accountability Testing on Teaching in Urban Elementary Classrooms

    Science.gov (United States)

    Bisland, Beverly Milner

    2015-01-01

    This study explores accountability testing in the elementary schools of New York City with particular emphasis on the impact of a statewide social studies test on the value given to social studies instruction in comparison to other subjects. The attitudes of a group of elementary teachers are examined. Some of the teachers taught all subjects in…

  19. Could Elementary Mathematics Textbooks Help Give Attention to Reasons in the Classroom?

    Science.gov (United States)

    Newton, Douglas P.; Newton, Lynn D.

    2007-01-01

    Trainee teachers, new and non-specialist teachers of elementary mathematics have a tendency to avoid thought about reasons in mathematics. Instead, they tend to favour the development of computational skill through the rote application of procedures, routines and algorithms. Could elementary mathematics textbooks serve as models of practice and…

  20. Teacher Perspectives on Specialisation in the Elementary Classroom: Implications for Science Instruction

    Science.gov (United States)

    Poland, Susan; Colburn, Amanda; Long, David E.

    2017-01-01

    In the current educational climate of testing and accountability, many elementary teachers find they lack adequate time and confidence to enact reform-based science teaching due to pressure to perform in reading and mathematics. With this tension in mind, we explore the phenomenon of elementary teacher specialisation in comparison to the…

  1. Examining the Knowledge and Capacity of Elementary Teachers to Implement Classroom Physical Activity Breaks

    Directory of Open Access Journals (Sweden)

    Danae M. DINKEL

    2016-09-01

    Full Text Available This study examined teachers’ zone of proximal development for classroom physical activity breaks by assessing teachers’ knowledge and capacity for implementing classroom physical activity breaks. Five school districts of various sizes (n=346 teachers took part in a short online survey. Descriptive statistics were calculated and chi-square analyses were used to identify differences between districts. Almost all teachers utilized classroom physical activity to some extent. A third of teachers who stated they implemented classroom physical activity, experienced barriers to implementation. A majority of teachers were interested in learning more about classroom physical activity. There were significant differences between districts on the number of days per week classroom physical activity was integrated, the frequency of collaboration that occurred between teachers, the percentage of teachers who experienced barriers, and preferred delivery method of professional development. These findings support the importance of identifying teachers’ zone of proximal development to increase the use of classroom physical activity breaks. Understanding teachers’ knowledge and capacity for implementing classroom physical activity breaks can allow educational professionals to shift the implementation of classroom physical activity beyond sporadic use by isolated teachers and schools to a more systematic and consistent delivery across classrooms and throughout districts.

  2. "Lesson Study" as Professional Culture in Japanese Schools: An Historical Perspective on Elementary Classroom Practices

    Science.gov (United States)

    Arani, Mohammad Reza Sarkar; Keisuke, Fukaya; Lassegard, James P.

    2010-01-01

    This research examines "lesson study" as a traditional model of creating professional knowledge in schools. "Lesson study," typically defined as teachers' classroom based collaborative research, has a long history in Japan as a shared professional culture with potential for enhancing learning, enriching classroom activities and…

  3. Immigrant Pupils in Elementary Classrooms of Cyprus: How Teachers View Them as Learners of Mathematics

    Science.gov (United States)

    Xenofontos, Constantinos

    2015-01-01

    Research in diverse mathematics classrooms suggests that pupils' learning is influenced by both linguistic and cultural factors. In recent years, the demographics of Cypriot (mathematics) classrooms have become very diverse. In 2003, the Ministry of Education and Culture introduced the Zones of Educational Priorities, a UNESCO strategy for…

  4. The Impact of Years of Teaching Experience on the Classroom Management Approaches of Elementary School Teachers

    Science.gov (United States)

    Unal, Zafer; Unal, Aslihan

    2012-01-01

    This study provided a basis for answering the following essential question: Does the years of experience affect teachers' classroom management approaches? Data were collected from 268 primary school teachers. The findings of this study demonstrated that experienced teachers are more likely to prefer to be in control in their classrooms than…

  5. The Balancing Act: Student Classroom Placement Routines and the Uses of Data in Elementary Schools

    Science.gov (United States)

    Park, Vicki; St. John, Elise; Datnow, Amanda; Choi, Bailey

    2017-01-01

    Purpose: The purpose of this paper is to examine how data are used in classroom placement routines. The authors explore educators' assumptions about the purposes of the classroom placement routine, detailing the ostensive (i.e. structure and template) and performative aspects of the routine itself, and the implications of data use for equity and…

  6. Heart Rates of Elementary Physical Education Students during the Dancing Classrooms Program

    Science.gov (United States)

    Nelson, Larry; Evans, Melissa; Guess, Wendy; Morris, Mary; Olson, Terry; Buckwalter, John

    2011-01-01

    We examined how different types of dance activities, along with their duration, influenced heart rate responses among fifth-grade physical education students (N = 96) who participated in the Dancing Classrooms program. Results indicated that the overall Dancing Classrooms program elicits a moderate cardiovascular heart rate response (M = 124.4…

  7. Integrating Piano Keyboarding into the Elementary Classroom: Effects on Memory Skills and Sentiment Toward School.

    Science.gov (United States)

    Marcinkiewicz, Henryk R.; And Others

    1995-01-01

    Discovered that the introduction of piano keyboarding into elementary school music instruction produced a positive effect regarding children's sentiment towards school. No discernible effect was revealed concerning memory skills. Includes statistical data and description of survey questionnaires. (MJP)

  8. Increasing the Rate of Presentation and Use of Signals in Elementary Classroom Teachers

    Science.gov (United States)

    Carnine, Douglas W.; Fink, William T.

    1978-01-01

    Two issues relevant to competency-based teacher training were investigated with 13 elementary teachers--the specification of acceptable implementation levels for validated techniques and the necessity and feasibility of providing training on those techniques. (Author)

  9. A Comparative Study of Elementary Teachers' Beliefs and Strategies on Classroom and Behavior Management in the USA and Korean School Systems

    Science.gov (United States)

    Koh, Myung-sook; Shin, Sunwoo

    2014-01-01

    The purpose of this cross-cultural study is to investigate elementary teachers' beliefs and inter-cultural perspectives in classroom management (instructional environment and behavior management) for students in public schools of the U.S. and Korea. The results supported that the two groups of teachers showed similar beliefs in instructional…

  10. Visual Culture in the Elementary-School Classroom: Moving from Box-Store Commodities to Out-of-the-Box Thinking

    Science.gov (United States)

    Fattal, Laura Felleman

    2017-01-01

    The goal of the action research project on visual culture is to contribute to the dialogue on the exploratory ecology vs commodity culture of the elementary school classroom. Exploratory culture, unlike commodity culture, applauds open-ended thinking, inchoate imaginings, and critical thinking with its attachment to divergent paths to resolving…

  11. The Effects of Problem-Based Learning with Flipped Classroom on Elementary Students' Computing Skills: A Case Study of the Production of Ebooks

    Science.gov (United States)

    Tsai, Chia-Wen; Shen, Pei-Di; Lu, Yu-Jui

    2015-01-01

    This study investigated, via quasi-experiments, the effects of problem-based learning with flipped classroom (FPBL) on the development of students' learning performance. In this study, 144 elementary school students were selected from sixth-grade sections taking a course titled "Production of Ebook," and were assigned into the following…

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

    Science.gov (United States)

    Bennett, Ruth; And Others

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

  13. An Investigation of Burn-Out Levels of Teachers Working in Elementary and Secondary Educational Institutions and Their Attitudes to Classroom Management

    Science.gov (United States)

    Yavuz, Mustafa

    2009-01-01

    In the present study, the burn-out levels of teachers working in elementary and secondary educational institutions and their attitudes and beliefs regarding classroom management are investigated with respect to gender, job seniority, class size and the types of schools they have been working in. This is a survey method research and quantitative…

  14. Leveraging Current Initiatives to Bring Earth and Space Science into Elementary and Early Childhood Classrooms: NGSS in the Context of the Classroom Technology Push

    Science.gov (United States)

    Pacheco-Guffrey, H. A.

    2016-12-01

    Classroom teachers face many challenges today such as new standards, the moving targets of high stakes tests and teacher evaluations, inconsistent/insufficient access to resources and evolving education policies. Science education in the K-5 context is even more complex. NGSS can be intimidating, especially to K-5 educators with little science background. High stakes science tests are slow to catch up with newly drafted state level science standards, leaving teachers unsure about what to change and when to implement updated standards. Amid all this change, many schools are also piloting new technology programs. Though exciting, tech initiatives can also be overwhelming to teachers who are already overburdened. A practical way to support teachers in science while remaining mindful of these stressors is to design and share resources that leverage other K-5 school initiatives. This is often done by integrating writing or math into science learning to meet Common Core requirements. This presentation will suggest a method for bringing Earth and space science learning into elementary / early childhood classrooms by utilizing the current push for tablet technology. The goal is to make science integration reasonable by linking it to technology programs that are in their early stages. The roles and uses of K-5 Earth and space science apps will be examined in this presentation. These apps will be linked to NGSS standards as well as to the science and engineering practices. To complement the app resources, two support frameworks will also be shared. They are designed to help educators consider new technologies in the context of their own classrooms and lessons. The SAMR Model (Puentadura, 2012) is a conceptual framework that helps teachers think critically about the means and purposes of integrating technology into existing lessons. A practical framework created by the author will also be shared. It is designed to help teachers identify and address the important logistical

  15. Mathematics Teachers' Readiness to Integrate ICT in the Classroom: The Case of Elementary and Middle School Arab Teachers in Israel

    Directory of Open Access Journals (Sweden)

    Nimer F. Baya'a

    2013-03-01

    Full Text Available ICT integration in mathematics education provides mathematics teachers with integrative teaching methods that motivate students learning, support their independent learning and active participation in the discovery of mathematics concepts and topics, and, as a result, helps them have deeper understanding of the mathematical ideas. So, the integration of ICT in the teaching and learning of mathematics, as a result of ICT educational affordances, helps students have better achievement in mathematics. These potentialities of the ICT make its integration in the mathematics classroom a promising practice, but the success of this practice is dependent on various factors, among which are the following: teachers' perceptions of their ability in ICT, teachers' attitudes towards ICT contribution to the mathematics teaching, teachers' attitudes towards ICT contribution to students' mathematics learning, teachers' emotions towards the use of ICT in the mathematics classroom, teachers' feelings of self-esteem and control in the presence of ICT in the mathematics classroom, and teachers' intentions to actually integrate ICT in their teaching. The current research came to verify the readiness of Arab teachers in elementary and middle schools in Israel regarding the integration of ICT in the classroom, and hence its interest in the six above constructs. The research used a questionnaire that included statements related to each one of the above constructs. This questionnaire was administered to 475 Arab teachers in elementary and middle schools in the North, Center and Haifa regions in Israel. The research findings show that more than seventy percent of the participating teachers have positive perceptions of their competence in technology and technology integration in their teaching. Further, they have positive attitudes towards the integration of ICT in teaching and learning and of their self-esteem in the presence of technology, in addition to positive

  16. Exploring elementary school teachers' perception of their role in teaching content literacy in the elementary science and social studies classrooms: A mixed methods study

    Science.gov (United States)

    Jones-Moore, Lisa Michelle

    2011-12-01

    This mixed-methods study explored third, fourth, and fifth grade teachers' perceptions of their role in teaching content literacy in the elementary science and social studies classroom. The rationale for this study was the growing number of studies questioning the reliance on the inoculation theory for content area literacy comprehension. The study was a mixed methods study so as to provide insight into the participants' thought processes in decision making and instructional planning. Data sources included timed instructional observations, tiered checklist to identify strategy instruction, and prompted critical reflections. The three-tiered observation instrument categorized strategies used by teachers in tiers according to the focus of the strategy. Tier I strategies were those identified as strategies good readers use, typically taught with narrative text. The inoculation theory posits these skills transfer to reading informational and expository text. Tier II strategies were those identified as strategies appropriate for informational or expository text. Use of these strategies acknowledged that narrative and informational/expository text require different strategies, but does not differentiate between expository text drawn from particular content area. Tier III strategies were those identified as strategies particularly suited to informational or expository text drawn from specific content areas. These strategies embody cognitive processes used to comprehend text drawn from specific content areas. The findings showed the participating teachers used a preferential Tier of strategy instruction. Some participants felt that reading comprehension was more important than content. They viewed reading as a subject instead of an integral part of science and social studies instruction.

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

    Science.gov (United States)

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

    2009-01-01

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

  18. Elementary Teachers' Perceptions of Mathematics Instruction in Montessori and Traditional Classrooms

    Science.gov (United States)

    Kofa, Linda

    2017-01-01

    Students in grades 3 and 4 attending a traditional public elementary school in a northeastern state did not meet proficiency levels in mathematics as measured by the state's assessment system. Published reports indicated that students attending the Montessori programs were more proficient in solving math problems compared to students in…

  19. Getting in Touch: Use of Mobile Devices in the Elementary Classroom

    Science.gov (United States)

    Ciampa, Katia; Gallagher, Tiffany L.

    2013-01-01

    In this single-case study, we examined the perceived influence of school-wide Apple iPod Touch integration on student learning and engagement. Data collection consisted of elementary teacher and principal interviews, as well as parent surveys. Findings revealed that there was a marked shift in teachers' and students' perceived roles when the iPod…

  20. Inclusive Literacy Teaching: Differentiating Approaches in Multilingual Elementary Classrooms. Language and Literacy Series

    Science.gov (United States)

    Helman, Lori; Rogers, Carrie; Frederick, Amy; Struck, Maggie

    2016-01-01

    Responding to the need to prepare elementary teachers for the increasing linguistic diversity in schools, this book presents key foundational principles in language and literacy development for linguistically diverse students. Readers see these ideas enacted through the journeys of real students as they progress from 1st through 6th grade. What…

  1. Elementary Science Education in Classrooms and Outdoors: Stakeholder Views, Gender, Ethnicity, and Testing

    Science.gov (United States)

    Carrier, Sarah J.; Thomson, Margareta M.; Tugurian, Linda P.; Stevenson, Kathryn Tate

    2014-01-01

    In this article, we present a mixed-methods study of 2 schools' elementary science programs including outdoor instruction specific to each school's culture. We explore fifth-grade students in measures of science knowledge, environmental attitudes, and outdoor comfort levels including gender and ethnic differences. We further examine students'…

  2. Exploring Mindfulness and Meditation for the Elementary Classroom: Intersections across Current Multidisciplinary Research

    Science.gov (United States)

    Routhier-Martin, Kayli; Roberts, Sherron Killingsworth; Blanch, Norine

    2017-01-01

    Mindfulness and meditation programs, and their associated benefits for education, can be examined within three related disciplines: psychology, elementary education, and exceptional education. A review of psychology research provides evidence that meditation and mindfulness work to balance the often negative effects of students' social-emotional…

  3. Measuring Practices of Teaching for Social Justice in Elementary Mathematics Classrooms

    Science.gov (United States)

    Reagan, Emilie Mitescu; Pedulla, Joseph J.; Jong, Cindy; Cannady, Mac; Cochran-Smith, Marilyn

    2011-01-01

    This study used the Teaching for Social Justice Observation Scale (TSJOS) of the Reformed Teaching Observation Protocol-Plus (RTOP+) to examine the extent to which twenty-two novice elementary teachers implemented practices related to teaching for social justice in their mathematics instruction. In addition, this study sought to examine the extent…

  4. Let's Resolve Conflicts Together: Elementary School Classroom Activities. Conflict Management Week, May 1-7, 2000.

    Science.gov (United States)

    Ohio Commission on Dispute Resolution and Conflict Management, Columbus.

    With heightened awareness to issues of school safety, it is important for elementary schools to take an active role in promoting constructive responses to conflict. The week of May 1-7, 2000 has been designated as Conflict Management Week by the Governor of Ohio. Conflict is a natural and inevitable part of living; however, managing conflict is…

  5. Relationships between Prospective Elementary Teachers' Classroom Practice and Their Conceptions of Biology and of Teaching Science.

    Science.gov (United States)

    Meyer, Helen; Tabachnick, B. Robert; Hewson, Peter W.; Lemberger, John; Park, Hyun-Ju

    1999-01-01

    Discusses three prospective elementary teachers' conceptions of teaching science and selected portions of their knowledge base in life science. Explores how these teachers' conceptions, along with their teaching actions, developed during the course of a teacher-education program. Contains 21 references. (Author/WRM)

  6. Prospective Elementary Teachers' Understanding of the Nature of Science and Perceptions of the Classroom Learning Environment

    Science.gov (United States)

    Martin-Dunlop, Catherine S.

    2013-01-01

    This study investigated prospective elementary teachers' understandings of the nature of science and explored associations with their guided-inquiry science learning environment. Over 500 female students completed the Nature of Scientific Knowledge Survey (NSKS), although only four scales were analyzed-Creative, Testable, Amoral, and Unified. The…

  7. Understanding Islam in the U.S. Classroom: A Guide for Elementary School Teachers

    Science.gov (United States)

    Hossain, Kazi I.

    2013-01-01

    This article provides strategies that are recommended to elementary school teachers to help students in the U.S. understand Islam and its followers. It discusses the importance of cultural and historical studies in making students aware of the value of Islam to its followers. Three strategies described herein are: the concept of similarities, the…

  8. Making Visual Arts Learning Visible in a Generalist Elementary School Classroom

    Science.gov (United States)

    Wright, Susan; Watkins, Marnee; Grant, Gina

    2017-01-01

    This article presents the story of one elementary school teacher's shift in art praxis through her involvement in a research project aimed at facilitating participatory arts-based communities of practice. Qualitative methods and social constructivism informed Professional Learning Interventions (PLIs) involving: (1) a visual arts workshop, (2)…

  9. Bagpipes and Artichokes: Surprise as a Stimulus to Learning in the Elementary Music Classroom

    Science.gov (United States)

    Jacobi, Bonnie Schaffhauser

    2016-01-01

    Incorporating surprise into music instruction can stimulate student attention, curiosity, and interest. Novelty focuses attention in the reticular activating system, increasing the potential for brain memory storage. Elementary ages are ideal for introducing novel instruments, pieces, composers, or styles of music. Young children have fewer…

  10. Observations of Real-Time Captioning in the Elementary English Language Learner Classroom

    Science.gov (United States)

    Ingraham, Nissa

    2014-01-01

    This qualitative study reviews the effects of real-time captioning on vocabulary acquisition of a novice elementary English language learner (ELL). Triangulation of data was completed through review of teacher journaling, captioning transcripts, and student pretest and posttest assessments. Results illuminate improved retention and usage of…

  11. Testing Instrumentation Validity for Measuring Teachers' Attitudes toward Manipulative Use in the Elementary Classroom

    Science.gov (United States)

    McIntosh, Gina Valdengo

    2012-01-01

    In this study a survey instrument was developed to test elementary teachers' attitudes towards incorporating manipulatives in their math lessons frequently. Though the benefits of using math manipulatives has been reported, there seems to be a disconnect between the benefits of manipulative use and the number of teachers integrating them in their…

  12. Physical Exertion and Immediate Classroom Mental Performance Among Elementary School Children.

    Science.gov (United States)

    Gabbard, Carl

    This study was designed (1) to investigate the relationship between physical exertion and mental performance in elementary school children and (2) to determine if male or female mental performances are more affected by physical exertion. A total of 95 second graders participated in six treatments of induced physical exertion during their regularly…

  13. Design, Customization and Implementation of Energy Simulation with 5E Model in Elementary Classroom

    Science.gov (United States)

    Lye, Sze Yee; Wee, Loo Kang; Kwek, Yao Chie; Abas, Suriati; Tay, Lee Yong

    2014-01-01

    Science simulations are popular among educators as such simulations afford for multiple visual representation and interactivity. Despite the popularity and abundance on the internet, our literature review suggested little research has been conducted on the use of simulation in elementary school. Thus, an exploratory pilot case study was conducted…

  14. De-Marginalizing Science in the Elementary Classroom by Coaching Teachers to Address Perceived Dilemmas

    Science.gov (United States)

    Berg, Alissa; Mensah, Felicia Moore

    2014-01-01

    This study identifies and explores the dilemmas experienced by three first-grade teachers in teaching elementary school science. The impact of coaching and teachers' career stages on how teachers reconcile their dilemmas was examined. Results of this comparative case study indicate teachers perceived tensions between focusing instructional…

  15. How Elementary Teachers' Beliefs About the Nature of Science Mediate Implementing Prescribed Science Curricula in Their Classrooms

    Science.gov (United States)

    Giglio, Kathleen Rose Fitzgerald

    This is an in depth study of two elementary school teachers, who are generalists because they teach multiple subjects to their classes, in addition to science, respectively in grade 3 and grade 6. The teachers taught and their students learned using a contemporary understanding of the nature of science (NOS), which they learned by actually doing science investigations, rather than being explicitly told about NOS (contrary to what some scholars claim). Neither teacher completed any formal/informal science training/experiences, especially connected to the construct NOS. Even though the teachers did not explicitly reference NOS in the classroom, their teaching about NOS was made possible through their implementation of the FOSS ( Full Option Science System) curriculum. Although their students enthusiastically demonstrated competence in both science process and content, as prescribed by the FOSS curriculum, the teachers' felt undermined by the state mandated assessments and the inclusion of student performance as a criterion for the state teacher evaluation system. This research was designed to answer the following questions: (1) What are elementary teachers' conceptions about NOS? (2) How are the teachers' NOS views manifested in their implementation of the FOSS program and their choices of instructional methods/materials? (3) What factors may have enhanced or hindered how the teachers sustained their NOS conceptions as they implemented the FOSS program? To explicate the relationship between teachers' views of NOS and the extent to which constructivist practices were employed in their science instruction, a multiple research methodology using grounded theory as the foundation and employing both quantitative and qualitative measures, was needed. Sources of quantitative data were written survey results using the Student Understanding of Science and Scientific Inquiry Questionnaire (SUSSI; Liang et al., 2008) Likert scale responses and constructed responses. Face

  16. Gesture, Meaning-Making, and Embodiment: Second Language Learning in an Elementary Classroom

    Science.gov (United States)

    Rosborough, Alessandro

    2014-01-01

    The purpose of the present study was to investigate the mediational role of gesture and body movement/positioning between a teacher and an English language learner in a second-grade classroom. Responding to Thibault's (2011) call for understanding language through whole-body sense making, aspects of gesture and body positioning were analyzed for…

  17. Theoretical Beliefs and Instructional Practices Used for Teaching Spelling in Elementary Classrooms

    Science.gov (United States)

    McNeill, Brigid; Kirk, Cecilia

    2014-01-01

    The current study aimed to examine teachers' reported spelling assessment and instruction practices. Analysis of the match between teachers' theoretical beliefs about spelling and their reported pedagogy was conducted to elucidate factors that may support or impede the use of evidence-based teaching strategies in the classroom. An electronic…

  18. Elementary Teachers' Experiences with Technology Professional Development and Using Technology in the Classroom: A Case Study

    Science.gov (United States)

    Grizzle, Pamela Lavon

    2016-01-01

    In order for educators to prepare students for technology-enhanced learning educators must first be prepared. The digital divide and technology professional development are two factors impacting the depth at which technology is integrated into the classroom. The local problem addressed in this study was that the impact of technology professional…

  19. Elementary Girls' Attitudes toward Mathematics in Mixed-Gender and Single-Gender Classrooms

    Science.gov (United States)

    Tichenor, Mercedes; Welsh, Alyssa; Corcoran, Carol; Piechura, Kathy; Heins, Elizabeth

    2016-01-01

    By the time girls are second graders, they may be exhibiting negative attitudes toward math (Cvencek, Meltzoff, & Greenwald, 2011). McFarland, Benson and McFarland (2011) examined girls' math achievement in single-gender and mixed-gender classrooms and suggest that single-gendered formats can help females. In this study, we compare the math…

  20. Peer Influence on Children's Reading Skills: A Social Network Analysis of Elementary School Classrooms

    Science.gov (United States)

    Cooc, North; Kim, James S.

    2017-01-01

    Research has found that peers influence the academic achievement of children. However, the mechanisms through which peers matter remain underexplored. The present study examined the relationship between peers' reading skills and children's own reading skills among 4,215 total second- and third-graders in 294 classrooms across 41 schools. One…

  1. Effects of a Classroom Intervention on Academic Engagement of Elementary School Students with Anxiety

    Science.gov (United States)

    Leatham, Lychelle

    2017-01-01

    This study evaluated the impact of anxiety reduction on academic engagement for eight students experiencing significant anxiety in grades three through five. All participating students showed high anxiety levels that appeared to be impacting performance on at least one academic task in the classroom, according to teacher report. Student…

  2. Comparative Study of Elementary and Secondary Teacher Perceptions of Mobile Technology in Classrooms

    Science.gov (United States)

    De Jong, David; Grundmeyer, Trent; Anderson, Chad

    2018-01-01

    More and more schools are implementing a 1:1 mobile device initiative for their students because the future of learning will have technology embedded within the curriculum. Teachers are often given the direction to utilize mobile devices in the classroom, but quite often educators do not understand the significance of this technology or agree with…

  3. Decreasing Transition Times in Elementary School Classrooms: Using Computer-Assisted Instruction to Automate Intervention Components

    Science.gov (United States)

    Hine, Jeffrey F.; Ardoin, Scott P.; Foster, Tori E.

    2015-01-01

    Research suggests that students spend a substantial amount of time transitioning between classroom activities, which may reduce time spent academically engaged. This study used an ABAB design to evaluate the effects of a computer-assisted intervention that automated intervention components previously shown to decrease transition times. We examined…

  4. Weight-Related Barriers for Overweight Students in an Elementary Physical Education Classroom: An Exploratory Case Study with One Physical Education Teacher

    Directory of Open Access Journals (Sweden)

    Mary Odum

    2017-11-01

    Full Text Available IntroductionAs physical performance may be more difficult for overweight children than for their non-overweight peers, understanding how weight impacts student performance in the physical education (P.E. classroom could inform school-based obesity prevention programming.Materials and methodsThis qualitative case study examined one elementary physical educator’s perspectives of overweight students’ weight-related experiences in her classroom. Narratives were elicited during an in-depth interview and analyzed using structural and thematic analyses. We utilized the social cognitive theory to inform our exploration of the narratives.FindingsThe thematic analysis illuminated a behavioral pattern of student refusal to participate in the P.E. classroom while the structural analysis emphasized the teacher’s constructive, individualized responses to participation refusals. Combined, the two analytic techniques provided a more holistic snapshot of the experiences of overweight students in this elementary school. In addition, a preliminary model explaining the behavioral pattern among overweight students in this particular P.E. classroom was created.DiscussionStudents who were overweight were more likely to initially refuse to attempt physical tasks in the classroom because they feared peer ridicule, and the teacher played a critical role in whether these students chose to participate in subsequent classes. As agents of change, P.E. educators should be included in formative stages of comprehensive, systemic changes to combat childhood obesity.

  5. English as a Second Language and Children’s literature : An empirical study on Swedish elementary school teachers’ methods and attitudes towards the use of children’s literature in the English classroom

    OpenAIRE

    Englund, Micaela

    2016-01-01

    Previous research has shown multiple benefits and challenges with the incorporation of children’s literature in the English as a Second language (ESL) classroom. In addition, the use of children’s literature in the lower elementary English classroom is recommended by the Swedish National Agency for Education. Consequently, the current study explores how teachers in Swedish elementary school teach ESL through children’s literature. This empirical study involves English teachers from seven scho...

  6. Student Mastery of the Sun-Earth-Moon System in a Flipped Classroom of Pre-service Elementary Education Students

    Science.gov (United States)

    Larsen, Kristine

    2014-01-01

    One of the current trends in pedagogy at all levels(K-college) is the so-called ‘flipped classroom’, in which students prepare for a class meeting through self-study of the material. It is based on a rejection of the classic model of the faculty member as the ‘sage on the stage’ instead, responsibility for learning shifts to the individual student. The faculty member takes on the role of learning facilitator or mentor, and focuses the students’ learning by crafting and administering timely formative assessments (in multiple formats and applied multiple times) that aid both students and the faculty member in tracking the students’ mastery of the learning outcomes. In a flipped, freshman-only, section of SCI 111 Elementary Earth-Physical Sciences (a required introductory science course for pre-service elementary school teachers) the students learned through a combination of individual and group hands-on in-class activities, technology (including PowerPoint presentations and short videos viewed prior to attending class), in-class worksheets, and in-class discussions. Students self-differentiated in how they interacted with the available teaching materials, deciding which activities to spend the most time on based on their individual needs (based on an online quiz taken the night before the class period, and their personal self-confidence with the material). Available in-class activities and worksheets were developed by the faculty member based on student scores on the online quiz as well as personal messages submitted through the course management system the night before the class meeting. While this placed a significant burden on the faculty member in terms of course preparation, it allowed for just-in-time teaching to take place. This poster describes the results of student mastery of content centered on the sun-earth-moon system (specifically seasons, moon phases, and eclipses) as compared to traditional classroom sections.

  7. Exploring How Second Grade Elementary Teachers Translate Their Nature of Science Views into Classroom Practice After a Graduate Level Nature of Science Course

    Science.gov (United States)

    Deniz, Hasan; Adibelli, Elif

    2015-12-01

    The main purpose of this study was to explore the factors mediating the translation of second grade teachers' nature of science (NOS) views into classroom practice after completing a graduate level NOS course. Four second grade in-service elementary teachers comprised the sample of this study. Data were collected from several sources during the course of this study. The primary data sources were (a) assessment of the elementary teachers' NOS views before and after the graduate level NOS course using the Views of Nature of Science Questionnaire Version B (VNOS-B) (Lederman et al., 2002) coupled with interviews, and (b) a classroom observation and videotaped recording of the elementary teachers' best NOS lessons coupled with interview. We identified three distinct but related factors that mediated the translation of NOS views into classroom practice: the teachers' perspectives about the developmental appropriateness of the NOS aspect, the teachers' selection of target NOS aspects, and the relative importance placed by teachers on each NOS aspect.

  8. Classroom

    Indian Academy of Sciences (India)

    Classroom. In this section of Resonance, we in'Vite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing with them, or in'Vite responses, or ... "Classroom" is equally a forum for raising broader issues and .... Now we can approach the question from a different viewpoint.

  9. Classrooms.

    Science.gov (United States)

    Butin, Dan

    This paper addresses classroom design trends and the key issues schools should consider for better classroom space flexibility and adaptability. Classroom space design issues when schools embrace technology are discussed, as are design considerations when rooms must accommodate different grade levels, the importance of lighting, furniture…

  10. 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…

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

    Science.gov (United States)

    Slater, Jessica; Tierney, Adam; Kraus, Nina

    2013-01-01

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

  12. Elementary students' evacuation route choice in a classroom: A questionnaire-based method

    Science.gov (United States)

    Chen, Liang; Tang, Tie-Qiao; Huang, Hai-Jun; Song, Ziqi

    2018-02-01

    Children evacuation is a critical but challenging issue. Unfortunately, existing researches fail to effectively describe children evacuation, which is likely due to the lack of experimental and empirical data. In this paper, a questionnaire-based experiment was conducted with children aged 8-12 years to study children route choice behavior during evacuation from in a classroom with two exits. 173 effective questionnaires were collected and the corresponding data were analyzed. From the statistical results, we obtained the following findings: (1) position, congestion, group behavior, and backtracking behavior have significant effects on children route choice during evacuation; (2) age only affects children backtracking behavior, and (3) no prominent effects based on gender and guidance were observed. The above findings may help engineers design some effective evacuation strategies for children.

  13. Classroom

    Indian Academy of Sciences (India)

    IAS Admin

    experiences and viewpoints on matters related to teaching and learning science. Pythagorean ... Figure 1. In this article, we give an alternative proof of. Pythagorean theorem from Heron's formula us- ing elementary school-level geometry.

  14. The Delaware Bay Estuary as a Classroom: A Research Experience for Future Elementary Grade-Level Teachers

    Science.gov (United States)

    Madsen, J.; Fifield, S.; Allen, D.; Shipman, H.; Ford, D.; Dagher, Z.; Brickhouse, N.

    2004-05-01

    With supplemental funding from the National Science Foundation (NSF), students from the University of Delaware's Science Semester course took part in a two-day research cruise in the Delaware Bay Estuary. The Science Semester, an NSF-funded project, is an integrated 15-credit sequence that encompasses the entire course work for the spring semester for approximately 60 sophomore-level elementary education majors. The semester includes the earth, life, and physical science content courses and the education science methods course integrated into one curriculum. In this curriculum, problem-based learning and other inquiry-based approaches are applied to foster integrated understandings of science and pedagogy that future elementary teachers need to effectively use inquiry-based approaches in their classrooms. The research cruise was conducted as part of one of the four major investigations during the course. The investigation focused on Delaware's state marine animal, Limulus polyphemus. It is one of the four remaining species of horseshoe crabs; the largest spawning population of Limulus is found in Delaware Bay. Within the problem- and inquiry-based learning approaches of the Science Semester course, the students became aware that very little data exists on the benthic habitat of Limulus polyphemus. In order to learn more about this habitat, a cohort of seven students from the course was recruited as part of the scientific party to take part in the research cruise to collect data on the floor of Delaware Bay. The data included: multibeam bathymetry/backscatter data, grab samples of bay bottom sediments, and CTD profiles. Prior to the cruise, all students in the course took part in laboratory exercises to learn about topographic maps and navigation charts using the Delaware Bay area as the region of study. While "at-sea", the cruise participants sent the ship's latitude and longitude positions as a function of time. The positions were used by the on-land students to

  15. Model program for the recruitment and preparation of high ability elementary mathematics/science teachers: A collaborative project among scientists, teacher educators and classroom teachers

    Energy Technology Data Exchange (ETDEWEB)

    1993-12-01

    This teacher education program will provide a model for recruiting, educating and retaining high ability students to become mathematics and science lead teachers in elementary schools. The quality experiences and support provided these students will help them develop the knowledge and attitudes necessary to provide leadership for elementary mathematics and science programs. Students will have research experiences at the Ames Laboratory, high quality field experiences with nationally recognized mathematics and science teachers in local schools and opportunities to meaningfully connect these two experiences. This program, collaboratively designed and implemented by scientists, teacher educators and classroom teachers, should provide a replicatable model for other teacher education institutions. In addition, materials developed for the project should help other laboratories interface more effectively with K-8 schools and help other teacher education programs incorporate real science and mathematics experience into their curriculum.

  16. Individual and classroom variables associated with relational aggression in elementary-school aged children : A multilevel analysis

    NARCIS (Netherlands)

    Kuppens, S.; Grietens, H.; Onghena, P.; Michiels, D.; Subramanian, S. V.

    2008-01-01

    Relational aggression was studied within classroom environments by examining individual and classroom correlates among 2731 children (3rd-5th graders) during two successive measurement years. Multilevel analyses yielded small gender differences for relational aggression, indicating that such

  17. How does a Next Generation Science Standard Aligned, Inquiry Based, Science Unit Impact Student Achievement of Science Practices and Student Science Efficacy in an Elementary Classroom?

    Science.gov (United States)

    Whittington, Kayla Lee

    This study examined the impact of an inquiry based Next Generation Science Standard aligned science unit on elementary students' understanding and application of the eight Science and Engineering Practices and their relation in building student problem solving skills. The study involved 44 second grade students and three participating classroom teachers. The treatment consisted of a school district developed Second Grade Earth Science unit: What is happening to our playground? that was taught at the beginning of the school year. Quantitative results from a Likert type scale pre and post survey and from student content knowledge assessments showed growth in student belief of their own abilities in the science classroom. Qualitative data gathered from student observations and interviews performed at the conclusion of the Earth Science unit further show gains in student understanding and attitudes. This study adds to the existing literature on the importance of standard aligned, inquiry based science curriculum that provides time for students to engage in science practices.

  18. Classroom

    Indian Academy of Sciences (India)

    In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom ... sharing personal experiences and viewpoints on matters related to teaching and learning ... Is there any well charaderised example of.

  19. Classroom

    Indian Academy of Sciences (India)

    "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. ! Quantum Theory of the Doppler Effed. Generally text books give only the wave ...

  20. Classroom

    Indian Academy of Sciences (India)

    "Classroom" is equally a foru11J. for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. Point Set Topological ... a new way of looking at this problem and we will prove.

  1. Classroom

    Indian Academy of Sciences (India)

    responses, or both. "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. ... I shall give the solution to the problem, along with relevant.

  2. Classroom

    Indian Academy of Sciences (India)

    in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. ... research, could then both inject greater vigour into teaching of ... ture, forestry and fishery sciences, management of natural resources.

  3. Classroom

    Indian Academy of Sciences (India)

    responses, or both. "Classroom" is equally a forum for raising broader issues and .... Research Institute, Bangalore ... From Bohr's theory we can calculate v = (En - En -1) / h the ... important reason for the failure of the qualitative arguments. An.

  4. Preparing Tomorrow's Teachers: Are New Mexico's Education School Graduates Ready to Teach Reading and Mathematics in Elementary Classrooms?

    Science.gov (United States)

    Greenberg, Julie; Jacobs, Sandi

    2009-01-01

    As a follow up to National Council on Teacher Quality (NCTQ's) national studies of how well elementary teachers are prepared to teach reading and mathematics, NCTQ looks at preparation in both subjects in all undergraduate teacher preparation programs in New Mexico. This analysis evaluated New Mexico's eight undergraduate elementary teacher…

  5. Elementary Organizational Structures and Young Adolescents' Self-Concept and Classroom Environment Perceptions across the Transition to Middle School

    Science.gov (United States)

    Parker, Audra K.

    2009-01-01

    Transitions can be difficult at any age; however, the move from elementary school to middle school, coupled with the onset of adolescence, is often associated with a myriad of psychological and academic declines. One strategy currently used to "ready" elementary students for middle school is a departmentalized organizational structure. The purpose…

  6. 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

  7. Classroom

    Indian Academy of Sciences (India)

    CLASSROOM. Figure 1. An antibubble photographed with a white backdrop. contrast to the case of soap bubbles,. Soap bubbles float in air and descend due to gravity on account of higher density of the soap solution, while antibubbles rise due to buoyancy of the air film and float just below the surface of the soap solution.

  8. Relationship between Academic Optimism and Classroom Management Styles of Teachers--Case Study: Elementary School Teachers in Isfahan

    Science.gov (United States)

    Moghtadaie, L.; Hoveida, R.

    2015-01-01

    The purpose of this study was to investigate the relationship between classroom management styles of the teachers and their academic optimism. In this study, three types of classroom management styles (interventionist style, interactionist style, and non-interventionist style) have been considered. Research community is all public primary school…

  9. The Relationship between Teachers' Implementation of Classroom Management Practices and Student Behavior in Elementary School

    Science.gov (United States)

    Gage, Nicholas A.; Scott, Terrance; Hirn, Regina; MacSuga-Gage, Ashley S.

    2018-01-01

    Teachers' classroom management practices have a direct impact on their students' probability of success. Evidence-based classroom management practices include (a) active instruction and supervision of students (i.e., teaching), (b) opportunities for students to respond, and (c) feedback to students. In this study, we examined the degree to which…

  10. Individual and Classroom Variables Associated with Relational Aggression in Elementary-School Aged Children: A Multilevel Analysis

    Science.gov (United States)

    Kuppens, S.; Grietens, H.; Onghena, P.; Michiels, D.; Subramanian, S. V.

    2008-01-01

    Relational aggression was studied within classroom environments by examining individual and classroom correlates among 2731 children (3rd-5th graders) during two successive measurement years. Multilevel analyses yielded small gender differences for relational aggression, indicating that such aggressive behavior was more associated with girls as…

  11. A Comparison of Teacher Classroom Management Practices and Presage Variables on High and Low Performing Elementary Schools

    Science.gov (United States)

    Kinloch, Karen Elizabeth

    2013-01-01

    According to an extensive review of the literature, effective instructional delivery and "classroom management" practices are critical factors to elevate student achievement (Shindler, Jones, Williams, Taylor, & Cadenas, 2012). The purpose of this study was to analyze a comparison of classroom management practices on student…

  12. Self- Versus Teacher Management of Behavior for Elementary School Students with Asperger Syndrome: Impact on Classroom Behavior

    Science.gov (United States)

    Shogren, Karrie A.; Lang, Russell; Machalicek, Wendy; Rispoli, Mandy J.; O'Reilly, Mark

    2011-01-01

    The purpose of this study was to evaluate and compare the effectiveness of a token economy and a self-management intervention in an inclusive kindergarten classroom. Two 5-year-old children with Asperger syndrome who were struggling to follow classroom rules participated in the study. An ABACABAC (A = baseline, B = token economy, C =…

  13. "La Chanson de Roland" in the Elementary School Classroom: A Case for Medieval Literature and Young Language Students.

    Science.gov (United States)

    Petry, Karla L.

    1981-01-01

    Describes successful experiment in teaching of medieval literature to elementary French language classes in the Cincinnati public schools. Purpose was to strengthen linguistic awareness and expand social studies unit on medieval France. (BK)

  14. The Relationship between Student Self-Regulation Strategies and Increased Student Achievement: A Study on How the Explicit Integration of Self-Regulation Strategies Impacts Student Reading Achievement in the Elementary Classroom

    Science.gov (United States)

    Egan, Patti A.

    2017-01-01

    Student ownership in learning is a topic that has become quite prevalent in recent years. While emphasis has grown on the importance of active student involvement in learning, integration of student self-regulation strategies is often absent in elementary classrooms. A paradigm shift that encourages active involvement of students in the learning…

  15. Exploring Elementary Students' Power and Solidarity Relations in an EFL Classroom (Exploración de las relaciones de poder y solidaridad entre estudiantes de primaria en la clase de inglés como lengua extranjera)

    Science.gov (United States)

    Méndez, Tatiana; García, Andrea

    2012-01-01

    This article derives from a critical discourse analysis study that reports the characteristics of elementary school students' power and solidarity relations in English as a foreign language classroom in Bogotá, Colombia, while we were doing our teaching English as a foreign language practicum. The study was based on theories of power and…

  16. Calories in the classroom: celebration foods offered and consumed during classroom parties at an elementary school in a low-income, urban community.

    Science.gov (United States)

    Isoldi, Kathy K; Dalton, Sharron

    2012-08-01

    The school food environment is an important area of exploration in investigating the potential for schoolchildren to consume foods and beverages containing excess calories on school grounds. Several venues offer schoolchildren access to lownutrient, calorie-dense foods and beverages. Classroom celebrations offer such a venue; however, little is known about current practices during these events. Trained observers recorded foods and beverages offered, activities engaged in, and goody bag distribution during six separate classroom celebrations. Additionally, foods and beverages consumed by 24 individual students were recorded in detail for calorie estimation. The majority of food items offered during classroom celebrations were low-nutrient, calorie-dense items. The mean caloric contribution for all 24 students was 444 ± 221 calories, with a range of 130–905 calories, and a median intake of 386 calories. Mean total estimated calorie intake per grade level was 225 ± 90, 286 ± 105, and 550 ± 212 calories for students in prekindergarten, kindergarten, and 1st grade, respectively. Only one-third of all the parties observed included activities other than eating. Our observations reveal that food items offered during classroom celebrations offer children opportunities to consume low-nutrient, calorie-dense foods and beverages on the school campus. More research is needed to support these findings, and to identify the best practice to implement for effective school wellness policies aimed at regulating classroom celebrations.

  17. Making Earth Science Relevant in the K-8 Classroom. The Development of an Instructional Soils Module for Pre-Service Elementary Teachers Using the Next Generation Science Standards

    Science.gov (United States)

    Baldwin, K. A.; Hauge, R.; Dechaine, J. M.; Varrella, G.; Egger, A. E.

    2013-12-01

    's STEP Center in the geosciences. The module goals are: 1) Pre-service teachers will apply classification methods, testing procedures and interdisciplinary systems thinking to analyze and evaluate a relevant societal issue in the context of soils, 2) Pre-service teachers will design, develop, and facilitate a standards-based K-8 soils unit, incorporating a relevant broader societal issue that applies authentic geoscientific data, and incorporates geoscientific habits of mind. In addition, pre-service teachers will look toward the NGSS and align activities with content standards, systems thinking, and science and engineering practices. This poster will provide an overview of module development to date as well as a summary of pre-semester survey results indicating pre-service elementary teachers' ideas (beliefs, attitudes, preconceptions, and content knowledge) about teaching soils, and making science relevant in a K-8 classroom.

  18. An Experiential Study of Elementary Teachers with the Storytelling Process: Interdisciplinary Benefits Associated with Teacher Training and Classroom Integration

    Science.gov (United States)

    Groce, Robin D.

    2004-01-01

    The purpose of this manuscript is to describe how elementary teachers used their experiences in a storytelling inservice training to teach lessons in language arts, science, social studies, and bilingual education. Qualitative research methods were used in simultaneously collecting and analyzing data. Storytelling was found to be a valuable tool…

  19. Physics education at elementary school: a study of the influence of teachers' experiences in their classroom practices

    Directory of Open Access Journals (Sweden)

    Marco Aurélio Alvarenga Monteiro

    2004-03-01

    Full Text Available This paper discusses the influence of particularities linked to the teacher identity on the way by which elementary school teachers direct activities of physics knowledge with their students in their sciences classes. The results show that the peculiar unconscious influences of each teacher’s history, interfere decisively in the way as the educators adopt the pedagogic innovations in their classes.

  20. Preservice Classroom Teachers' Preconceived Attitudes, Confidence, Beliefs, and Self-Efficacy toward Integrating Music in the Elementary Curriculum

    Science.gov (United States)

    Battersby, Sharyn L.; Cave, Agnes

    2014-01-01

    Preservice elementary education majors are required at many colleges and universities to take a course in music methods to become certified in their field. These courses are offered because they are a valuable component of a well-rounded liberal arts education and helps preservice educators to teach students in a well-rounded fashion. They are…

  1. 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…

  2. Impact through Images: Exploring Student Understanding of Environmental Science through Integrated Place-Based Lessons in the Elementary Classroom

    Science.gov (United States)

    Muthersbaugh, Debbie; Kern, Anne L.; Charvoz, Rebecca

    2014-01-01

    In the early 1800s, the U.S. President Thomas Jefferson assembled a team of explorers led by Meriwether Lewis and William Clark to forge a waterway connecting the Missouri River to the Pacific Ocean. How has this environment changed in 200 years and how do elementary students make sense of those changes? This study looks at the impact of…

  3. Learning from Expository Texts: Classroom-Based Strategies for Promoting Comprehension and Content Knowledge in the Elementary Grades

    Science.gov (United States)

    Hall-Kenyon, Kendra M.; Black, Sharon

    2010-01-01

    One of the primary purposes of expository text in education is to teach new content. Because elementary grade children are accustomed to applying their literacy skills to reading and writing narratives, they must be taught new skills if they are to access expository content effectively. These skills and practices can be challenging because…

  4. African American and European American Children in Diverse Elementary Classrooms: Social Integration, Social Status, and Social Behavior

    Science.gov (United States)

    Wilson, Travis; Rodkin, Philip C.

    2011-01-01

    With a sample of African American and European American 3rd- and 4th-grade children (N = 486, ages 8-11 years), this study examined classroom ethnic composition, peer social status (i.e., social preference and perceived popularity as nominated by same- and cross-ethnicity peers), and patterns of ethnic segregation (i.e., friendship, peer group,…

  5. Educational Game as Supplemental Learning Tool: Benefits, Challenges, and Tensions Arising from Use in an Elementary School Classroom

    Science.gov (United States)

    Warren, Scott; Dondlinger, Mary Jo; Stein, Richard; Barab, Sasha

    2009-01-01

    This article examines the qualitative findings from a mixed-methods comparison study of the use of an online multi-user virtual environment called Anytown which supplemented face-to-face writing instruction in a fourth grade classroom to determine implications for the design of such environments and the reported impact of this design on students…

  6. Effects of a Play-Based Teacher Consultation (PBTC) Program on Interpersonal Skills of Elementary School Teachers in the Classroom

    Science.gov (United States)

    Carlson, Sarah E.

    2011-01-01

    The purpose of this study was to examine the effectiveness of a play-based teacher consultation (PBTC) program on individual teachers' interpersonal classroom behaviors and teacher-child relationships. The research questions addressed the application of child-centered play therapy principles and PBTC increasing teacher responsiveness, decreasing…

  7. The Interactional Accomplishment of Not Knowing in Elementary School Science and Mathematics: Implications for Classroom Performance Assessment Practices

    Science.gov (United States)

    Reis, Giuliano; Barwell, Richard

    2013-01-01

    The day-to-day business of being a science or mathematics teacher involves the continuous assessment of students. This, in turn, is an inherently discursive process. The aim of the present study is to examine some of the specific discursive practices through which science and mathematics knowing is jointly produced through classroom interaction.…

  8. Social Network Analysis of Children with Autism Spectrum Disorder: Predictors of Fragmentation and Connectivity in Elementary School Classrooms

    Science.gov (United States)

    Anderson, Ariana; Locke, Jill; Kretzmann, Mark; Kasari, Connie

    2016-01-01

    Although children with autism spectrum disorder are frequently included in mainstream classrooms, it is not known how their social networks change compared to typically developing children and whether the factors predictive of this change may be unique. This study identified and compared predictors of social connectivity of children with and…

  9. Toward Understanding the Nature of a Partnership between an Elementary Classroom Teacher and an Informal Science Educator

    Science.gov (United States)

    Weiland, Ingrid S.; Akerson, Valarie L.

    2013-01-01

    This study explored the nature of the relationship between a fifth-grade teacher and an informal science educator as they planned and implemented a life science unit in the classroom, and sought to define this relationship in order to gain insight into the roles of each educator. In addition, student learning as a result of instruction was…

  10. Managing Student Behavior in an Elementary School Music Classroom: A Study of Class-Wide Function-Related Intervention Teams

    Science.gov (United States)

    Caldarella, Paul; Williams, Leslie; Jolstead, Krystine A.; Wills, Howard P.

    2017-01-01

    Classroom management is a common concern for teachers. Music teachers in particular experience unique behavior challenges because of large class sizes, uncommon pacing requirements, and performance-based outcomes. Positive behavior support (PBS) is an evidence-based framework for preventing or eliminating challenging behaviors by teaching and…

  11. Food as a reward in the classroom: school district policies are associated with practices in US public elementary schools.

    Science.gov (United States)

    Turner, Lindsey; Chriqui, Jamie F; Chaloupka, Frank J

    2012-09-01

    The use of food as a reward for good student behavior or academic performance is discouraged by many national organizations, yet this practice continues to occur in schools. Our multiyear cross-sectional study examined the use of food as a reward in elementary schools and evaluated the association between district policies and school practices. School data were gathered during the 2007-2008, 2008-2009, and 2009-2010 school years via mail-back surveys (N=2,069) from respondents at nationally representative samples of US public elementary schools (1,525 unique schools, 544 of which also participated for a second year). During every year, the corresponding district policy for each school was gathered and coded for provisions pertaining to the use of food as a reward. School practices did not change over time and as of the 2009-2010 school year, respondents in 42.1% and 40.7% of schools, respectively, indicated that food was not used as a reward for academic performance or for good student behavior. In multivariate logistic regression analyses controlling for school characteristics and year, having a district policy that prohibited the use of food as a reward was significantly associated with school respondents reporting that food was not used as a reward for academic performance (Preward than were respondents in the South and Northeast. As of 2009-2010, only 11.9% of the districts in our study prohibited the use of food as a reward. Strengthening district policies may reduce the use of food rewards in elementary schools. Copyright © 2012 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

  12. African American and European American Children in Diverse Elementary Classrooms: Social Integration, Social Status, and Social Behavior

    OpenAIRE

    Wilson, Travis; Rodkin, Philip C.

    2011-01-01

    With a sample of African American and European American 3rd and 4th grade children (N = 486, ages 8–11 years), this study examined classroom ethnic composition, peer social status (i.e., social preference and perceived popularity as nominated by same- and cross-ethnicity peers), and patterns of ethnic segregation (i.e., friendship, peer group, and cross-ethnicity dislike). African American—but not European American—children had more segregated relationships and were more disliked by cross-eth...

  13. Managing Your Classroom for Success

    Science.gov (United States)

    Wong, Harry; Wong, Rosemary; Rogers, Karen; Brooks, Amanda

    2012-01-01

    Effective teachers view classroom management as a process of organizing and structuring classroom events for student learning. Creating a well-managed classroom with established procedures is the priority of a teacher the first two weeks of school. In an elementary classroom where each day may have a different array of subjects and at different…

  14. Virtual Classroom

    DEFF Research Database (Denmark)

    Christensen, Ove

    2013-01-01

    In the Scandinavian countries: Sweden, Norway and Denmark, the project GNU (Grænseoverskridende Nordisk Undervisning, i.e. Transnational Nordic Teaching) is experimenting with ways of conducting teaching across the borders in the elementary schools. The cloud classes are organised with one class...... and benefits in regard to learning and pedagogy with virtual classroom....

  15. A case study of an experienced teacher's beliefs and practice during implementation of an inquiry-based approach in her elementary science classroom

    Science.gov (United States)

    Martin, Anita Marie Benna

    The purpose of this study was to examine the relationship between one teacher's beliefs and her practices. This study examined this relationship during the implementation of reform by the teacher in the area of science as recommended by the National Science Education Standards (NRC, 1996). This study was a single case study of one experienced elementary teacher who was implementing the Science Writing Heuristic (SWH) approach in her science classroom. The study's focus was on the relationship between the teacher's beliefs and her practice during this innovation, as well as the factors that influenced that relationship. Data were collected from multiple sources such as routinely scheduled interviews, classroom observations, researcher's fieldnotes, teacher's written reflections, professional development liaison reflections, student responses, video-tape analysis, think-aloud protocol, audio-tapes of student discourse, metaphor analysis, and Reformed Teacher Observation Protocol (RTOP) scores. Data analysis was conducted using two different approaches: constant comparative method and RTOP scores. Results indicate that a central belief of this teacher was her beliefs about how students learn. This belief was entangled with other more peripheral beliefs such as beliefs about the focus of instruction and beliefs about student voice. As the teacher shifted her central belief from a traditional view of learning to one that is more closely aligned with a constructivist' view, these peripheral beliefs also shifted. This study also shows that the teacher's beliefs and her practice were consistent and entwined throughout the study. As her beliefs shifted, so did her practice and it supports Thompson's (1992) notion of a dialectic relationship between teacher beliefs and practice. Additionally, this study provides implications for teacher education and professional development. As teachers implement reform efforts related to inquiry in their science classrooms, professional

  16. Dust levels of polybrominated diphenyl ethers (PBDEs) and polybrominated dibenzo-p-dioxins/furans (PBDD/Fs) in the Taiwanese elementary school classrooms: Assessment of the risk to school-age children.

    Science.gov (United States)

    Gou, Yan-You; Que, Danielle E; Chuang, Chun-Yu; Chao, How-Ran; Shy, Cherng-Gueih; Hsu, Yi-Chyun; Lin, Chun-Wen; Chuang, Kuo Pin; Tsai, Chih-Chung; Tayo, Lemmuel L

    2016-12-01

    Elementary school classroom dust is an important source of exposure to polybrominated dibenzo-p-dioxins/furans and diphenyl ethers (PBDD/DF/DEs) for school-age children. Our goal is thus to investigate concentrations of PBDD/DF/DEs in elementary school classroom dust to further assess the impact on school-age children via ingestion. The dust from classrooms, including both normal (NR) and computer classrooms (CR), was collected from six urban and four rural schools. Fourteen PBDEs and twelve PBDD/Fs were measured using high-resolution gas-chromatography/high-resolution mass-spectrometry. The mean levels of Σ 14 PBDEs in NR and CR dust from the urban classrooms were 370 and 2510ng/g and those whose dust from the rural classrooms were 464 and 1780ng/g. The means of ΣPBDD/Fs were 0.0401ng-WHO 2005 -TEQ/g (concentration: 4.72ng/g) in urban NR dust, 0.0636ng-WHO 2005 -TEQ/g (7.51ng/g) in urban CR dust, 0.0281ng-WHO 2005 TEQ/g (3.60ng/g) in rural NR dust, and 0.0474ng-WHO 2005 TEQ/g (6.28ng/g) in rural CR dust. The PBDEs pattern in NR dust was quite different from that in CR dust, but the PBDD/Fs patterns in NR and CR dust were similar. A linearly significant correlation coefficient (n=20, r=0.862, pschool classrooms. This study assessed the risks (daily intake and cancer and non-cancer risks) of PBDEs and PBDD/Fs for the children from the classroom dust, and the calculated risk values did not exceed the related thresholds. With regard to the exposure scenarios for school-age children in an indoor environment, the results suggest that they might ingest more dust PBDD/DF/DEs in their homes than in the schools. In conclusion, the exposure of Taiwanese elementary school children to PBDD/DF/DEs via indoor dust was with a safe range based on our findings. Copyright © 2016 Elsevier B.V. All rights reserved.

  17. The roles of teachers' science talk in revealing language demands within diverse elementary school classrooms: a study of teaching heat and temperature in Singapore

    Science.gov (United States)

    Seah, Lay Hoon; Yore, Larry D.

    2017-01-01

    This study of three science teachers' lessons on heat and temperature seeks to characterise classroom talk that highlighted the ways language is used and to examine the nature of the language demands revealed in constructing, negotiating, arguing and communicating science ideas. The transcripts from the entire instructional units for these teachers' four culturally and linguistically diverse Grade 4 classes (10 years old) with English as the language of instruction constitute the data for this investigation. Analysis of these transcripts focused on teachers' talk that made explicit reference to the form or function of the language of science and led to the inductive development of the 'Attending to Language Demands in Science' analytical framework. This framework in turn revealed that the major foregrounding purposes of teachers' talk include labelling, explaining, differentiating, selecting and constructing. Further classification of the instances within these categories revealed the extensive and contextualised nature of the language demands. The results challenge the conventional assumption that basic literacy skills dominate over disciplinary literacy skills in primary school science. Potential uses of the analytical framework that could further expand our understanding of the forms, functions and demands of language used in elementary school science are also discussed.

  18. Implementing Child-focused Activity Meter Utilization into the Elementary School Classroom Setting Using a Collaborative Community-based Approach.

    Science.gov (United States)

    Lynch, B A; Jones, A; Biggs, B K; Kaufman, T; Cristiani, V; Kumar, S; Quigg, S; Maxson, J; Swenson, L; Jacobson, N

    2015-12-01

    The prevalence of pediatric obesity has increased over the past 3 decades and is a pressing public health program. New technology advancements that can encourage more physical in children are needed. The Zamzee program is an activity meter linked to a motivational website designed for children 8-14 years of age. The objective of the study was to use a collaborative approach between a medical center, the private sector and local school staff to assess the feasibility of using the Zamzee Program in the school-based setting to improve physical activity levels in children. This was a pilot 8-week observational study offered to all children in one fifth grade classroom. Body mass index (BMI), the amount of physical activity by 3-day recall survey, and satisfaction with usability of the Zamzee Program were measured pre- and post-study. Out of 11 children who enrolled in the study, 7 completed all study activities. In those who completed the study, the median (interquartile range) total activity time by survey increased by 17 (1042) minutes and the BMI percentile change was 0 (8). Both children and their caregivers found the Zamzee Activity Meter (6/7) and website (6/7) "very easy" or "easy" to use. The Zamzee Program was found to be usable but did not significantly improve physical activity levels or BMI. Collaborative obesity intervention projects involving medical centers, the private sector and local schools are feasible but the effectiveness needs to be evaluated in larger-scale studies.

  19. Listening to Early Career Teachers: How Can Elementary Mathematics Methods Courses Better Prepare Them to Utilize Standards-Based Practices in Their Classrooms?

    Science.gov (United States)

    Coester, Lee Anne

    2010-01-01

    This study was designed to gather input from early career elementary teachers with the goal of finding ways to improve elementary mathematics methods courses. Multiple areas were explored including the degree to which respondents' elementary mathematics methods course focused on the NCTM Process Standards, the teachers' current standards-based…

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

    Science.gov (United States)

    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.

  1. 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…

  2. Characterization of mathematics instructional practises for prospective elementary teachers with varying levels of self-efficacy in classroom management and mathematics teaching

    Science.gov (United States)

    Lee, Carrie W.; Walkowiak, Temple A.; Nietfeld, John L.

    2017-03-01

    The purpose of this study was to investigate the relationship between prospective teachers' (PTs) instructional practises and their efficacy beliefs in classroom management and mathematics teaching. A sequential, explanatory mixed-methods design was employed. Results from efficacy surveys, implemented with 54 PTs were linked to a sample of teachers' instructional practises during the qualitative phase. In this phase, video-recorded lessons were analysed based on tasks, representations, discourse, and classroom management. Findings indicate that PTs with higher levels of mathematics teaching efficacy taught lessons characterised by tasks of higher cognitive demand, extended student explanations, student-to-student discourse, and explicit connections between representations. Classroom management efficacy seems to bear influence on the utilised grouping structures. These findings support explicit attention to PTs' mathematics teaching and classroom management efficacy throughout teacher preparation and a need for formative feedback to inform development of beliefs about teaching practises.

  3. Instructional Style Meets Classroom Design.

    Science.gov (United States)

    Novelli, Joan

    1991-01-01

    Nine elementary teachers explain how they design their classrooms to match and support their instructional styles. The teachers focus on whole language programs, student portfolios, science activity set-ups, technology transformation, learning center strategies, and space utilization. (SM)

  4. The Lived Experiences of Leading Edge Certified Elementary School Teachers Who Use Instructional Technology to Foster Critical Thinking, Collaboration, Creativity, and Communication in Their Classrooms: A Phenomenological Study

    Science.gov (United States)

    Ruddell, Natalie

    2017-01-01

    Purpose: The purpose of this phenomenological study was to describe the perceptions of current and former Leading Edge Certified (LEC) elementary school teachers regarding instructional technology practices that facilitate students' development of critical thinking, collaboration, communication, and creativity (4Cs) in one-to-one computer…

  5. Inclusive Elementary Classroom Teacher Knowledge of and Attitudes toward Applied Behavior Analysis and Autism Spectrum Disorder and Their Use of Applied Behavior Analysis

    Science.gov (United States)

    McCormick, Jennifer A.

    2011-01-01

    The purpose of this study was to examine inclusive elementary teacher knowledge and attitude toward Autism Spectrum Disorder (ASD) and applied behavior analysis (ABA) and their use of ABA. Furthermore, this study examined if knowledge and attitude predicted use of ABA. A survey was developed and administered through a web-based program. Of the…

  6. 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.

  7. Exploring Pre-Service EFL Teachers’ Beliefs About Their Roles in an Elementary School Classroom in Regard to Pedagogical and Emotional Aspects of Students

    Directory of Open Access Journals (Sweden)

    Iván Aguirre Sánchez

    2014-04-01

    Full Text Available This article aims at exploring the beliefs of a group of pre-service teachers from a B.Ed. program in Bilingual Education in Bogotá (Colombia, regarding their role as teachers in some general pedagogical and emotional aspects of their primary school students inside the classroom. They were observed over 16 weeks during their pre-service practice and were asked to submit weekly log entries with pedagogical reflections on their performance. Results show that these pre-service teachers believe motivation and identification of their students’ academic needs to be their main role inside the classroom.

  8. Seeing the Forest, Not the Trees: Essential Technologies for Literacy in the Primary-Grade and Upper Elementary-Grade Classroom

    Science.gov (United States)

    Leu, Donald J.; Forzani, Elena; Timbrell, Nicole; Maykel, Cheryl

    2015-01-01

    While countless new technologies are appearing in our lives and in school classrooms, we argue that we need to keep in mind our goals in reading before we use any of them. We suggest that a primary goal is to develop the ability to read in order to learn with online information. Technologies that support this goal, especially the Internet, and…

  9. "Real Teaching" in the Mathematics Classroom: A Comparison of the Instructional Practices of Elementary Teachers in Urban High-Poverty Schools

    Science.gov (United States)

    McKinney, Sueanne E.; Robinson, Jack; Berube, Clair T.

    2013-01-01

    The National Council of Teachers of Mathematics' "Principles and Standards for School Mathematics" outlines fundamental elements that are crucial for creating a problem-solving and inquiry-driven classroom learning environment that highlights conceptual understandings of mathematics ideas. Even though this document outlines…

  10. Characterization of Mathematics Instructional Practises for Prospective Elementary Teachers with Varying Levels of Self-Efficacy in Classroom Management and Mathematics Teaching

    Science.gov (United States)

    Lee, Carrie W.; Walkowiak, Temple A.; Nietfeld, John L.

    2017-01-01

    The purpose of this study was to investigate the relationship between prospective teachers' (PTs) instructional practises and their efficacy beliefs in classroom management and mathematics teaching. A sequential, explanatory mixed-methods design was employed. Results from efficacy surveys, implemented with 54 PTs were linked to a sample of…

  11. The Roles of Teachers' Science Talk in Revealing Language Demands within Diverse Elementary School Classrooms: A Study of Teaching Heat and Temperature in Singapore

    Science.gov (United States)

    Seah, Lay Hoon; Yore, Larry D.

    2017-01-01

    This study of three science teachers' lessons on heat and temperature seeks to characterise classroom talk that highlighted the ways language is used and to examine the nature of the language demands revealed in constructing, negotiating, arguing and communicating science ideas. The transcripts from the entire instructional units for these…

  12. Usages and Impacts of the Integration of Information and Communication Technologies (ICTS) in Elementary Classrooms: Case Study of Swedish Municipality Schools

    Science.gov (United States)

    Sahlin, Johannes S.; Tsertsidis, Antony; Islam, M. Sirajul

    2017-01-01

    During recent years, many schools have started to implement information and communication technologies (ICTs)-based learning devices (such as laptops, tablets, mobile phones, and active boards) in the classroom settings in order to increase learning outcomes. The aim of this study is to find which activities and outcomes are evident in the usages…

  13. Curriculum Connection: Create a Classroom Community.

    Science.gov (United States)

    Donlan, Leni

    1991-01-01

    One elementary teacher runs her classroom as a technology-based token economy. Students hold classroom jobs and use software to track money earned, manage checking accounts, and disburse classroom cash. The strategy boosts math and technology skills. A list of software programs is included. (SM)

  14. Origami as a Teaching Tool for the Elementary Library

    Science.gov (United States)

    Shoup, Lynda D.

    2009-01-01

    In this article, the author shares how she uses origami for her elementary students. Using origami in her classroom helps with classroom management. Students are enthralled to watch the paper as it is folded. Every student can feel a part of the experience. Origami can serve many functions in library classrooms: attention grabbers, geometry…

  15. "I understand why people need to ease their emotions": Exploring mindfulness and emotions in a conceptual physics classroom of an elementary teacher education program

    Science.gov (United States)

    Powietrzyńska, Małgorzata; Gangji, Al-Karim H.

    2016-09-01

    In this manuscript we bring to focus student perceptions of salience (or lack of thereof) of emotions in the undergraduate conceptual physics course (in the teacher education program) and their relevance to teaching and learning. Our analysis of student responses to the Mindfulness in Education Heuristic constitutes a feedback loop affording the teacher reflection over his instructional practices. Hence, we ponder pedagogical tools employed by the class instructor (second author) that students identify as evoking emotional responses (both positive and negative). Furthermore, we highlight this teacher's dispositions and his value system (axiology) that appear to bring to balance his passion for science (understood in a traditional Western way as a canon-based epistemology) and his approach to teaching that is driven by compassion towards his students many of whom perceive physics as challenging. We argue that adopting mindful disposition affords engaging in practices that assist in regulating emotions and attention that mediate learning of canonical science content. Likewise, we maintain that the instructor and his mindfulness-driven practices become a model to be replicated in his students' future careers. In such context, mindfulness may be perceived as part of what is referred to as a hidden curriculum. It is our position, however, that the science classroom is a site where wellness-promoting practices (such as mindfulness) should receive an overt attention by becoming science content to be learned and practiced by all citizens throughout everyday life thus contributing to its improved quality. In recognizing that such position may be challenging to adopt by science educators, we present the way the second author has been grappling with reframing his thinking around teaching science. We encourage educators to utilize heuristic methodology towards reflecting on and informing their practice and as one way of exposing their students to social constructs such as

  16. 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…

  17. A description of a staff development program: Preparing the elementary school classroom teacher to lead environmental field trips and to use an integrated subject approach to environmental education

    Science.gov (United States)

    Egana, John Joseph

    This study of the Field Trip Specialist Program (FTS) described how a professional development plan fostered change in the traditional roles of third and fourth grade teachers. Teachers that volunteered were prepared to become interpretive guides for their class on environmental field trips, integrate their basic subject areas lessons into an environmental science context, and develop their self-perception as professional educators. This qualitative study made use of quantitative data and drew on information collected over four years from surveys, interviews, classroom observations, field trip and workshop observations, focus groups, journals and assessments performed in Florida. The FTS Program attracted teachers who thought it was important for all students to understand environmental issues, and these teachers believed in integrated instruction. These beliefs were inconsistent with many aspects of school culture. FTS invited the participation of these teachers and encouraged them to take control of the program by serving as instructors and program developers. Teachers described themselves as prepared to deliver the FTS Program with a high level of motivation and relevance. They also credited the program as beneficial in preparation for the Florida Comprehensive Assessment Tests (FCAT). Teachers reported that their responsibility as field trip leaders was the primary factor motivating them to provide conscientious presentation of pre- and post-field trip lessons and thorough integration of environmental topics in basic subject area instruction. Despite the impact of the field trip leadership factor, I could not find another program in the State of Florida that required teachers to lead their own field trips. Other influential factors specific to this program were: Voluntary participation, on-site field instruction, peer instructors and program developers, high quality and task specific materials, and pre- and post-assessments for students. Factors were identified

  18. 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…

  19. 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…

  20. 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…

  1. Exploring Collective Mathematical Creativity in Elementary School

    Science.gov (United States)

    Levenson, Esther

    2011-01-01

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

  2. Iteration in Early-Elementary Engineering Design

    Science.gov (United States)

    McFarland Kendall, Amber Leigh

    2017-01-01

    K-12 standards and curricula are beginning to include engineering design as a key practice within Science Technology Engineering and Mathematics (STEM) education. However, there is little research on how the youngest students engage in engineering design within the elementary classroom. This dissertation focuses on iteration as an essential aspect…

  3. Learning Leadership Skills in Elementary School

    Science.gov (United States)

    Bowman, Richard F.

    2014-01-01

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

  4. Community in a Hurry: Social Contracts and Social Covenants in Short-Term ESL Courses

    Science.gov (United States)

    Martinsen, Rob A.

    2009-01-01

    Like many adult ESL instructors, the author has felt firsthand the challenges of creating community in short-term courses. Through his experience, he has noticed that in order to successfully build community in short-term ESL courses, teachers need to lay a foundation for social contracts and social covenants from the first day of the course and…

  5. 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...

  6. Individualizing in Traditional Classroom Settings.

    Science.gov (United States)

    Thornell, John G.

    1980-01-01

    Effective individualized instruction depends primarily on the teacher possessing the skills to implement it. Individualization is therefore quite compatible with the traditional self-contained elementary classroom model, but not with its alternative, departmentalization, which allows teachers neither the time flexibility nor the familiarity with…

  7. 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.)

  8. 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.

  9. 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

  10. 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

  11. Practicing Democracy in the NCLB Elementary Classroom

    Science.gov (United States)

    Davis, Margaret H.

    2010-01-01

    The practice of teaching democracy in school is diminishing. The implementation of No Child Left Behind (NCLB) has forced teachers to teach to the test, and has required some to follow scripted curriculum, leaving little time or incentive for teaching democracy. This study examines the importance of practicing democracy and identifies ways in…

  12. "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…

  13. La gerencia de aula en la escuela primaria ante los desafíos de una educación creativa e innovadora para erigir una cultura de calidad | Elementary school classroom management to confront the challenges of a creative and innovative education to build a culture of quality

    Directory of Open Access Journals (Sweden)

    Lonis Chacón de Bueno

    2017-11-01

    Full Text Available The epochal change warns the emergence of a new rationality as an expressive form in the field of knowledge that characterizes the thinking of the 21st century. In this context, education in its formative social work is being criticized for its limited action in the growing deterioration of moral values and family disintegration. This is compounded by insufficient creativity and innovation in classroom management, which do not contribute to fostering a culture of educational quality. From these criticisms, the discourses demand fundamental transformations, which require paradigmatic ruptures. In this sense, emphasis is placed on the importance of creative capacity as a premise for the transformation of social reality, which calls for the construction of a creative and innovative teacher who is configured onto and epistemologically as a creative being before the management of his praxis in the classroom and therefore, as a companion of an enhancing process of the sensitive and liberating expression of the human being. The present article shows the results of an ethnographic field research, of qualitative style, transversalized by a hermeneutic-dialectical vision. The information gathering techniques were semi-structured interviews, accompanied by non-participant observations, based on the interpretation of the discourses from elementary school teachers. Then, the categorization, structuring, testing and theorizing of the results were carried out. Some theoretical approaches were obtained that allowed to interpret the importance of the creativity and the innovation for a management of transforming classroom.

  14. The Social Status of Aggressive Students across Contexts: The Role of Classroom Status Hierarchy, Academic Achievement, and Grade

    Science.gov (United States)

    Garandeau, Claire F.; Ahn, Hai-Jeong; Rodkin, Philip C.

    2011-01-01

    This study tested the effects of 5 classroom contextual features on the social status (perceived popularity and social preference) that peers accord to aggressive students in late elementary school, including classroom peer status hierarchy (whether within-classroom differences in popularity are large or small), classroom academic level, and grade…

  15. 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.

  16. The Book Trailer Project: Media Production within an Integrated Classroom

    Science.gov (United States)

    Festa, Karen

    2017-01-01

    A special education co-teacher in an integrated elementary classroom describes key aspects of media literacy pedagogy for all students, including opportunities for critical analysis and creative media production. After elementary school students learned about author's craft, purpose, theme/message, three types of writing, and target audience, they…

  17. The GALAXY Classroom: An Interactive, Thematic Approach to Literacy Instruction.

    Science.gov (United States)

    Lewison, Mitzi

    The GALAXY Classroom, developed as a nation-wide reform effort, was designed to make a significant positive difference in the educational lives of elementary school students who have traditionally been labeled "at-risk." As part of a 2-year demonstration and research phase, 39 elementary schools across the United States (and one school…

  18. The role of children's on-task behavior in the prevention of aggressive behavior development and peer rejection: A randomized controlled study of the Good Behavior Game in Belgian elementary classrooms

    NARCIS (Netherlands)

    Leflot, G.; van Lier, P.A.C.; Onghena, P.; Colpin, H.

    2013-01-01

    The role of children's on-task behavior in the prevention of aggressive behavior was assessed among 570 Dutch speaking children followed from second- to third-grade elementary school in Flanders, Belgium. A first objective was to investigate whether individual level variation of on-task behavior

  19. The Impact of Prolonged Participation in a Pro-Social Cognitive Behavioral Skills Program on Elementary Age Students, with Behavior Related Disorders, Behavior Accelerative, Behavior Reductive, and Return to Regular Classroom Outcomes

    Science.gov (United States)

    Esser, Ted H.

    2012-01-01

    Overall, pretest-posttest results indicated statistically significant pretest beginning program compared to posttest ending program percentage of behavioral improvement for on task, following directions, and positive interactions outcomes improvement for individual students who completed the elementary grades pro-social cognitive behavioral skills…

  20. Mystery Motivator: A Tier 1 Classroom Behavioral Intervention

    Science.gov (United States)

    Kowalewicz, Eva A.; Coffee, Gina

    2014-01-01

    This study is an examination of the effectiveness of the Mystery Motivator--an interdependent group contingency, variable-ratio, classwide intervention--as a tool for reducing disruptive classroom behavior in eight diverse general-education elementary school classrooms across seven different schools. The study was conducted using an ABAB, changing…

  1. Flipped Classroom: Effects on Education for the Case of Economics

    Science.gov (United States)

    Kurihara, Yutaka

    2016-01-01

    The notion of the flipped classroom has been received much attention in the literature as it may increase learning outcomes and learning effectiveness elementary and secondary education as well as university learning. In the author's class on international finance (economics) features a blended flipped classroom and lecture; questionnaires were…

  2. Classroom "Cupcake" Celebrations: Observations of Foods Offered and Consumed

    Science.gov (United States)

    Isoldi, Kathy K.; Dalton, Sharron; Rodriguez, Desiree P.; Nestle, Marion

    2012-01-01

    Objective: To describe food and beverage types offered and consumed during classroom celebrations at an elementary school in a low-income, urban community. In addition, to report student intake of fresh fruit provided alongside other party foods. Methods: Observations held during 4 classroom celebrations. Food and beverage items were measured and…

  3. Classroom Management Affects Literacy Development of Students with Emotional and Behavioral Disorders

    Science.gov (United States)

    Garwood, Justin D.; Vernon-Feagans, Lynne

    2017-01-01

    Many children with behavior problems perform poorly academically and can disrupt regular classroom instruction. Although good classroom management strategies can benefit children with behavior problems, it is not clear whether these students need consistently good classroom management across the early elementary school years to improve their…

  4. Researching Critical Literacy: A Critical Study of Analysis of Classroom Discourse

    Science.gov (United States)

    Van Sluys, Katie; Lewison, Mitzi; Flint, Amy Seely

    2006-01-01

    Studying critical literacies includes examining how research practices influence what is learned about classroom activity and the world. This article highlights the processes and practices used in studying 1 classroom conversation. The data, drawn from an elementary school classroom of a Critical Literacy in Action teacher-researcher group member,…

  5. The Lions Quest Program in Turkey: Teachers' Views and Classroom Practices

    Science.gov (United States)

    Gol-Guven, Mine

    2016-01-01

    This is a pilot study to explore the classroom implementation of the Lions Quest Program in Turkey. Teachers of first through eighth grades at two elementary schools who applied the program were interviewed about the program and their classroom practices while they were also observed and their classrooms were also observed. Considerable program…

  6. Classroom Audio Distribution in the Postsecondary Setting: A Story of Universal Design for Learning

    Science.gov (United States)

    Flagg-Williams, Joan B.; Bokhorst-Heng, Wendy D.

    2016-01-01

    Classroom Audio Distribution Systems (CADS) consist of amplification technology that enhances the teacher's, or sometimes the student's, vocal signal above the background noise in a classroom. Much research has supported the benefits of CADS for student learning, but most of it has focused on elementary school classrooms. This study investigated…

  7. Providing a Full Circle of Support to Teachers in an Inclusive Elementary School

    Science.gov (United States)

    Waldron, Nancy L.; Redd, Lacy

    2011-01-01

    Providing a full circle of support to teachers in an inclusive elementary school, the Newberry Elementary School (NES) principal and staff have worked for 5 years to ensure the inclusion of students with disabilities in general education classrooms. The authors would like to share their perceptions of how this full circle (the multiple systems) of…

  8. Caught in the Balance: An Organizational Analysis of Science Teaching in Schools with Elementary Science Specialists

    Science.gov (United States)

    Marco-Bujosa, Lisa M.; Levy, Abigail Jurist

    2016-01-01

    Elementary schools are under increasing pressure to teach science and teach it well; yet, research documents that classroom teachers must overcome numerous personal and school-based challenges to teach science effectively at this level, such as access to materials and inadequate instructional time. The elementary science specialist model…

  9. CONSULT-I Reading. South Avondale Elementary School, Cincinnati Project. Final Report.

    Science.gov (United States)

    Newman, Anabel; And Others

    A study examined the effectiveness of the second year of implementation of the CONSULT-I program, which uses artificial intelligence with statistical pattern recognition in constructing a diagnosis and recommending treatment of reading difficulties. Five elementary classroom teachers, two ESEA (Elementary and Secondary Education Act) teachers, and…

  10. Are elementary school teachers prepared to tackle bullying? : A pilot study

    NARCIS (Netherlands)

    Oldenburg, Beau; Bosman, Rie; Veenstra, Rene

    The aim of this pilot study was to investigate to what extent elementary school teachers were prepared to tackle bullying. Interview data from 22 Dutch elementary school teachers (M age=43.3, 18 classrooms in eight schools) were combined with survey data from 373 students of these teachers (M

  11. Validation of the Elementary Social Behavior Assessment: A Measure of Student Prosocial School Behaviors

    Science.gov (United States)

    Pennefather, Jordan T.; Smolkowski, Keith

    2015-01-01

    We describe the psychometric evaluation of the "Elementary Social Behavior Assessment" (ESBA™), a 12-item scale measuring teacher-preferred, positive social skills. The ESBA was developed for use in elementary school classrooms to measure teacher perceptions of students using time-efficient, web-based data collection methods that allow…

  12. Promoting Physical Activity in Elementary Schools: Needs Assessment and a Pilot Study of Brain Breaks

    Science.gov (United States)

    Perera, Thushanthi; Frei, Simone; Frei, Balz; Bobe, Gerd

    2015-01-01

    A sedentary life style contributes to many chronic diseases and poor educational performance. Since elementary school-aged children spend most wakeful hours in school, classroom teachers are essential for providing physical activity (PA) breaks during school. As first objective, we assessed current PA levels for Oregon public elementary schools…

  13. Re-Placing the Arts in Elementary School Curricula: An Interdisciplinary, Collaborative Action Research Project

    Science.gov (United States)

    Trent, Allen; Riley, Jorge-Ayn

    2009-01-01

    This article describes a collaborative action research project aimed at deliberately "re-placing" art in the elementary curriculum through targeted planning, implementation, and assessment of an art integrated unit in an urban 4th grade classroom. Findings and implications should be relevant to elementary teachers, administrators, art specialists,…

  14. Linking Reform-Oriented Experiences to Teacher Identity: The Case of an Elementary Mathematics Teacher

    Science.gov (United States)

    Jong, Cindy

    2016-01-01

    Novice teachers often have difficulty transferring what they learn in teacher education programs to classroom practice. This is especially true for elementary school teachers who are expected to teach mathematics with reform-oriented methods. The purpose of this longitudinal case study was to examine the experience of one novice elementary school…

  15. 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…

  16. Functions of Code-Switching among Iranian Advanced and Elementary Teachers and Students

    Science.gov (United States)

    Momenian, Mohammad; Samar, Reza Ghafar

    2011-01-01

    This paper reports on the findings of a study carried out on the advanced and elementary teachers' and students' functions and patterns of code-switching in Iranian English classrooms. This concept has not been adequately examined in L2 (second language) classroom contexts than in outdoor natural contexts. Therefore, besides reporting on the…

  17. Too Many Pieces: A Study of Teacher Fragmentation in the Elementary School.

    Science.gov (United States)

    Klugman, Edgar; And Others

    Fragmentation of elementary school teachers' time and attention is an almost universal problem. Frequent coming and going of children to and from the classroom for legitimate purposes disrupts and distracts the teacher and other students. Children receiving special education services frequently leave the classroom for half-hour periods, thus…

  18. What Coping Strategies and Support Mechanisms Have Elementary Teachers Found Most Effective?

    Science.gov (United States)

    Byrd, Kristie M.

    2017-01-01

    This basic qualitative research study explored the lives of 14 elementary teachers in their classroom environment to answer two central research questions which are: what coping strategies do teachers find most effective and what coping mechanisms provided by administration helps them cope with classroom stress? Data were collected through…

  19. Classroom Noise and Teachers' Voice Production

    Science.gov (United States)

    Rantala, Leena M.; Hakala, Suvi; Holmqvist, Sofia; Sala, Eeva

    2015-01-01

    Purpose: The aim of this study was to research the associations between noise (ambient and activity noise) and objective metrics of teachers' voices in real working environments (i.e., classrooms). Method: Thirty-two female and 8 male teachers from 14 elementary schools were randomly selected for the study. Ambient noise was measured during breaks…

  20. The Teacher as Colleague in Classroom Research.

    Science.gov (United States)

    Florio, Susan; Walsh, Martha

    The structure and quality of classroom interaction and the ways in which children learn how to interact appropriately was the initial focus of the research and field work described in this paper. The site was a kindergarten/first grade class in a suburban Boston Title I elementary school with many students from second and third generation…

  1. Nauriaq Aglagvinmi (The Flower in the Classroom).

    Science.gov (United States)

    Pope, Mary L.; And Others

    This elementary language text is designed for children in bilingual Inupiat-English programs in the Alaskan villages of Ambler, Kobuk, Kiana, Noorvik, and Shungnak. It contains a story about a flower that begins to grow in a rug in a classroom. Each page of text is illustrated with a black-and-white drawing. The English equivalent is given at the…

  2. Classroom Talk for Rigorous Reading Comprehension Instruction

    Science.gov (United States)

    Wolf, Mikyung Kim; Crosson, Amy C.; Resnick, Lauren B.

    2004-01-01

    This study examined the quality of classroom talk and its relation to academic rigor in reading-comprehension lessons. Additionally, the study aimed to characterize effective questions to support rigorous reading comprehension lessons. The data for this study included 21 reading-comprehension lessons in several elementary and middle schools from…

  3. Science for Girls: Successful Classroom Strategies

    Science.gov (United States)

    Goetz, Susan Gibbs

    2007-01-01

    "Science for Girls: Successful Classroom Strategies" looks at how girls learn, beginning with the time they are born through both the informal and formal education process. In the author's current role as professor of science education, Dr. Goetz has surveyed hundreds of female elementary education majors in their junior and senior year of…

  4. Mother Goose in the ESL Classroom.

    Science.gov (United States)

    Galeano, Karen

    Mother Goose is well suited to use in the elementary ESL classroom for several reasons. The stories appeal to children's imagination, adhering to the principle that a good story should have surprise value, interesting characters, meaningful conflict, action, and realism. The natural rhythms help develop English intonation, and the stories…

  5. Mathematical Modeling: Challenging the Figured Worlds of Elementary Mathematics

    Science.gov (United States)

    Wickstrom, Megan H.

    2017-01-01

    This article is a report on a teacher study group that focused on three elementary teachers' perceptions of mathematical modeling in contrast to typical mathematics instruction. Through the theoretical lens of figured worlds, I discuss how mathematics instruction was conceptualized across the classrooms in terms of artifacts, discourse, and…

  6. The Elementary School Experience of Children from Mexico.

    Science.gov (United States)

    Strom, Robert D.; Johnson, Aileen

    1981-01-01

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

  7. Beliefs and Practices of Writing Instruction in Japanese Elementary Schools

    Science.gov (United States)

    Spence, Lucy K.; Kite, Yuriko

    2018-01-01

    Focusing on writing instruction within an era of international curricular reform, this study analysed classroom observations, educator interviews, and documents related to Japanese elementary writing instruction. A deductive approach using discourses of writing framework and an inductive approach to Japanese cultural practices uncovered beliefs…

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

    Science.gov (United States)

    Balajthy, Ernest

    1988-01-01

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

  9. Preservice Teachers Developing Coherent Inquiry Investigations in Elementary Astronomy

    Science.gov (United States)

    Plummer, Julia D.; Tanis Ozcelik, Arzu

    2015-01-01

    For students to attain deep understanding of scientific practices, they will need to have opportunities to participate in sustained engagement in doing science. Such opportunities begin with elementary teachers implementing coherent and well-sequenced inquiry-based investigations in their classrooms. This study explored how preservice teachers (N…

  10. Elementary School Teacher Candidates' Perceptions of Good Problems

    Science.gov (United States)

    Lee, Ji-Eun; Kim, Kyoung-Tae

    2005-01-01

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

  11. Teachers' Use of Technology in Elementary Reading Lessons

    Science.gov (United States)

    McDermott, Peter; Gormley, Kathleen A.

    2016-01-01

    Proponents claim technology will transform classroom teaching and improve children's engagement and learning. Opponents argue that such benefits are oversold because little evidence exists that technology improves teaching and learning. We examined how elementary teachers in an urban school that was well resourced with technology used it when…

  12. Flipping Preservice Elementary Teachers' Mathematics Anxieties

    Science.gov (United States)

    Dove, Anthony; Dove, Emily

    2017-01-01

    In preparing future elementary educators in mathematics, helping them overcome their anxieties of mathematics and teaching mathematics is paramount. This study examined how different instructional practices (in-class lecture, flipped learning with teacher-created videos, flipped classroom with Khan Academy videos) compared in improving students'…

  13. Dilemmas of Teaching Inquiry in Elementary Science Methods

    Science.gov (United States)

    Newman, William J., Jr.; Abell, Sandra K.; Hubbard, Paula D.; McDonald, James; Otaala, Justine; Martini, Mariana

    2004-01-01

    Because various definitions of inquiry exist in the science education literature and in classroom practice, elementary science methods students and instructors face dilemmas during the study of inquiry. Using field notes, instructor anecdotal notes, student products, and course artifacts, science methods course instructors created fictional…

  14. Iteration in Early-Elementary Engineering Design

    Science.gov (United States)

    McFarland Kendall, Amber Leigh

    K-12 standards and curricula are beginning to include engineering design as a key practice within Science Technology Engineering and Mathematics (STEM) education. However, there is little research on how the youngest students engage in engineering design within the elementary classroom. This dissertation focuses on iteration as an essential aspect of engineering design, and because research at the college and professional level suggests iteration improves the designer's understanding of problems and the quality of design solutions. My research presents qualitative case studies of students in kindergarten and third-grade as they engage in classroom engineering design challenges which integrate with traditional curricula standards in mathematics, science, and literature. I discuss my results through the lens of activity theory, emphasizing practices, goals, and mediating resources. Through three chapters, I provide insight into how early-elementary students iterate upon their designs by characterizing the ways in which lesson design impacts testing and revision, by analyzing the plan-driven and experimentation-driven approaches that student groups use when solving engineering design challenges, and by investigating how students attend to constraints within the challenge. I connect these findings to teacher practices and curriculum design in order to suggest methods of promoting iteration within open-ended, classroom-based engineering design challenges. This dissertation contributes to the field of engineering education by providing evidence of productive engineering practices in young students and support for the value of engineering design challenges in developing students' participation and agency in these practices.

  15. Outdoor Classrooms

    Science.gov (United States)

    Mayes, Valynda

    2010-01-01

    An outdoor classroom is the ideal vehicle for community involvement: Parents, native plant societies, 4-H, garden clubs, and master naturalists are all resources waiting to be tapped, as are local businesses offering support. If you enlist your community in the development and maintenance of your outdoor classroom, the entire community will…

  16. Flipped classroom

    DEFF Research Database (Denmark)

    Skov, Tobias Kidde; Jørgensen, Søren

    2016-01-01

    Artiklen beskriver Flipped Classroom som et didaktisk princip, der kan være med til at organisere og tilrettelægge en undervisning, med fokus på forskellige læringsformer. Det handler om at forstå Flipped Classroom som en opdeling i 2 faser og 3 led, som samlet set skaber en didaktisk organisering....

  17. 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

  18. Validation Evidence for the Elementary School Version of the MUSIC® Model of Academic Motivation Inventory (Pruebas de validación para el Modelo MUSIC® de Inventario de Motivación Educativa para Escuela Primaria)

    Science.gov (United States)

    Jones, Brett D.; Sigmon, Miranda L.

    2016-01-01

    Introduction: The purpose of our study was to assess whether the Elementary School version of the MUSIC® Model of Academic Motivation Inventory was valid for use with elementary students in classrooms with regular classroom teachers and student teachers enrolled in a university teacher preparation program. Method: The participants included 535…

  19. Elementary and middle school science improvement project

    Science.gov (United States)

    Mcguire, Saundra Y.

    1989-01-01

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

  20. Tablets in the classroom

    DEFF Research Database (Denmark)

    Meyer, Bente Tobiesen

    2013-01-01

    This paper focuses on the multiple agents of educational change associated with the implementation of ICTs in elementary schooling. The focus of the paper is on emergent patterns of change, i.e. the way technologies are adapted over time in different configurations that involve both pupils......, teachers, activities and the different resources used in the classroom. The paper focuses on the concept of socio-material bricolage (Johri 2011) as an approach to understanding how digital devices contribute to constructing both relevant and innovative practices in teaching and learning in schools...... a school development project in Denmark where five classes of seventh graders were given iPads on a one pupil one device basis for the school year of 2012-13....

  1. Wet--But Safe. A Classroom Course in Water Safety and Survival.

    Science.gov (United States)

    Michigan State Dept. of Natural Resources, Lansing.

    This manual is designed for use in elementary school systems that do not have a swimming pool available. It contains eight classroom sessions and provides a core of information in basic water safety, water survival, and water rescue. (JD)

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

    Science.gov (United States)

    Parker, Audra; Rakes, Lori; Arndt, Katie

    2017-01-01

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

  3. 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…

  4. 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

  5. Smart grids and energy storage. Germany is in a hurry; Smart grids en energieopslag. Duitsland heeft haast

    Energy Technology Data Exchange (ETDEWEB)

    Gilijamse, J.

    2012-09-15

    Smart grids and energy storage are needed to take care of overload of the grid as mainly wind turbines generate more electricity than is used, or too little. Germany is one of the first countries in the world that actually needs these technological solutions. The reason why is explained in this article [Dutch] Smart grids en energieopslag zijn nodig om overbelasting van het elektriciteitsnet op te vangen als voornamelijk windturbines meer elektriciteit opwekken dan er gebruikt wordt, of juist te weinig. Duitsland is 1 van de eerste landen ter wereld dat deze technologische oplossingen daadwerkelijk nodig heeft. De reden waarom wordt in dit artikel toegelicht.

  6. Trout in the Classroom

    Science.gov (United States)

    Heath, Thomas

    2014-05-01

    Trout in the Classroom (TIC) is a conservation-oriented environmental education program for elementary, middle, and high school students. During the year each teacher tailors the program to fit his or her curricular needs. Therefore, each TIC program is unique. TIC has interdisciplinary applications in science, social studies, mathematics, language arts, fine arts, and physical education. In the program, students and teachers raise trout from fertilized eggs supplied by Virginia Department of Game and Inland Fisheries (VGIF) hatcheries, in aquariums equipped with special chillers designed to keep the water near 50 degrees F. The students make daily temperature measurements, and monitor pH, dissolved oxygen, conductivity, and ammonia levels. They record their data, plot trends, and make sure that the water quality is sufficient to support trout development. The fingerlings, which hatch in late October, are almost an inch and a half long by mid-January. And towards the end of the school year, students will release the fry into VGIF approved watersheds. TIC programs have been in place all across the country for more than 20 years, and are the result of numerous collaborations between teachers, volunteers, government agencies, and local organizations like Trout Unlimited. The programs were designed specifically for teachers who wanted to incorporate more environmental education into their curriculum. While the immediate goal of Trout in the Classroom is to increase student knowledge of water quality and cold water conservation, its long-term goal is to reconnect an increasingly urbanized population of youth to the system of streams, rivers, and watersheds that sustain them. Successful programs have helped: connect students to their local environments and their local watersheds; teach about watershed health and water quality, and; get students to care about fish and the environment. In Virginia, the TIC program is now in its 8th year. Over the past year, the program

  7. An Inquiry-Based Approach to Critical Literacy: Pedagogical Nuances of a Second Grade Classroom

    Science.gov (United States)

    Beach, Pamela; Cleovoulou, Yiola

    2014-01-01

    This case study explores the pedagogy and practices of an elementary school teacher who combines inquiry pedagogy and critical literacy. The authors gathered data for this analysis by conducting two interviews with a classroom teacher and observing classroom practices 12 times over a 6 month period. Through a general inductive approach to…

  8. Impacts of Professional Development in Classroom Assessment on Teacher and Student Outcomes

    Science.gov (United States)

    Randel, Bruce; Apthorp, Helen; Beesley, Andrea D.; Clark, Tedra F.; Wang, Xin

    2016-01-01

    The authors describe an impact study of Classroom Assessment for Student Learning (CASL), a widely used professional development program in classroom and formative assessment. Researchers randomly assigned 67 elementary schools to receive CASL materials or continue with regularly scheduled professional development. Teachers in CASL schools formed…

  9. Enhancing Social Behavior of Children with Autism in an Inclusive Classroom

    Science.gov (United States)

    Rovira, Alexandra

    2014-01-01

    Though laws relating to including children on the autism spectrum and general education in public school settings are in place, inclusion of students is still not a widespread practice in all elementary classrooms. This study examines the social needs of children with autism and in an inclusive classroom. Children with autism are often placed in…

  10. It's in the Bag!: Going beyond the Science Classroom with Take-Home Literacy Bags

    Science.gov (United States)

    Martin, Susan Ferguson; Daughenbaugh, Lynda; Shaw, Edward L., Jr.; Burch, Katrina

    2013-01-01

    Although literacy plays a large role in elementary science classrooms, one thing that offers a challenge for educators is meeting the linguistic needs of English language learners (ELLs) while also meeting their content needs. An additional challenge is ensuring that academic literacy extends beyond the classroom. This article presents ways of…

  11. Characteristics of Reticent and Disruptive Children As Identified by the Barclay Classroom Climate Inventory.

    Science.gov (United States)

    Barclay, James R.

    The Barclay Classroom Climate Inventory was employed to identify the psychometric characteristics of reticent and disruptive children. The BCCI utilizes self-competency judgments, peer nominations, vocational interests and teacher adjectival ratings in an effort to measure the various expectations which interact in the elementary classroom. A…

  12. Teachers' Reported Knowledge and Implementation of Research-Based Classroom and Behavior Management Strategies

    Science.gov (United States)

    Moore, Tara C.; Wehby, Joseph H.; Oliver, Regina M.; Chow, Jason C.; Gordon, Jason R.; Mahany, Laura A.

    2017-01-01

    Teachers' reported knowledge about and implementation of research-based classroom and behavior management strategies were examined. A total of 160 elementary teachers from two districts in different regions of the same state completed the researcher-developed "Survey of Classroom and Behavior Management." On average, teachers reported to…

  13. Using Children's Picture Books about Autism as Resources in Inclusive Classrooms

    Science.gov (United States)

    Sigmon, Miranda L.; Tackett, Mary E.; Azano, Amy Price

    2016-01-01

    This article focuses on developing teacher understanding of how to carefully select and use children's picture books about autism as a tool for teaching awareness, empathy, and acceptance in an elementary classroom setting. We describe how the increased rate of autism and growing practice of inclusive educational settings affect classroom practice…

  14. Literacy Lessons in One Language Arts Sixth-Grade Classroom: The Year of the Guinea Pigs

    Science.gov (United States)

    Radcliffe, Barbara J.

    2015-01-01

    All classrooms are active social systems; the middle school classroom involves complex interactions between and among peers as well as between students and teachers. In the elementary years, attention is often given to nurturing students and fostering relationships, yet when young adolescents transition to the middle school, a focus on control and…

  15. Classroom quality at pre-kindergarten and kindergarten and children's social skills and behavior problems

    NARCIS (Netherlands)

    Broekhuizen, Martine L.; Mokrova, Irina L.; Burchinal, Margaret R.; Garrett-Peters, Patricia T.

    2016-01-01

    Focusing on the continuity in the quality of classroom environments as children transition from preschool into elementary school, this study examined the associations between classroom quality in pre-kindergarten and kindergarten and children's social skills and behavior problems in kindergarten and

  16. Children's Play Behavior During Board Game Play in Korea and America Kindergarten Classrooms

    Science.gov (United States)

    Choi, Kee-Young

    2005-01-01

    This study explored Korean and American children's play behaviors during board games in a kindergarten classroom using an ethnographic approach. The Korean participants were 20 children and one teacher of one classroom at attached kindergarten of public elementary school. The American participants were 11 kindergarten children and one teacher from…

  17. The Role of Physical Educators in Helping Classroom Teachers to Promote Physical Activity

    Science.gov (United States)

    Russ, Laura

    2015-01-01

    Elementary classroom teachers are an increasingly important constituency in school-based physical activity promotion. This article situates the need for classroom teacher physical-activity promotion at the intersection of what we know about teacher actions, what informs those actions, and what recent research has uncovered. Recommendations are…

  18. 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)

  19. 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...

  20. The social status of aggressive students across contexts: the role of classroom status hierarchy, academic achievement, and grade.

    Science.gov (United States)

    Garandeau, Claire F; Ahn, Hai-Jeong; Rodkin, Philip C

    2011-11-01

    This study tested the effects of 5 classroom contextual features on the social status (perceived popularity and social preference) that peers accord to aggressive students in late elementary school, including classroom peer status hierarchy (whether within-classroom differences in popularity are large or small), classroom academic level, and grade level as the main predictors of interest as well as classroom aggression and ethnic composition as controls. Multilevel analyses were conducted on an ethnically diverse sample of 968 fourth- and fifth-graders from 46 classrooms in 9 schools. Associations between aggression and status varied greatly from one classroom to another. Aggressive students were more popular and better liked in classrooms with higher levels of peer status hierarchy. Aggressive students had higher social status in Grade 5 than in Grade 4 and lower social preference in classrooms of higher academic level. Classroom aggression and ethnic composition did not moderate aggression-status associations. Limitations and practical implications of these findings are discussed.

  1. The Effect of Using Concept Maps in Elementary Linear Algebra Course on Students’ Learning

    Science.gov (United States)

    Syarifuddin, H.

    2018-04-01

    This paper presents the results of a classroom action research that was done in Elementary Linear Algebra course at Universitas Negeri Padang. The focus of the research want to see the effect of using concept maps in the course on students’ learning. Data in this study were collected through classroom observation, students’ reflective journal and concept maps that were created by students. The result of the study was the using of concept maps in Elementary Linera Algebra course gave positive effect on students’ learning.

  2. Touch, learn, play - what children do with an iPad in the classroom

    OpenAIRE

    Gasparini, Andrea A.

    2011-01-01

    This thesis presents a case study of technology acceptance of iPad as a classroom tool. The study spans an eleven months period within the context of a rural Norwegian elementary school. Six iPads were introduced into classroom information ecology of a fourth grade class. Through ethnography-based observations, workshops, questionnaires and interviews, changes in the classroom information ecology are documented. In cooperation with the teacher, some parts of the curriculum have been adapte...

  3. Classroom Antarctica

    Science.gov (United States)

    Gozzard, David

    2017-01-01

    Australian company Antarctica Flights runs summer sightseeing trips out of Australian capital cities to tour the Antarctic coast. The Laby Foundation of the University of Melbourne, through its "Classroom Antarctica" program, sponsored Kent Street High School science teacher, Ms Suzy Urbaniak and 18 of her students to take the trip, to…

  4. 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.

  5. Radon in elementary schools in Tunisia

    International Nuclear Information System (INIS)

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

    2010-01-01

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

  6. 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.

  7. Implementing Technology in the Classroom: Paths to Success and Failure.

    Science.gov (United States)

    Harvey, Glen; And Others

    This paper discusses the change process experienced by teachers participating in a study of a computer-based language arts instructional program for the early elementary grades--the Apple Learning Series: Early Language (ALS-EL). The study explored ways in which the teachers were implementing ALS-EL in their classrooms before attempting to…

  8. Establishing the Unitary Classroom: Organizational Change and School Culture.

    Science.gov (United States)

    Eddy, Elizabeth M.; True, Joan H.

    1980-01-01

    This paper examines the organizational changes introduced in two elementary schools to create unitary (desegregated) classrooms. The different models adopted by the two schools--departmentalization and team teaching--are considered as expressions of their patterns of interaction, behavior, and values. (Part of a theme issue on educational…

  9. Integration of Collaborative Learning in Grade K-5 EFL Classrooms

    Science.gov (United States)

    Shahamat, Ailar; Mede, Enisa

    2016-01-01

    This study investigated the effectiveness of integrating collaborative learning in Turkish elementary (primary) classrooms where English is acquired as a foreign language. Specifically, it aimed at shedding light on how the participating students and teachers perceive such language classes, what are the effects of integrating this particular…

  10. Using Rubrics as an Assessment Tool in Your Classroom

    Science.gov (United States)

    Leonhardt, Angela

    2005-01-01

    The article deals with the use of rubrics as an assessment tool in the classroom. It is said that teaching elementary music holds many joys but there are serious challenges for new and seasoned teachers including the U.S. No Child Left Behind Act. With limited time to cover music curricula, assessment is often put aside because teachers feel the…

  11. Children's Attitudes and Classroom Interaction in an Intergenerational Education Program

    Science.gov (United States)

    Dunham, Charlotte Chorn; Casadonte, Dominick

    2009-01-01

    This research reports findings from an intergenerational science program, Project Serve, which placed senior volunteers in elementary and junior high science classrooms to assist teachers and augment instruction. Items from the Children's View of Aging survey (Newman, 1997; Newman & Faux, 1997) were administered before and after the project with…

  12. An Evaluation of CHAMPS: A Classroom Management Program

    Science.gov (United States)

    Minnear, Holly J.

    2015-01-01

    This dissertation was designed to examine the impact of Conversation, Help, Activity, Movement, Participation, Success (CHAMPS), a classroom management program in elementary schools in a district in North Carolina. The participants included principals and teachers who attended a 2-day training course and implemented the CHAMPS program at their…

  13. An ORACLE Chronicle: A Decade of Classroom Research.

    Science.gov (United States)

    Galton, Maurice

    1987-01-01

    This article describes Project ORACLE which was research carried out at the University of Leicester begun in 1975 concerning (1) a longitudinal process-product study of teaching and learning in elementary schools; and (2) a study which concentrated on collaborative group work in the same classrooms. Results and implications are discussed.…

  14. 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:

  15. 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...

  16. 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

  17. 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

  18. 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

  19. 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

  20. The Prevalence of the Use of Music as a Teaching Tool among Selected American Classroom Educators: A Preliminary Examination

    Science.gov (United States)

    Killian, Janice L.; Wayman, John B.

    2015-01-01

    The importance of music education in American schools is well established, with 93% of Americans agreeing that music should be a part of a well-rounded education (Harris, 2005). Students preparing to teach in the elementary classroom (elementary education majors) in American colleges and universities typically take a music class (sometimes two) as…

  1. 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

  2. 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…

  3. 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…

  4. 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…

  5. 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.

  6. 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…

  7. 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

  8. 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…

  9. 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.)

  10. The Classroom Animal: Crickets.

    Science.gov (United States)

    Kramer, David C.

    1985-01-01

    Suggests using crickets for classroom activities, providing background information on their anatomy and reproduction and tips on keeping individual organisms or a breeding colony in the classroom. (JN)

  11. LA OPINIÓN DEL PERSONAL DOCENTE EN EDUCACIÓN PRIMARIA SOBRE LAS ACTIVIDADES DE DESARROLLO PROFESIONAL QUE REALIZA Y LA INFLUENCIA QUE TIENEN EN SU PRÁCTICA PEDAGÓGICA (ELEMENTARY TEACHER`S OPINION ABOUT PROFESSIONAL DEVELOPMENT ACTIVITIES AND ITS INFLUENCE IN THEIR CLASSROOM PRACTICE

    Directory of Open Access Journals (Sweden)

    Yanori Rojas Alpízar

    2010-12-01

    Full Text Available Resumen:El artículo presenta los resultados de un trabajo de investigación cuyo objetivo general fue analizar las actividades de desarrollo profesional en las que participa el personal docente de educación primaria y la influencia en la práctica pedagógica. Se aplicaron dos técnicas de investigación: el cuestionario y la entrevista; el primero dirigido a docentes en ejercicio, mientras que la entrevista se realizó a los encargados de desarrollo profesional de diferentes instituciones en Costa Rica. Los datos obtenidos revelan que existe un interés por parte del personal docente sobre su formación continua, tanto para su crecimiento personal como para el mejoramiento de su desempeño profesional. Por su parte, las instituciones encargadas de promover el desarrollo profesional realizan los esfuerzos necesarios para atender la demanda de los centros educativos y del personal docente en general. Estas instituciones cuentan con algunas limitaciones en cuanto a los recursos humanos y económicos. Finalmente, se concluye que es necesario implementar un programa de desarrollo profesional proveniente de un ente regulador, que coordine las instituciones encargadas de estas actividades, con el fin de que el proceso se realice regularmente y no de forma aislada.Abstract:The article presents results about a research which general objective was to analyze professional development activities where teachers assist and its influence in their classroom practice, two techniques were applied: survey and interview, the first one was directed to elementary teachers, and the other one was directed to the persons in charge of professional development activities from different institutions of Costa Rica. The information reflects that there is an interest from teachers in their professional development, both for their personal development and also for their professional life. Professional Development institutions declared that they make an effort to attend

  12. Science Teaching Efficacy of Preservice Elementary Teachers: Examination of the Multiple Factors Reported as Influential

    Science.gov (United States)

    Tastan Kirik, Özgecan

    2013-01-01

    This study explores the science teaching efficacy beliefs of preservice elementary teachers and the relationship between efficacy beliefs and multiple factors such as antecedent factors (participation in extracurricular activities and number of science and science teaching methods courses taken), conceptual understanding, classroom management…

  13. Engineering in Elementary STEM Education: Curriculum Design, Instruction, Learning, and Assessment

    Science.gov (United States)

    Cunningham, Christine M.

    2018-01-01

    Bolstered by new standards and new initiatives to promote STEM education, engineering is making its way into the school curriculum. This comprehensive introduction will help elementary educators integrate engineering into their classroom, school, or district in age-appropriate, inclusive, and engaging ways. Building on the work of a Museum of…

  14. The Principle-Practical Discourse Edge: Elementary Preservice and Mentor Teachers Working Together on Colearning Tasks

    Science.gov (United States)

    Gunckel, Kristin L.; Wood, Marcy B.

    2016-01-01

    A major challenge in preparing elementary teachers to teach inquiry-based science is finding qualified mentor teachers who use research-based approaches to teach science in their classrooms. This situation means preservice teachers often see few connections between the research-based principles for teaching science they learn in university-based…

  15. 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.…

  16. Reigniting Writers: Using the Literacy Block with Elementary Students to Support Authentic Writing Experiences

    Science.gov (United States)

    Blanch, Norine; Forsythe, Lenora C.; Van Allen, Jennifer H.; Roberts, Sherron Killingsworth

    2017-01-01

    Given the importance of writing, especially in light of college and career readiness emphasis, and the observations that time spent writing in context diminishes over a student's years in school, this article proposes to reignite writing instruction in elementary classrooms through three practical approaches for supporting students in authentic…

  17. Student Teacher Thinking: A Comparative Study of Elementary and Secondary Student Teachers.

    Science.gov (United States)

    Galluzzo, Gary L.; Minix, Nancy A.

    1992-01-01

    Using videotaped simulated recall interviews, researchers assessed elementary and secondary student teachers' thoughts and concerns. Both groups considered pupil learning the greatest concern. There were consistent differences in how the groups perceived classroom interactions. Both groups addressed a narrower range of concerns regarding teaching…

  18. Prospective Elementary Teachers' Conceptions of Unitizing with Whole Numbers and Fractions

    Science.gov (United States)

    Tobias, Jennifer M.; Roy, George J.; Safi, Farshid

    2015-01-01

    This article examines prospective elementary teachers' conceptions of unitizing with whole numbers and fraction concepts and operations throughout a semester-long mathematics content course. Student work samples and classroom conversations are used to illustrate the types of unitizing understandings that prospective teachers bring to teacher…

  19. Infusing Science, Technology, and Society Into an Elementary Teacher Education Program: The Impact on Preservice Teachers

    Science.gov (United States)

    Henning, Mary Beth; Peterson, Barbara R.; King, Kenneth Paul

    2011-01-01

    In an effort to improve science and social studies instruction, preservice teachers developed original science, technology, and society units to teach in elementary and middle school classrooms during their clinical field experience. Data revealed that the preservice teachers fell into categories of being skeptics, open-minded instructors, or…

  20. Teaching Improvisation in Elementary General Music: Facing Fears and Fostering Creativity

    Science.gov (United States)

    Whitcomb, Rachel

    2013-01-01

    Improvisation is a vital part of an elementary general music education. While some music teachers successfully include improvisation in music instruction, others have fears and face challenges when attempting improvisational activities in the classroom. This article acknowledges obstacles facing music educators when attempting to incorporate…

  1. Improving Learning through Performance Assessment in a Social Studies Methods Course for Preservice Elementary Teachers

    Science.gov (United States)

    Leaman, Heather; Kistler, Sara Lamb

    2009-01-01

    This article describes how two instructors used assessment data to improve an undergraduate course, Teaching Social Studies in the Elementary Classroom. This entailed revising the core assignment for the course--the creation of a thematic unit of instruction--and developing a scoring guide to assess teacher candidates' performance. Data collected…

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

    Science.gov (United States)

    Ucus, Sukran

    2018-01-01

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

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

    Science.gov (United States)

    Johnson, Malissa Lee

    2013-01-01

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

  4. Increasing Positive Sportsmanship in Elementary Physical Education Using Prosocial Behavior Interventions

    Science.gov (United States)

    Shulman, Marc D.

    2013-01-01

    This action research project report was conducted because students' lack of sportsmanship skills in elementary school physical education was negatively affecting the physical activity level of many students. The teacher was spending classroom time giving attention to conflicts dealing with negative sportsmanship issues and therefore losing…

  5. The Impact of Context on the Development of Aggressive Behavior in Special Elementary School Children

    NARCIS (Netherlands)

    Visser, Marieke; Kunnen, Saskia E.; van Geert, Paul L. C.

    The role of context in the development of child aggression was studied. The effects of peer aggregation and group composition on aggression development in intervention contexts and classroom contexts were compared using 71 elementary school children. We hypothesized that, due to peer group effects,

  6. Striking the Right Balance: Students' Motivation and Affect in Elementary Mathematics

    Science.gov (United States)

    Schweinle, Amy; Meyer, Debra K.; Turner, Julianne C.

    2006-01-01

    The authors explored the relationship between motivation and affect in upper elementary mathematics classes from the perspective of flow theory. They also investigated the relationship between students' motivation and teachers' instructional practices. Students' reported classroom experiences formed 4 factors--Social Affect, Personal Affect,…

  7. Challenging Elementary Learners with Programmable Robots during Free Play and Direct Instruction

    Science.gov (United States)

    McCoy-Parker, Kimberly S.; Paull, Lindsey N.; Rule, Audrey C.; Montgomery, Sarah E.

    2017-01-01

    Computer programming skills are important to many current careers; teaching robot coding to elementary students can start a positive foundation for technological careers, develop problem-solving skills, and growth mindsets. This study, through a repeated measures design involving students in two classrooms at two widely-separated grade levels…

  8. A Snapshot of State Regulatory Framework Development in Elementary and Secondary Online Education

    Science.gov (United States)

    Stedrak, Luke J.; Rose, Amanda L.

    2015-01-01

    With the advent and growth of elementary and secondary online education in the United States, teaching and learning has undergone radical change with unimagined alternatives to traditional brick-and-mortar classrooms, and online education is here to stay. Law and policy in some states has lagged behind the emergence of online K-12 education. The…

  9. Creating a Positive Social-Emotional Climate in Your Elementary Physical Education Program

    Science.gov (United States)

    Gagnon, Amy G.

    2016-01-01

    Creating a positive social-emotional climate must be the backbone of a quality elementary physical education program. The need to belong, have friends, and feel emotionally safe are basic needs everyone has, but meeting these needs in the classroom can be challenging at times. Strategies regarding how to implement a positive social-emotional…

  10. Working toward a Third Space in the Teaching of Elementary Mathematics

    Science.gov (United States)

    Flessner, Ryan

    2009-01-01

    Building on work in the area of third space theory, this study documents one teacher's efforts to create third spaces in an elementary mathematics classroom. In an attempt to link the worlds of theory and practice, I examine how the work of other theorists and researchers--inside and outside the field of education--can create new lenses for…

  11. Testing the Limits: The Purposes and Effects of Additional, External Elementary Mathematics Assessment

    Science.gov (United States)

    Lombardi, Karen Ann

    2011-01-01

    This mixed-methods case study focuses on the third through fifth grade classrooms at a public elementary school in a Midwestern urban school district where the Northwest Evaluation Association's (NWEA) Measures of Academic Progress (MAP) assessment is being implemented. According to the school district, the goals of these tests are: to show…

  12. Benefits of Multi-Sports Physical Education in the Elementary School Context

    Science.gov (United States)

    Pesce, Caterina; Faigenbaum, Avery; Crova, Claudia; Marchetti, Rosalba; Bellucci, Mario

    2013-01-01

    Objective: In many countries, physical education (PE) is taught by classroom teachers (generalists) during the formative years of elementary school. The purpose of this study was to evaluate the physical and psychological outcomes of multi-sports PE taught by qualified PE teachers (specialists) and how they contribute to children's physical and…

  13. Managerial Behaviors of Elementary School Teachers and Student On-Task Behavior.

    Science.gov (United States)

    Goldstein, Jane McCarthy

    The classroom management techniques of elementary school teachers were observed to determine their effectiveness in promoting desirable on-task behavior on the part of pupils. Seven approaches to class management were used as a framework for observation--authoritarian, behavior modification, common sense, group process, instructional emphasis,…

  14. Interacting with a Suite of Educative Features: Elementary Science Teachers' Use of Educative Curriculum Materials

    Science.gov (United States)

    Arias, Anna Maria; Bismack, Amber Schultz; Davis, Elizabeth A.; Palincsar, Annemarie Sullivan

    2016-01-01

    New reform documents underscore the importance of learning both the practices and content of science. This integration of practices and content requires sophisticated teaching that does not often happen in elementary classrooms. Educative curriculum materials--materials explicitly designed to support teacher and student learning--have been posited…

  15. Complementing Mathematics Teachers’ Horizon Content Knowledge with an Elementary-on-Advanced Aspect

    Directory of Open Access Journals (Sweden)

    Yi-An Cho

    2018-02-01

    Full Text Available Although Ball and her colleagues provided empirical evidence to support the existence of the six sub-domains in mathematical knowledge for teaching (MKT and further explained or defined the majority of these sub-domains, there were few explanations of what horizon content knowledge (HCK embedded in MKT meant and they merely provided ideas about HCK. Many researchers attempted to provide some teaching incidents and exemplification to interpret the construct of HCK. Moreover, they thought teachers’ studies of tertiary mathematics are useful for classroom teaching practice. Their discourse and instantiation of HCK was correspondent with a higher perspective on elementary mathematics mentioned by Felix Klein (1924, but was not entirely coincide with a kind of elementary perspective on advanced knowledge introduced by Ball and Bass (2009. This study lasted 1 years, and data collection included in-depth interviews, classroom observation and video analysis. We provide a shared classroom teaching incidence and illustrations to explain and to describe the construct of HCK. HCK not only is a kind of elementary perspective on advanced mathematical knowledge, but also complements to a higher perspective on elementary mathematics. Furthermore, HCK could be seen as a reciprocal pathway between the elementary and advanced mathematical knowledge.

  16. The Influence of Informal Science Education Experiences on the Development of Two Beginning Teachers' Science Classroom Teaching Identity

    Science.gov (United States)

    Katz, Phyllis; McGinnis, J. Randy; Riedinger, Kelly; Marbach-Ad, Gili; Dai, Amy

    2013-01-01

    In case studies of two first-year elementary classroom teachers, we explored the influence of informal science education (ISE) they experienced in their teacher education program. Our theoretical lens was identity development, delimited to classroom science teaching. We used complementary data collection methods and analysis, including interviews,…

  17. A Method and a Model for Describing Competence and Adjustment: A Preschool Version of the Classroom Behavior Inventory.

    Science.gov (United States)

    Schaefer, Earl S.; Edgerton, Marianna D.

    A preschool version of the Classroom Behavior Inventory which provides a method for collecting valid data on a child's classroom behavior from day care and preschool teachers, was developed to complement the earlier form which was developed and validated for elementary school populations. The new version was tested with a pilot group of twenty-two…

  18. Opportunities for Inquiry Science in Montessori Classrooms: Learning from a Culture of Interest, Communication, and Explanation

    Science.gov (United States)

    Rinke, Carol R.; Gimbel, Steven J.; Haskell, Sophie

    2013-08-01

    Although classroom inquiry is the primary pedagogy of science education, it has often been difficult to implement within conventional classroom cultures. This study turned to the alternatively structured Montessori learning environment to better understand the ways in which it fosters the essential elements of classroom inquiry, as defined by prominent policy documents. Specifically, we examined the opportunities present in Montessori classrooms for students to develop an interest in the natural world, generate explanations in science, and communicate about science. Using ethnographic research methods in four Montessori classrooms at the primary and elementary levels, this research captured a range of scientific learning opportunities. The study found that the Montessori learning environment provided opportunities for students to develop enduring interests in scientific topics and communicate about science in various ways. The data also indicated that explanation was largely teacher-driven in the Montessori classroom culture. This study offers lessons for both conventional and Montessori classrooms and suggests further research that bridges educational contexts.

  19. Hermeneutic phenomenological multiple case study of the cultural references of elementary teachers and the place of fundamentalist Southern Baptist religion in teaching science

    Science.gov (United States)

    Thomas, Susan Elizabeth Shelton

    It has been said, "The two greatest forces in human history are science and religion" (Schachter-Shalomi & Smith, 1999, p. 220). It is those forces and their influence on science teaching that motivated the focus of this study to explore the cultural referents of elementary teachers and the place of fundamentalist Southern Baptist religious beliefs in teaching elementary science. Through a hermeneutic phenomenological framework, multiple case study method was used to interpret the individual consciousness and classroom lived experiences of three elementary teachers. The particularities surrounding elementary science instruction by devout Southern Baptist teachers was explored through several data sources, which included: personal interactions with the teachers, classroom observations, journaling, and interviews (Stake, 1995; Yin, 2003). Insights gained from this study indicate that the religious component of the culture of elementary teachers affects science teaching and learning. In Alabama, Southern Baptist beliefs influence both the public and private lives of educators. Replicated themes revealed the following themes: (a) a lack of concern for occasionally mentioning God in class due to the conservatively religious nature of Southern culture, (b) the teachers' beliefs affected classroom instruction and student interaction, (c) a commitment to science teaching in the context of the elementary classrooms, and (d) the teachers' as mediators. In addition, the theoretical framework provided an awareness of how the lives of the three educators could yield replicated themes. Indications are for a better understanding of how religion, as part of culture, influences science classroom instruction, including teacher education programs and aspects of science teaching and learning.

  20. An Exploration of Elementary Teachers' Beliefs and Perceptions About Science Inquiry: A Mixed Methods Study

    Science.gov (United States)

    Hamadeh, Linda

    In order for science-based inquiry instruction to happen on a large scale in elementary classrooms across the country, evidence must be provided that implementing this reform can be realistic and practical, despite the challenges and obstacles teachers may face. This study sought to examine elementary teachers' knowledge and understanding of, attitudes toward, and overall perceptions of inquiry-based science instruction, and how these beliefs influenced their inquiry practice in the classroom. It offered a description and analysis of the approaches elementary science teachers in Islamic schools reported using to promote inquiry within the context of their science classrooms, and addressed the challenges the participating teachers faced when implementing scientific inquiry strategies in their instruction. The research followed a mixed method approach, best described as a sequential two-strand design (Teddlie & Tashakkori, 2006). Sequential mixed designs develop two methodological strands that occur chronologically, and in the case of this research, QUAN→QUAL. Findings from the study supported the notion that the school and/or classroom environment could be a contextual factor that influenced some teachers' classroom beliefs about the feasibility of implementing science inquiry. Moreover, although teacher beliefs are influential, they are malleable and adaptable and influenced primarily by their own personal direct experiences with inquiry instruction or lack of.

  1. 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.)

  2. Making elementary particles visible

    Energy Technology Data Exchange (ETDEWEB)

    Cohen, Eyal [ArSciMed (art, science, media), 100, rue du Faubourg Saint Antoine, 75012 Paris (France)

    1994-07-15

    Ever since the days of the ancient Greek atomists, the notion that matter is made up of tiny fundamental elements has dominated the history of scientific theories. Elementary particles (and now strings...) are the latest in this chronological list of fundamental objects. Our notions of what a physical theory should be like, and what precisely ''matter is made up of...'' really means, have evolved with the years, undergoing a profound revolution with quantum mechanics.

  3. Making elementary particles visible

    International Nuclear Information System (INIS)

    Cohen, Eyal

    1994-01-01

    Ever since the days of the ancient Greek atomists, the notion that matter is made up of tiny fundamental elements has dominated the history of scientific theories. Elementary particles (and now strings...) are the latest in this chronological list of fundamental objects. Our notions of what a physical theory should be like, and what precisely ''matter is made up of...'' really means, have evolved with the years, undergoing a profound revolution with quantum mechanics

  4. Introduction to elementary particles

    CERN Document Server

    Griffiths, David J

    2008-01-01

    This is the first quantitative treatment of elementary particle theory that is accessible to undergraduates. Using a lively, informal writing style, the author strikes a balance between quantitative rigor and intuitive understanding. The first chapter provides a detailed historical introduction to the subject. Subsequent chapters offer a consistent and modern presentation, covering the quark model, Feynman diagrams, quantum electrodynamics, and gauge theories. A clear introduction to the Feynman rules, using a simple model, helps readers learn the calculational techniques without the complicat

  5. Condensed elementary particle matter

    International Nuclear Information System (INIS)

    Kajantie, K.

    1996-01-01

    Quark matter is a special case of condensed elementary particle matter, matter governed by the laws of particle physics. The talk discusses how far one can get in the study of particle matter by reducing the problem to computations based on the action. As an example the computation of the phase diagram of electroweak matter is presented. It is quite possible that ultimately an antireductionist attitude will prevail: experiments will reveal unpredicted phenomena not obviously reducible to the study of the action. (orig.)

  6. The concept of resources and documents as means to understand mathematics teachers use of digital platforms in the classroom

    DEFF Research Database (Denmark)

    Tamborg, Andreas Lindenskov

    2018-01-01

    Currently, digital learning platforms are being implemented in Danish elementary schools. These platforms are developed with a dual aim of both supporting teachers’ planning and classroom teaching. This paper investigates and discusses the opportunities of using the documentational approach to st...... to study Danish mathematics teachers’ use of these platforms for classroom teaching and preliminary findings here of in the context of an ongoing PhD project.......Currently, digital learning platforms are being implemented in Danish elementary schools. These platforms are developed with a dual aim of both supporting teachers’ planning and classroom teaching. This paper investigates and discusses the opportunities of using the documentational approach...

  7. 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...

  8. 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.

  9. Fearless Public Speaking: Oral Presentation Activities for the Elementary Classroom

    Science.gov (United States)

    Boyce, Janet S.; Alber-Morgan, Sheila R.; Riley, Jeanetta G.

    2007-01-01

    Nausea, sweating, weak knees, and a dry mouth are all symptoms associated with the fear of standing in front of an audience. Considering the anxiety that public speaking produces, students of any age are facing a significant challenge when they speak in front of a group. While speaking is considered to be an integral part of language arts, it…

  10. ADHD in Indian Elementary Classrooms: Understanding Teacher Perspectives

    Science.gov (United States)

    David, Neena

    2013-01-01

    ADHD in India is culturally viewed as a school specific condition. Parents perceive accessing child psychiatric services as stigmatizing and prefer educational interventions for ADHD. There is a crucial need for research that restructures information and intervention paradigms about ADHD within a school context. The objectives of the present study…

  11. Jottings: An Approach to Guiding Reading in the Elementary Classroom

    Science.gov (United States)

    Knight, Jennifer A.; Justesen, Hilary A.

    2018-01-01

    Comprehension is the overall goal of reading. One approach to help students increase their comprehension is to discuss a text in small-group settings. Yet, many students struggle to fully engage in meaningful discussions within these groups. Students' ability to retain and share what they read is one reason for this lack of discussion. Teaching…

  12. Strategies for Integrating Elementary Classroom Concepts and Physical Activity

    Science.gov (United States)

    Johnson, Ingrid L.; Abbate, Vinny; Chase, Rachael

    2017-01-01

    The purpose of this article is to demonstrate the ease with which physical educators, or any other teacher in a school, can incorporate physical movement skills (physical literacy) while teaching reading, writing or any other content area at the same time.

  13. Observations of Children with Disabilities in Four Elementary Music Classrooms

    Science.gov (United States)

    Draper, Ellary A.

    2017-01-01

    Much of what we know about music classes comes from observing students without disabilities; there is little empirical research that informs music education practices for students with disabilities in inclusive music settings. The purpose of this study was to systematically observe and describe opportunities for nine students with disabilities to…

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

    Science.gov (United States)

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

    2000-10-01

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

  15. 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...

  16. Assessing the impact of vicarious experiences on preservice elementary science teacher efficacy and preservice elementary teacher efficacy

    Science.gov (United States)

    Wagler, Ronald Robert

    Scope and method of study. The purpose of this study was to investigate the impact of vicarious experiences (preservice teacher field experiences) on perceived preservice science teacher efficacy and perceived preservice teacher efficacy. The participants for the study were 46 preservice elementary education students who were enrolled in CIED 3430 (Early Lab and Clinical Experience in Elementary Education II) at a large Midwestern state university and 20 classroom inservice teachers. A pretest was administered early in the spring 2007 semester, before the preservice teachers did their field experience and consisted of demographic questions and the STEBI-B. A posttest was administered at the end of the spring 2007 semester, after the preservice teachers had completed their field experiences, and consisted of demographic questions, a rating of the teachers they observed during their educational field experience, the STEBI-B and the TES. The field experience classroom inservice teachers provided personal, professional, and classroom data in the middle of the spring 2007 semester. All data were analyzed using analysis of variance (ANOVA) and analysis of covariance (ANCOVA). Findings and conclusions. Factors of gender, ethnicity, socioeconomic status and preservice teacher program placement were found to be significant predictors of preservice teachers' efficacy scores. Even though, in some cases, these factors negatively impacted preservice teacher efficacy, preservice teachers should be placed in these environments when support is most available. The Teacher Efficacy Scale (Gibson & Dembo, 1984) is invalid. Even the construct of a general teacher efficacy is questionable.

  17. 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

    educators with information and strategies how Elementary GLOBE modules can be effectively applied in classrooms, how Elementary GLOBE modules are aligned with national standards, and how student literacy and science inquiry skills can be strengthened while learning about the Earth system.

  18. Preservice elementary teachers learning of astronomy

    Science.gov (United States)

    Fidler, Chuck Gary

    formatted for journal submission. Chapter 1 outlines the intent, rationale, and design of the overall dissertation process and format. Chapter 2 describes an in-depth review of the specific astronomy curricula used for comparison by subsequent chapters and is not intended as a standalone article, but rather as an informative outline of events and activities to help the reader understand the differences of instruction between the two sections of sample populations. Chapter 3 uses qualitative interviews to explore the cosmic dimensions associated with learning of astronomy and finds diverse perceptions of astronomical scales may influence preservice teachers' mental organization of astronomical information. Chapter 4 further analyzes cosmic dimensions using quantitative analyses and specifically examines preservice teachers perceptions of scale and spatiality within the context of astronomy education. Findings from Chapter 4 show that perceptions of scale and spatiality are an interconnected set of learning skills which may greatly enhance the learning of astronomy. Chapter 5 describes how concepts of scale and spatiality may be operationalized within a secondary school science classroom in order to better understand the scaled distances of stars though an inquiry-based three-dimensional modeling activity. Chapter 6 briefly concludes the dissertation work. Due to the nature of this dissertation design, the conclusions chapter is quite succinct as previous chapters are designed with conclusions sections embedded within the body of the text as outlined by specific journal submission guidelines. These dissertation ideas are presented in a formal setting so that the various research undertakings can be studied and analyzed. Qualitative and quantitative analyses of research data are present to support the claims made in this study. The results of this research combine with features of previous research in order to advance our understanding of how preservice elementary teachers

  19. Friendship Concept and Community Network Structure among Elementary School and University Students.

    Science.gov (United States)

    Hernández-Hernández, Ana María; Viga-de Alva, Dolores; Huerta-Quintanilla, Rodrigo; Canto-Lugo, Efrain; Laviada-Molina, Hugo; Molina-Segui, Fernanda

    2016-01-01

    We use complex network theory to study the differences between the friendship concepts in elementary school and university students. Four friendship networks were identified from surveys. Three of these networks are from elementary schools; two are located in the rural area of Yucatán and the other is in the urban area of Mérida, Yucatán. We analyzed the structure and the communities of these friendship networks and found significant differences among those at the elementary schools compared with those at the university. In elementary schools, the students make friends mainly in the same classroom, but there are also links among different classrooms because of the presence of siblings and relatives in the schools. These kinds of links (sibling-friend or relative-friend) are called, in this work, "mixed links". The classification of the communities is based on their similarity with the classroom composition. If the community is composed principally of students in different classrooms, the community is classified as heterogeneous. These kinds of communities appear in the elementary school friendship networks mainly because of the presence of relatives and siblings. Once the links between siblings and relatives are removed, the communities resembled the classroom composition. On the other hand, the university students are more selective in choosing friends and therefore, even when they have friends in the same classroom, those communities are quite different to the classroom composition. Also, in the university network, we found heterogeneous communities even when the presence of sibling and relatives is negligible. These differences made up a topological structure quite different at different academic levels. We also found differences in the network characteristics. Once these differences are understood, the topological structure of the friendship network and the communities shaped in an elementary school could be predicted if we know the total number of students

  20. Becoming Galileo in the Classroom

    Science.gov (United States)

    Cavicchi, Elizabeth

    2011-04-01

    Galileo's contributions are so familiar as to be taken for granted, obscuring the exploratory process by which his discoveries arose. The wonder that Galileo experienced comes alive for undergraduates and teachers that I teach, when they find themselves taking Galileo's role by means of their own explorations. These classroom journeys include: sighting through picture frames to understand perspective, watching the night sky, experimenting with lenses and motion, and responding to Galileo's story. In teaching, I use critical exploration, the research pedagogy developed by Eleanor Duckworth that arose historically from both the clinical interviewing of Jean Piaget and B"arbel Inhelder and the Elementary Science Study of the 1960s. During critical explorations, the teacher supports students' investigations by posing provocative experiences while interactively following students' emergent understandings. In the context of Galileo, students learned to observe carefully, trust their observations, notice things they had never noticed before, and extend their understanding in the midst of pervasive confusion. Personal investment moved students to question assumptions that they had never critically evaluated. By becoming Galileo in today's classroom, we found the ordinary world no less intriguing and unsettling to explore, as the historical world of protagonists in Galileo's Dialogue.

  1. Edmodo social learning network for elementary school mathematics learning

    Science.gov (United States)

    Ariani, Y.; Helsa, Y.; Ahmad, S.; Prahmana, RCI

    2017-12-01

    A developed instructional media can be as printed media, visual media, audio media, and multimedia. The development of instructional media can also take advantage of technological development by utilizing Edmodo social network. This research aims to develop a digital classroom learning model using Edmodo social learning network for elementary school mathematics learning which is practical, valid and effective in order to improve the quality of learning activities. The result of this research showed that the prototype of mathematics learning device for elementary school students using Edmodo was in good category. There were 72% of students passed the assessment as a result of Edmodo learning. Edmodo has become a promising way to engage students in a collaborative learning process.

  2. Teaching Planetary Sciences in Bilingual Classrooms

    Science.gov (United States)

    Lebofsky, L. A.; Lebofsky, N. R.

    1993-05-01

    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. It 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% 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. Therefore in order to teach earth/space science to our youth, we must empower our teachers, making them familiar and comfortable with existing materials. Tucson has another, but not unique, problem. The largest public school district, the Tucson Unified School District (TUSD), provides a neighborhood school system enhanced with magnet, bilingual and special needs schools for a school population of 57,000 students that is 4.1% Native American, 6.0% Black, and 36.0% Hispanic (1991). This makes TUSD and the other school districts in and around Tucson ideal for a program that reaches students of diverse ethnic backgrounds. However, few space sciences materials exist in Spanish; most materials could not be used effectively in the classroom. To address this issue, we have translated NASA materials into Spanish and are conducting a series of workshops for bilingual classroom teachers. We will discuss in detail our bilingual classroom workshops

  3. Elementary heat transfer analysis

    CERN Document Server

    Whitaker, Stephen; Hartnett, James P

    1976-01-01

    Elementary Heat Transfer Analysis provides information pertinent to the fundamental aspects of the nature of transient heat conduction. This book presents a thorough understanding of the thermal energy equation and its application to boundary layer flows and confined and unconfined turbulent flows. Organized into nine chapters, this book begins with an overview of the use of heat transfer coefficients in formulating the flux condition at phase interface. This text then explains the specification as well as application of flux boundary conditions. Other chapters consider a derivation of the tra

  4. Elementary Statistics Tables

    CERN Document Server

    Neave, Henry R

    2012-01-01

    This book, designed for students taking a basic introductory course in statistical analysis, is far more than just a book of tables. Each table is accompanied by a careful but concise explanation and useful worked examples. Requiring little mathematical background, Elementary Statistics Tables is thus not just a reference book but a positive and user-friendly teaching and learning aid. The new edition contains a new and comprehensive "teach-yourself" section on a simple but powerful approach, now well-known in parts of industry but less so in academia, to analysing and interpreting process dat

  5. 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

  6. Elementary matrix theory

    CERN Document Server

    Eves, Howard

    1980-01-01

    The usefulness of matrix theory as a tool in disciplines ranging from quantum mechanics to psychometrics is widely recognized, and courses in matrix theory are increasingly a standard part of the undergraduate curriculum.This outstanding text offers an unusual introduction to matrix theory at the undergraduate level. Unlike most texts dealing with the topic, which tend to remain on an abstract level, Dr. Eves' book employs a concrete elementary approach, avoiding abstraction until the final chapter. This practical method renders the text especially accessible to students of physics, engineeri

  7. Delivering Hubble Discoveries to the Classroom

    Science.gov (United States)

    Eisenhamer, B.; Villard, R.; Weaver, D.; Cordes, K.; Knisely, L.

    2013-04-01

    Today's classrooms are significantly influenced by current news events, delivered instantly into the classroom via the Internet. Educators are challenged daily to transform these events into student learning opportunities. In the case of space science, current news events may be the only chance for educators and students to explore the marvels of the Universe. Inspired by these circumstances, the education and news teams developed the Star Witness News science content reading series. These online news stories (also available in downloadable PDF format) mirror the content of Hubble press releases and are designed for upper elementary and middle school level readers to enjoy. Educators can use Star Witness News stories to reinforce students' reading skills while exposing students to the latest Hubble discoveries.

  8. Assessing multiple intelligences in elementary-school students

    Science.gov (United States)

    Strecker, Catherine Hunt

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

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

    Science.gov (United States)

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

    2017-06-01

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

  10. Zero Energy Building Pays for Itself: Odyssey Elementary

    Energy Technology Data Exchange (ETDEWEB)

    Torcellini, Paul A [National Renewable Energy Laboratory (NREL), Golden, CO (United States)

    2017-08-09

    Odyssey Elementary is a large public school in an area of Utah with a growing population. Created as a prototype for the Davis School District, Odyssey is a zero energy building whose design has already been copied for two other new schools, both of which are targeting zero energy. It has a unique design with four 'houses' (or classroom wings) featuring generously daylit classrooms. This design contributes to the school's energy efficiency. In an effort to integrate positive messages about fitness into the learning environment, each house has a different take on the theme of 'bodies in motion' in the natural world. In a postoccupancy survey of parents, students, and teachers, more than 87% were satisfied with the building overall.

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. 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.

  17. 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.

  18. The Problems of Novice Classroom Teachers having Regular and Alternative Certificates

    OpenAIRE

    Taneri, Pervin Oya; Ok, Ahmet

    2014-01-01

    The purposes of this study are to understand the problems of classroom teachers in their first three years of teaching, and to scrutinize whether these problems differ according to having regular or alternative teacher certification. The sample of this study was 275 Classroom Teachers in the Public Elementary Schools in districts of Ordu, Samsun, and Sinop in the Black Sea region. The data gathered through the questionnaire were subject to descriptive and inferential statistical analysis. Res...

  19. Exploring paraprofessional and classroom factors affecting teacher supervision.

    Science.gov (United States)

    Irvin, Dwight W; Ingram, Paul; Huffman, Jonathan; Mason, Rose; Wills, Howard

    2018-02-01

    Paraprofessionals serve a primary role in supporting students with disabilities in the classroom, which necessitates teachers' supervision as a means to improve their practice. Yet, little is known regarding what factors affect teacher supervision. We sought to identify how paraprofessional competence and classroom type affected the levels of teacher direction. We administered an adapted version of the Paraprofessional Needs, Knowledge & Tasks Survey and the Survey for Teachers Supervising Paraprofessionals to teachers supervising paraprofessionals in elementary schools. Structural Equation Modeling was used to examine the link between paraprofessional competence and classroom factors affecting the level of teacher supervision. Our results indicated that when teachers perceived paraprofessionals as being more skilled, they provided more supervision, and when more supervision was provided the less they thought paraprofessionals should be doing their assigned tasks. Additionally, paraprofessionals working in classrooms with more students with mild disabilities received less supervision than paraprofessionals working in classrooms with more students with moderate-to-severe disabilities. Those paraprofessionals in classrooms serving mostly children with mild disabilities were also perceived as having lower levels of skill competence than those serving in classrooms with students with more moderate-to-severe disabilities. By understanding the factors that affect teacher supervision, policy and professional development opportunities can be refined/developed to better support both supervising teachers and paraprofessionals and, in turn, improve the outcomes of children with disabilities. Copyright © 2017 Elsevier Ltd. All rights reserved.

  20. Bullying in Elementary School

    DEFF Research Database (Denmark)

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

    2014-01-01

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

  1. "Like, We Don't Want to Be PE Teachers": Preservice Classroom Teachers' Beliefs about Physical Education and Willingness to Incorporate Physical Activity

    Science.gov (United States)

    Linker, Jenny Mae; Woods, Amelia Mays

    2018-01-01

    The purpose of this study was to examine preservice elementary classroom teachers' (PCTs) beliefs about physical education and their willingness to incorporate physical activity as they progressed through an undergraduate physical education methods course. This course focused on quality physical education as well as the classroom teacher's role in…

  2. Students' Perceptions of Social Relatedness in the Classroom: The Roles of Student-Teacher Interaction Quality, Children's Aggressive Behaviors, and Peer Rejection

    Science.gov (United States)

    Madill, Rebecca A.; Gest, Scott D.; Rodkin, Philip C.

    2011-01-01

    This study contributes to the literature clarifying teaching practices in elementary classrooms that promote students' social relatedness. The focus on teaching practices reflects the need to understand malleable elements of the classroom, which can then be targeted for professional development. Specifically, this study examines whether children…

  3. Literacy in the Welcoming Classroom: Creating Family-School Partnerships that Support Student Learning (Kindergarten through Grade 5). Language & Literacy Series (Practitioner's Bookshelf)

    Science.gov (United States)

    Allen, JoBeth

    2010-01-01

    Nearly every reform effort espouses the importance of "parent involvement." This research-based guide is essential reading for teachers and administrators who want to make welcoming classrooms a reality. With a focus on literacy instruction, it showcases stories of "what works" when teachers in elementary school classrooms throughout the country…

  4. The Effects of Departmentalized and Self-Contained Classrooms on Fifth-Grade Students' Achievement in Science on the Georgia Criterion Referenced Competency Test

    Science.gov (United States)

    Koch, Lisa S.

    2013-01-01

    Elementary instruction of fifth grade classrooms was found to be primarily in two organizational models in a school district northwest of Atlanta, Georgia. The self-contained classroom provided a generalist teacher responsible for the instruction of all academic subjects to one group of students throughout the day, while departmentalized…

  5. Project Termination Report. Title IV-C Classroom Management Project. ESEA Title IV-C, August 29, 1981 - September 30, 1982.

    Science.gov (United States)

    Halasa, Ofelia; Theus, Frank

    This report provides a summary description of the Title IV-C Classroom Management Project conducted in the Cleveland (Ohio) Public Schools. The purpose of this project was to develop and pilot test a resource handbook designed to improve elementary and secondary school teachers' ability to organize and manage their classrooms. The development of…

  6. The effect of a comprehensive handwashing program on absenteeism in elementary schools.

    Science.gov (United States)

    Guinan, Maryellen; McGuckin, Maryanne; Ali, Yusef

    2002-06-01

    Handwashing is one of the most important factors in controlling the spread of micro-organisms and in preventing the development of infections. The objective of this study was to determine the effectiveness of a comprehensive handwashing program on absenteeism in elementary grades. Two hundred ninety students from 5 independent schools were enrolled in the study. Each test classroom had a control classroom, and only the test classroom received the intervention (education program and hand sanitizer). Absenteeism data were collected for 3 months. The number of absences was 50.6% lower in the test group (P hand hygiene program that combines education and use of a hand sanitizer in the classroom can lower absenteeism and be cost-effective.

  7. Classroom Management. TESOL Classroom Practice Series

    Science.gov (United States)

    Farrell, Thomas S. C., Ed.

    2008-01-01

    This series captures the dynamics of the contemporary ESOL classroom. It showcases state-of-the-art curricula, materials, tasks, and activities reflecting emerging trends in language education and seeks to build localized language teaching and learning theories based on teachers' and students' unique experiences in and beyond the classroom. Each…

  8. Observing Classroom Practice

    Science.gov (United States)

    Danielson, Charlotte

    2012-01-01

    Classroom observation is a crucial aspect of any system of teacher evaluation. No matter how skilled a teacher is in other aspects of teaching--such as careful planning, working well with colleagues, and communicating with parents--if classroom practice is deficient, that individual cannot be considered a good teacher. Classroom observations can…

  9. Encouraging Classroom Discussion

    Directory of Open Access Journals (Sweden)

    Robert Joseph McKee

    2014-10-01

    Full Text Available Classroom discussion has the potential to enhance the learning environment and encourages students to become active participants in the educational process. Student participation in classroom discussion has been shown to significantly improve the student learning experience. Research suggests that classroom discussion is an effective method for encouraging student classroom participation and for motivating student learning beyond the classroom. Participation in classroom discussion encourages students to become active collaborators in the learning process, while at the same time providing instructors with a practical method of assessing student learning. Classroom discussion is an effective tool for developing higher-level cognitive skills like critical thinking. Despite the potential discussion holds for student learning, many in academia lament the lack of participation in the classroom. The lack of student participation in classroom discussion is not a recent problem; it is one that has frustrated instructors for decades. Instructors report that some of the more current methods for encouraging classroom discussion can be exasperating and at times non-productive. This two-year study of 510 college and university students provides insight into the reasons why some students do not participate in classroom discussion. This study, which also elicited input from sixteen college and university professors and two high school teachers, offers some suggestions for creating and encouraging an environment conducive to student participation in the classroom.

  10. Better Classroom Relationships

    Science.gov (United States)

    Kecskemeti, Maria; Winslade, John

    2016-01-01

    The usual approaches to classroom relationships are either teacher-centred or student-centred. This book breaks new ground in its exploration of relationship-centred classrooms. In relationship-centred classrooms, the teacher and the student are equally important. That shifts the focus to the quality of their interaction and whether it is…

  11. Mapping the Social World of Classrooms: A Multi-Level, Multi-Reporter Approach to Social Processes and Behavioral Engagement.

    Science.gov (United States)

    Kim, Ha Yeon; Cappella, Elise

    2016-03-01

    Understanding the social context of classrooms has been a central goal of research focused on the promotion of academic development. Building on the current literature on classroom social settings and guided by a risk and protection framework, this study examines the unique and combined contribution of individual relationships and quality of classroom interactions on behavioral engagement among low-income Latino students in kindergarten to fifth grade (N = 111). Findings indicate that individual relationships with teachers and peers and classroom quality, each independently predicted behavioral engagement. Moreover, high-quality classrooms buffered the negative influence of students' difficulties in individual relationships on behavioral engagement. Findings illuminate the need to consider multiple layers of social classroom relationships and interactions and suggest the potential benefit of targeting classroom quality as a mechanism for improving behavioral engagement in urban elementary schools. © Society for Community Research and Action 2016.

  12. Supersymmetry of elementary particles

    International Nuclear Information System (INIS)

    Sardanashvili, G.A.; Zakharov, O.A.

    1986-01-01

    Some difficulties, connected with correct application of supersymmetry mathematical tools in the field and elementary particle theory are pointed out. The role of Grassman algebra in the usual field theory and the role of Lee superalgebra in supertransformations mixing bosons and fermions are shown. Grassman algebra in the theory of supersymmetries plays a role of numerical field. A supersymmetrical model, when indexes {i} of Grassman algebra corresponding to ''color'', and indexes {α} of Lee superalgebra representations - to ''flavor'', is considered. It is marked that the problem of interpretation of Grassman algebra indexes is a key one for the theory of supersymmetries. In particular, it gives no possibility to come from the theory of supersymmetries to the usual field theory, whose indexes of Grassman algebra possess obvious physical meaning

  13. Effects of a Science Content Course on Elementary Preservice Teachers' Self-Efficacy of Teaching Science

    Science.gov (United States)

    Bergman, Daniel J.; Morphew, Jason

    2015-01-01

    The preparation of elementary teachers to successfully teach science in their classrooms is a central issue in science education. The teacher preparation program at a large Midwestern university was modified to include a new science content course aimed at this need. A pre-/postassessment research model involved participants (N = 154) completing a…

  14. The Utility of Elementary School TOCA-R Scores in Identifying Later Criminal Court Violence Among Adolescent Females

    Science.gov (United States)

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

    2005-01-01

    Objective: To evaluate the utility of a teacher-rating instrument (Teacher Observation of Classroom Adaptation-Revised [TOCA-R]) of aggressive behavior during elementary school years in identifying girls at risk of later criminal court violence. Method: A community epidemiological sample of 845 urban public school girls was rated at six time…

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

    Science.gov (United States)

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

    2012-01-01

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

  16. Elementary Education Pre-Service Teachers' Development of Mathematics Technology Integration Skills in a Technology Integration Course

    Science.gov (United States)

    Polly, Drew

    2015-01-01

    Preparing pre-service teachers to effectively integrate technology in the classroom requires rich experiences that deepen their knowledge of technology, pedagogy, and content and the intersection of these aspects. This study examined elementary education pre-service teachers' development of skills and knowledge in a technology integration course…

  17. Discussing Princess Boys and Pregnant Men: Teaching about Gender Diversity and Transgender Experiences within an Elementary School Curriculum

    Science.gov (United States)

    Ryan, Caitlin L.; Patraw, Jasmine M.; Bednar, Maree

    2013-01-01

    This study shares the experiences and outcomes of teaching about gender diversity in an elementary school classroom. It outlines how an urban public school teacher included discussions of transgender and gender-nonconforming people within the curriculum and documents the ways in which her students responded to those lessons. By making discussions…

  18. Five male preservice elementary teachers: Their understandings, beliefs and practice regarding science teaching

    Science.gov (United States)

    Hoover, Barbara Grambo

    Many factors influence teacher choices concerning the frequency, instructional methods, and content of science teaching. Although the role of gender in science learning has been studied extensively, the gender of elementary teachers as it intersects their teaching of science has not been investigated. In this ethnographic study, I focused on five male preservice elementary teachers as they experienced their student teaching internship, aiming to understand their underlying beliefs about science and science teaching and how those beliefs influenced their practice. In an attempt to illuminate the complex interplay of personality, experience, interests, and gender in the professional lives of these men, this study emphasized the importance of context in the formation and expression of their science beliefs and pedagogy. For this reason, I collected data from a number of sources. From September, 2001 to May, 2002, I observed my participants in their science methods courses and on multiple occasions as they taught science in elementary classrooms in a suburban school district. I reviewed journal entries required for the science methods class and examined documents such as handouts, readings and teacher guides from their elementary teaching experience. I conducted semi-structured and informal interviews. I analyzed data from these sources using grounded theory methodology. Although these five men had many similarities, they differed in their love of science, their exposure to science, their avocational interests, and their views of science pedagogy. This study, however, revealed a unifying theme: each participant had his own set of personal and academic resources that he carried into the classroom and used to construct a distinctive science learning environment. Some of these resources intersect with gender. For example, several men had science-related avocational interests. There was a common emphasis on creating a relaxed, enjoyable, hands-on teaching environment as

  19. 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

  20. Student Engagement in the Classroom: The Impact of Classroom, Teacher, and Student Factors.

    Science.gov (United States)

    Dykstra Steinbrenner, Jessica R; Watson, Linda R

    2015-08-01

    Researchers have highlighted engagement as a critical component of effective interventions for students with autism spectrum disorder (ASD), yet there is limited research related to engagement in school-age children with ASD. This descriptive study was designed to examine joint engagement and its relationship with classroom factors and student characteristics. The sample included 25 elementary and middle school students with ASD. Mixed level modeling was used to examine relationships between joint engagement and classroom factors and student characteristics. Joint engagement was significantly related to group size, use of student-directed practices, autism severity, and expressive communication skills. These findings have important implications for educational policies and practices and future research related to engagement and effective interventions for students with ASD.

  1. Partnerships for Active Children in Elementary Schools (PACES): First year process evaluation.

    Science.gov (United States)

    Egan, Cate A; Webster, Collin; Weaver, R Glenn; Brian, Ali; Stodden, David; Russ, Laura; Nesbitt, Danielle; Vazou, Spyridoula

    2018-04-01

    Movement integration (MI) is a strategy within comprehensive school physical activity programs (CSPAP). School-university partnerships are recommended to leverage teachers' capacity to use MI. A mixed method process evaluation was conducted of the first year of implementing Partnerships for Active Children in Elementary Schools (PACES). Classroom teachers (N=12) from four schools participated. Data were collected in Fall 2014 (baseline) and Spring 2015 (∼ four months of intervention) using the System for Observing Student Movement in Academic Routines and Transitions and semi-structured interviews. There were no significant differences between intervention classrooms and control classrooms MI promotion. Differences approaching significance (U=5, p=0.04, d=1.2) were observed when comparing classrooms that received two (community of practice, community-based participatory research) or three components (two components plus service learning) of the intervention and classrooms that received one (community of practice) or no components. Qualitative findings revealed that teachers in classrooms that were more successful responded more favorably to the intervention components than teachers in classrooms that were less successful. Quantitative and qualitative results supported the effectiveness of community-based participatory research as a component of PACES. This study provides information about MI process variables in the context of a CSPAP intervention. Copyright © 2017 Elsevier Ltd. All rights reserved.

  2. 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

  3. 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.

  4. Measuring Teacher Knowledge of Classroom Social Networks: Convergent and Predictive Validity in Elementary School Classrooms

    Science.gov (United States)

    Madill, Rebecca A.; Gest, Scott D.; Rodkin, Philip C.

    2012-01-01

    This study contributes to a growing body of literature focused on the role of the teacher's "invisible hand" in managing students social relationships. The authors focus on one specific aspect of attunement, teachers' social network knowledge, which they conceptualize as the completeness and accuracy of the teacher's social network…

  5. Standards, Firewalls, and General Classroom Mayhem: Implementing Student-Centered Technology Projects in the Elementary Classroom

    Science.gov (United States)

    Hofer, Mark; Swan, Kathleen Owings

    2006-01-01

    Educators are simultaneously bombarded with both calls to integrate technology in meaningful ways into their teaching and to promote more student-centered activities which combine both content learning and higher-order thinking. This is no small task given the range of student abilities and interests, the increasing emphasis on state standards and…

  6. Teacher performance goal practices and elementary students' behavioral engagement: a developmental perspective.

    Science.gov (United States)

    Hughes, Jan N; Wu, Wei; West, Stephen G

    2011-02-01

    We investigated growth trajectories for classroom performance goal practices and for student behavioral engagement across grades 2 to 5 for 497 academically at-risk elementary students. This study is the first longitudinal investigation of performance goal practices in the early elementary years. On average, teacher use of performance goal practices increased and students' behavioral engagement declined across the four years. Using autoregressive latent trajectory (ALT) models, we examined the synchronous relations between teacher-reported performance goal practices and teacher-reported student behavioral engagement. As expected, as students move into classrooms with a new teacher with less emphasis on performance goal practices, they become more behaviorally engaged in school. Gender did not moderate these results. Implications for teacher professional development are discussed. Published by Elsevier Ltd.

  7. Think Scientifically: The NASA Solar Dynamics Observatory's Elementary Science Literacy Program

    Science.gov (United States)

    Van Norden, Wendy M.

    2013-07-01

    The pressure to focus on math and reading at the elementary level has increased in recent years. As a result, science education has taken a back seat in elementary classrooms. The Think Scientifically book series provides a way for science to easily integrate with existing math and reading curriculum. This story-based science literature program integrates a classic storybook format with solar science concepts, to make an educational product that meets state literacy standards. Each story is accompanied by hands-on labs and activities that teachers can easily conduct in their classrooms with minimal training and materials, as well as math and language arts extensions. These books are being distributed through teacher workshops and conferences, and are available free at http://sdo.gsfc.nasa.gov/epo/educators/thinkscientifically.php.

  8. Information Management Tools for Classrooms: Exploring Database Management Systems. Technical Report No. 28.

    Science.gov (United States)

    Freeman, Carla; And Others

    In order to understand how the database software or online database functioned in the overall curricula, the use of database management (DBMs) systems was studied at eight elementary and middle schools through classroom observation and interviews with teachers and administrators, librarians, and students. Three overall areas were addressed:…

  9. Increasing On-Task Behavior in the Classroom: Extension of Self-Monitoring Strategies

    Science.gov (United States)

    Amato-Zech, Natalie A.; Hoff, Kathryn E.; Doepke, Karla J.

    2006-01-01

    We examined the effectiveness of a tactile self-monitoring prompt to increase on-task behaviors among 3 elementary-aged students in a special education classroom. Students were taught to self-monitor their attention by using the MotivAider (MotivAider, 2000), an electronic beeper that vibrates to provide a tactile cue to self-monitor. An ABAB…

  10. Investigating the Role of Augmented Reality Technology in the Language Classroom

    Science.gov (United States)

    Solak, Ekrem; Cakir, Recep

    2016-01-01

    The purpose of this study was to inform about some of the current applications and literature on Augmented Reality (AR) technology in education and to present experimental data about the effectiveness of AR application in a language classroom at the elementary level in Turkey. The research design of the study was quasi-experimental. Sixty-one 5th…

  11. Technology in the Montessori Classroom: Benefits, Hazards and Preparation for Life

    Science.gov (United States)

    MacDonald, Greg

    2016-01-01

    Greg MacDonald cites much research on the pros and cons of technology for children of all ages and gives the reader the information and space to sort out what their own policy will be. He supports the use of computers in elementary classrooms if there is a practical purpose, a group project, or no alternative approach available, such as for…

  12. Integrating Community into the Classroom: Community Gardening, Community Involvement, and Project-Based Learning.

    Science.gov (United States)

    Langhout, Regina Day; Rappaport, Julian; Simmons, Doretha

    2002-01-01

    Culturally relevant, ongoing project-based learning was facilitated in a predominantly African American urban elementary school via a community garden project. The project involved teachers, students, university members, and community members. This article evaluates the project through two classroom-community collaboration models, noting common…

  13. The Implementation of a Positive Behaviour Management Programme in a Primary Classroom: A Case Study.

    Science.gov (United States)

    Atherley, Carole

    1990-01-01

    Positive behavior management has been recommended as a more acceptable form of classroom management than traditional behavioral modification. This paper discusses the application of stimulus and contingency control methods (positive behavior management) to elicit more socially and academically acceptable behavior from elementary school children.…

  14. Circle Justice: A Creative Arts Approach to Conflict Resolution in the Classroom

    Science.gov (United States)

    Gibbons, Karen

    2010-01-01

    This brief report describes a cooperative classroom art therapy intervention in a public elementary school that provided conflict resolution education, social learning, and group cohesion among sixth-grade students. The organizing framework of a "circle justice" group explored the roles of fictional characters in conflict, including…

  15. My-Bookstore: Using Information Technology to Support Children's Classroom Reading and Book Recommendation

    Science.gov (United States)

    Chien, Tzu-Chao; Chen, Zhi-Hong; Ko, Hwa-Wei; Ku, Yu-Min; Chan, Tak-Wai

    2015-01-01

    This paper describes a learning system, named My-Bookstore, where students buy (make records of) books (paper books) which they have read, and then sell (recommend) the books they like to others. This system is designed to encourage elementary students' classroom reading and book recommendation. The long-term influence of the My-Bookstore system…

  16. Trading Places: When Teachers Utilize Student Expertise in Technology-Intensive Classrooms.

    Science.gov (United States)

    Ringstaff, Cathy; And Others

    Utilizing self-report data from 32 elementary and secondary teachers, this longitudinal, qualitative study examines the role shifts of both teachers and students as they adapted to teaching and learning in educational, technology-rich, Apple Classrooms of Tomorrow environments. At first, teachers in these instructionally innovative classrooms…

  17. Relationships between Mathematics Teacher Preparation and Graduates' Analyses of Classroom Teaching

    Science.gov (United States)

    Hiebert, James; Berk, Dawn; Miller, Emily

    2017-01-01

    The purpose of this longitudinal study was to investigate the relationships between mathematics teacher preparation and graduates' analyses of classroom teaching. Fifty-three graduates from an elementary teacher preparation program completed 4 video-based, analysis-of-teaching tasks in the semester before graduation and then in each of the 3…

  18. Green Walls for a Restorative Classroom Environment : A Controlled Evaluation Study

    NARCIS (Netherlands)

    van den Berg, Agnes E; Wesselius, Janke E; Maas, Jolanda; Tanja-Dijkstra, Karin

    2017-01-01

    In the present research, we evaluated the restorative impacts of green walls with living plants in classrooms of two elementary schools using a controlled, prospective design with baseline measurements and follow-ups at 2 and 4 months. At each time of measurement, children's (n = 170, age = 7-10)

  19. Changing classroom practices: the role of school-wide capacity for sustainable improvement

    NARCIS (Netherlands)

    Sleegers, P.J.C.; Thoonen, E.E.J.; Oort, F.J.; Peetsma, T.T.D.

    2014-01-01

    Purpose: Elementary schools have been confronted with large-scale educational reforms as strategies to improve the educational quality. While building school-wide capacity for improvement is considered critical for changing teachers’ classroom practices, there is still little empirical evidence for

  20. Changing classroom practices: the role of school-wide capacity for sustainable improvement

    NARCIS (Netherlands)

    Sleegers, P.J.C.; Thoonen, Eric E.J.; Oort, Frans J.; Peetsma, Thea T.D.

    2015-01-01

    Purpose – Elementary schools have been confronted with large-scale educational reforms as strategies to improve the educational quality. While building school-wide capacity for improvement is considered critical for changing teachers’ classroom practices, there is still little empirical evidence for

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

    Science.gov (United States)

    Conforti, Darlene

    2012-01-01

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

  2. Pupil-Teacher Adjustment and Mutual Adaptation in Creating Classroom Learning Environments. Final Report.

    Science.gov (United States)

    Fox, Robert S.; And Others

    This investigation is directed toward an analysis of the dynamics of the learning situations in a variety of public school elementary and secondary classrooms. The focus of the project is to make a comparative analysis of the patterns of cooperation or alienation among parents, teachers, peers and individual pupils which create learning cultures…

  3. Using Short Films in the Classroom as a Stimulus for Digital Text Creation

    Science.gov (United States)

    Mantei, Jessica; Kervin, Lisa

    2017-01-01

    Reading and creating stories is a longstanding pedagogical approach to literacy learning in elementary school classrooms because stories offer personal and human experiences to which students can relate and respond. Stories, including digital forms such as short films, offer accounts of what it is to belong to a community and its worldviews and…

  4. Building Social Inclusion through Critical Arts-Based Pedagogies in University Classroom Communities

    Science.gov (United States)

    Chappell, Sharon Verner; Chappell, Drew

    2016-01-01

    In humanities and education university classrooms, the authors facilitated counter-narrative arts-based inquiry projects in order to build critical thought and social inclusion. The first author examines public performance installations created by graduate students in elementary and bilingual education on needs-based and dignity-based rights of…

  5. For the Classroom--The Five Signs of Death: Cold Water Camouflage.

    Science.gov (United States)

    Lin, Leslie

    1981-01-01

    Outlines a classroom science activity suitable for elementary through adult levels demonstrating that coldwater submergence may cause some people to appear dead when they are not. Includes a description of several activities which exhibit the signs of coldwater camouflage, materials needed, and discussion topics. (DS)

  6. Pokémon GO: Implications for Literacy in the Classroom

    Science.gov (United States)

    Howell, Emily

    2017-01-01

    This teaching tip gives teachers practical applications of the game Pokémon GO for literacy teaching and learning. The author discusses applications of the game for teaching multimodality in upper elementary-school classrooms. The author situates these applications in relevant theoretical perspectives as well as current literacy research.

  7. Local and Long Distance Computer Networking for Science Classrooms. Technical Report No. 43.

    Science.gov (United States)

    Newman, Denis

    This report describes Earth Lab, a project which is demonstrating new ways of using computers for upper-elementary and middle-school science instruction, and finding ways to integrate local-area and telecommunications networks. The discussion covers software, classroom activities, formative research on communications networks, and integration of…

  8. Science Alive!: Connecting with Elementary Students through Science Exploration

    Directory of Open Access Journals (Sweden)

    Aarti Raja

    2016-05-01

    Full Text Available A novel program called Science Alive! was developed by undergraduate faculty members, K–12 school teachers, and undergraduate students to enrich science, technology, engineering, and mathematics (STEM literacy at community schools located near the university. The ultimate goal of the program is to bolster the scientific knowledge and appreciation of local area students and community members and serve as a model for similar programs. Through the program, we observed that elementary school students made gains toward learning their grade-level science curricula after a hands-on learning experience and had fun doing these hands-on activities. Through the program, undergraduate students, working with graduate students and alumni, build scientific learning modules using explanatory handouts and creative activities as classroom exercises. This helps better integrate scientific education through a collaborative, hands-on learning program. Results showed that elementary school students made the highest learning gains in their performance on higher-level questions related to both forces and matter as a result of the hands-on learning modules. Additionally, college students enjoyed the hands-on activities, would consider volunteering their time at such future events, and saw the service learning program as a benefit to their professional development through community building and discipline-specific service. The science modules were developed according to grade-level curricular standards and can be used year after year to teach or explain a scientific topic to elementary school students via a hands-on learning approach.

  9. Science Alive!: Connecting with Elementary Students through Science Exploration.

    Science.gov (United States)

    Raja, Aarti; Lavin, Emily Schmitt; Gali, Tamara; Donovan, Kaitlin

    2016-05-01

    A novel program called Science Alive! was developed by undergraduate faculty members, K-12 school teachers, and undergraduate students to enrich science, technology, engineering, and mathematics (STEM) literacy at community schools located near the university. The ultimate goal of the program is to bolster the scientific knowledge and appreciation of local area students and community members and serve as a model for similar programs. Through the program, we observed that elementary school students made gains toward learning their grade-level science curricula after a hands-on learning experience and had fun doing these hands-on activities. Through the program, undergraduate students, working with graduate students and alumni, build scientific learning modules using explanatory handouts and creative activities as classroom exercises. This helps better integrate scientific education through a collaborative, hands-on learning program. Results showed that elementary school students made the highest learning gains in their performance on higher-level questions related to both forces and matter as a result of the hands-on learning modules. Additionally, college students enjoyed the hands-on activities, would consider volunteering their time at such future events, and saw the service learning program as a benefit to their professional development through community building and discipline-specific service. The science modules were developed according to grade-level curricular standards and can be used year after year to teach or explain a scientific topic to elementary school students via a hands-on learning approach.

  10. Elementary Teacher's Conceptions of Inquiry Teaching: Messages for Teacher Development

    Science.gov (United States)

    Ireland, Joseph E.; Watters, James J.; Brownlee, Jo; Lupton, Mandy

    2012-02-01

    This study explored practicing elementary school teacher's conceptions of teaching in ways that foster inquiry-based learning in the science curriculum (inquiry teaching). The advocacy for inquiry-based learning in contemporary curricula assumes the principle that students learn in their own way by drawing on direct experience fostered by the teacher. That students should be able to discover answers themselves through active engagement with new experiences was central to the thinking of eminent educators such as Pestalozzi, Dewey and Montessori. However, even after many years of research and practice, inquiry learning as a referent for teaching still struggles to find expression in the average teachers' pedagogy. This study drew on interview data from 20 elementary teachers. A phenomenographic analysis revealed three conceptions of teaching for inquiry learning in science in the elementary years of schooling: (a) The Experience-centered conception where teachers focused on providing interesting sensory experiences to students; (b) The Problem-centered conception where teachers focused on engaging students with challenging problems; and (c) The Question-centered conception where teachers focused on helping students to ask and answer their own questions. Understanding teachers' conceptions has implications for both the enactment of inquiry teaching in the classroom as well as the uptake of new teaching behaviors during professional development, with enhanced outcomes for engaging students in Science.

  11. Classroom acoustics and intervention strategies to enhance the learning environment

    Science.gov (United States)

    Savage, Christal

    The classroom environment can be an acoustically difficult atmosphere for students to learn effectively, sometimes due in part to poor acoustical properties. Noise and reverberation have a substantial influence on room acoustics and subsequently intelligibility of speech. The American Speech-Language-Hearing Association (ASHA, 1995) developed minimal standards for noise and reverberation in a classroom for the purpose of providing an adequate listening environment. A lack of adherence to these standards may have undesirable consequences, which may lead to poor academic performance. The purpose of this capstone project is to develop a protocol to measure the acoustical properties of reverberation time and noise levels in elementary classrooms and present the educators with strategies to improve the learning environment. Noise level and reverberation will be measured and recorded in seven, unoccupied third grade classrooms in Lincoln Parish in North Louisiana. The recordings will occur at six specific distances in the classroom to simulate teacher and student positions. The recordings will be compared to the American Speech-Language-Hearing Association standards for noise and reverberation. If discrepancies are observed, the primary investigator will serve as an auditory consultant for the school and educators to recommend remediation and intervention strategies to improve these acoustical properties. The hypothesis of the study is that the classroom acoustical properties of noise and reverberation will exceed the American Speech-Language-Hearing Association standards; therefore, the auditory consultant will provide strategies to improve those acoustical properties.

  12. 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.

  13. From inside the black box: Teacher perceptions of science instruction at the elementary level

    Science.gov (United States)

    Ferrini, Cynthia D.

    Science education reform projects aimed at elementary school children arose in the 1960's. The most prevalent of these reforms utilized the inquiry, or hands-on, science method. Billions of dollars have been invested in these reforms. Yet, reports indicate that science is not being taught at the level one might expect in elementary schools. This research was an analysis of the problems and concerns teachers at one school district faced as they tried to implement and sustain elementary inquiry science instruction. The district chosen was a large suburban district in the Western United States. The population was ninety percent Caucasian with a slightly more ethnically diverse school population. This district was chosen because it had an elementary science program for over twenty years and had received national acclaim for that program. The district had a stable and homogeneous staff there was a low administrator and teacher turnover rate and the elementary teaching population was ninety percent Caucasian and ninety percent female. Interviews with administrators and teachers were conducted. Data were collected from focus groups of teachers and science partners. Observations of elementary science classroom instruction and professional development sessions were made. Results of this research indicated that one important key to elementary science reform rests in the hands of teachers. Once the door to the classroom is closed, the teacher can decide to teach or not to teach science. The findings of this research illustrate that teachers hold ideas about science and science instruction that are antithetical to some tenets of inquiry science. Until these ideas are addressed it will be difficult, if not impossible, to implement a systemic elementary inquiry science program. This study demonstrates that professional development for elementary teachers in science needs to change from a focus on the mechanical usage of individual units to a focus on teacher expectations for

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

    OpenAIRE

    Powers, Christopher J.; Bierman, Karen L.

    2012-01-01

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

  15. Emotions and elementary school science teaching: Postmodernism in practice

    Science.gov (United States)

    Zembylas, Michalinos

    This is an ethnographic study about an elementary school teacher's emotions in her science teaching and pedagogy. This study is an interdisciplinary account of emotions in teaching and draws both methodologically and theoretically from a variety of disciplines: philosophy, sociology, psychology, anthropology, cultural studies and feminist studies. The account developed here is based on my understanding of the role of one teacher's (Catherine) emotions in her classroom life for three years. I describe my approach in terms of what I call emotional genealogies of teaching; referring to an account of the events, objects, persons and their relationships that are present or absent in the realization of emotions, and the ways that these emotions are experienced in relation to the self (individual reality), the others (social interactions) and the world in general (sociopolitical context). Applied to my study, an emotional genealogy of Catherine's science teaching seeks not to trace the gradual evolution of her emotions but to record the singularity of various events that make some emotions present and others absent. My study shows how certain emotions are constructed in the science classroom and how they are transformed over the years (as mediated by values, philosophies, beliefs and so on). Catherine's emotions in science teaching is a "history of the present," a history of her emotions' "presences and absences" in her daffy interactions with her students, parents and administrators in the context of the science classroom. This work raises important questions that go beyond the meaning and interpretation of teachers' emotions: How can teachers' emotions become a legitimate topic in (science) education as well as in efforts for science curricular reform? Further, how can educational institutions (universities and schools) and elementary school science teachers themselves support their personal and professional emotional growth?

  16. Naturalistic acquisition in an early language classroom.

    Science.gov (United States)

    Dahl, Anne; Vulchanova, Mila D

    2014-01-01

    This study investigated whether it is possible to provide naturalistic second language acquisition (SLA) of vocabulary for young learners in a classroom situation without resorting to a classical immersion approach. Participants were 60 first-grade pupils in two Norwegian elementary schools in their first year. The control group followed regular instruction as prescribed by the school curriculum, while the experimental group received increased naturalistic target language input. This entailed extensive use of English by the teacher during English classes, and also during morning meetings and for simple instructions and classroom management throughout the day. Our hypothesis was that it is possible to facilitate naturalistic acquisition through better quality target language exposure within a normal curriculum. The students' English vocabulary knowledge was measured using the Peabody Picture Vocabulary Test, version 4 (PPVT-IV, Dunn and Dunn, 2007a), at the beginning and the end of the first year of school. Findings are that (1) early-start second-language (L2) programs in school do not in themselves guarantee vocabulary development in the first year, (2) a focus on increased exposure to the L2 can lead to a significant increase in receptive vocabulary comprehension in the course of only 8 months, and (3) even with relatively modest input, learners in such an early-start L2 program can display vocabulary acquisition comparable in some respects to that of younger native children matched on vocabulary size. The overall conclusion is that naturalistic vocabulary acquisition is in fact possible in a classroom setting.

  17. Virtual classroom project

    OpenAIRE

    Gmeiner, Nicholas

    2017-01-01

    This project aims to provide students with disabilities the same in class learning experience through virtual reality technology, 360-degree video capture, and the use of Arduino units. These technologies will be combined to facilitate communication between teachers in physical classrooms with students in virtual classrooms. The goal is to provide a person who is affected by a disability (which makes it hard to be in a traditional classroom) the same benefits of a safe and interactive learnin...

  18. Flipped Classroom Approach

    Directory of Open Access Journals (Sweden)

    Fezile Ozdamli

    2016-07-01

    Full Text Available Flipped classroom is an active, student-centered approach that was formed to increase the quality of period within class. Generally this approach whose applications are done mostly in Physical Sciences, also attracts the attention of educators and researchers in different disciplines recently. Flipped classroom learning which wide-spreads rapidly in the world, is not well recognized in our country. That is why the aim of study is to attract attention to its potential in education field and provide to make it recognize more by educators and researchers. With this aim, in the study what flipped classroom approach is, flipped classroom technology models, its advantages and limitations were explained.

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

    Science.gov (United States)

    Glick, Marilyn Petty

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

  20. An Epistaxis Emergency Associated with Multiple Pollutants in Elementary Students.

    Science.gov (United States)

    Yuan, Wei Ming; Lu, Yuan Qiang; Wei, Zheng; Chen, Ming; He, Sheng Liang; Mai, Wen Yuan; Zhang, Mei Bian

    2016-12-01

    Emergencies of epistaxis in students caused by environmental pollution have rarely been reported to date. This study aimed to explore the cause of an emergency of epistaxis in elementary students by using a field epidemiological investigation. Twenty-two epistaxis cases from a single school with differences in gender, age, and classroom, were diagnosed within a period of 7 days. The air concentration of chromic acid mist (Cr6+) in the electroplating factory area, new campus, and residential area exceeded the limit of uncontrolled emissions. The emission of HCL and H2SO4 was also observed. Formaldehyde levels in the classrooms exceeded the limits of indoor air quality. Abnormal nasal mucosa was significantly more frequent in the case group (93.3%) and control group 1 (of the same school) (66.7%) than in control group 2 (from a mountainous area with no industrial zone) (34.8%; P epistaxis. Several lessons regarding factory site selection, eradication of chemical emissions, and indoor air quality in newly decorated classrooms, should be learned from this emergency. Copyright © 2016 The Editorial Board of Biomedical and Environmental Sciences. Published by China CDC. All rights reserved.

  1. Intuitive concepts in elementary topology

    CERN Document Server

    Arnold, BH

    2011-01-01

    Classroom-tested and much-cited, this concise text is designed for undergraduates. It offers a valuable and instructive introduction to the basic concepts of topology, taking an intuitive rather than an axiomatic viewpoint. 1962 edition.

  2. 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...

  3. Managing Classroom Problems.

    Science.gov (United States)

    Long, James D.

    Schools need to meet unique problems through the development of special classroom management techniques. Factors which contribute to classroom problems include lack of supervision at home, broken homes, economic deprivation, and a desire for peer attention. The educational atmosphere should encourage creativity for both the student and the…

  4. Classroom -RE-SONANCE

    Indian Academy of Sciences (India)

    in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to· teaching and learning science. Logarithm and agM. In [1] we had discussed the evaluation.

  5. Classroom -RE-SONANCE

    Indian Academy of Sciences (India)

    raised in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. Proving a Result in Combinatorics using Equations.

  6. Relationships in Inclusive Classrooms

    Science.gov (United States)

    Santos, Graça Duarte; Sardinha, Susana; Reis, Silvia

    2016-01-01

    Climate in the classroom is one of the determining factors in the development of practices in Inclusive Education. Many factors contribute to the climate in the classroom. However, there are predominance on affective-relational factors, with impact on action, norms and values, social interactions and learning processes. In this paper, the authors…

  7. Flipped Classroom, active Learning?

    DEFF Research Database (Denmark)

    Andersen, Thomas Dyreborg; Levinsen, Henrik; Philipps, Morten

    2015-01-01

    Action research is conducted in three physics classes over a period of eighteen weeks with the aim of studying the effect of flipped classroom on the pupils agency and learning processes. The hypothesis is that flipped classroom teaching will potentially allocate more time to work actively...

  8. Flipped Classroom Approach

    Science.gov (United States)

    Ozdamli, Fezile; Asiksoy, Gulsum

    2016-01-01

    Flipped classroom is an active, student-centered approach that was formed to increase the quality of period within class. Generally this approach whose applications are done mostly in Physical Sciences, also attracts the attention of educators and researchers in different disciplines recently. Flipped classroom learning which wide-spreads rapidly…

  9. 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

  10. 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.)

  11. Reptiles in the Classroom

    Science.gov (United States)

    Gantert, Robert L.

    1972-01-01

    Discusses the advantages of using reptiles in biology and elementary school classes, describes demonstration techniques used by the author, and suggests some student activities using reptiles, especially snakes and lizards. (AL)

  12. Mathematics difficulties & classroom leadership

    DEFF Research Database (Denmark)

    Schmidt, Maria Christina Secher

    2016-01-01

    This article investigates possible links between inclusion, students, for whom mathematics is extensively difficult, and classroom leadership through a case study on teaching strategies and student participation in four classrooms at two different primary schools in Denmark. Three sets of results...... are presented: 1) descriptions of the teachers’ classroom leadership to include all their students in the learning community, 2) the learning community produced by stated and practiced rules for teaching and learning behavior, 3) the classroom behavior of students who experience difficulties with mathematics....... The findings suggest that the teachers’ pedagogical choices and actions support an active learning environment for students in diverse learning needs, and that the teachers practise dimensions of inclusive classroom leadership that are known to be successful for teaching mathematics to all students. Despite...

  13. "From the Beginning, I Felt Empowered": Incorporating an Ecological Approach to Learning in Elementary Science Teacher Education

    Science.gov (United States)

    Birmingham, Daniel; Smetana, Lara; Coleman, Elizabeth

    2017-09-01

    While a renewed national dialog promotes the importance of science education for future technological and economic viability, students must find science personally relevant to themselves and their communities if the goals set forth in recent reform movements are to be achieved. In this paper, we investigate how incorporating an ecological perspective to learning in teacher education, including opportunities to participate with science in connection to their everyday lives, influenced the ways in which elementary teacher candidates (TCs) envisioned learning and doing science and its potential role in their future classroom. We draw from data collected across three sections of a field-based elementary methods course focused on learning to teach science and social studies through inquiry. We argue that participating in an authentic interdisciplinary inquiry project impacted the ways in which TCs conceived of science, their identities as science learners and teachers and their commitments to bringing inquiry-based science instruction to their future classrooms. This paper addresses issues regarding access to quality science learning experiences in elementary classrooms through empowering TCs to build identities as science learners and teachers in order to impact conditions in their future classrooms.

  14. 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...

  15. 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…

  16. 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...

  17. 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…

  18. Power dynamics and questioning in elementary science lessons

    Science.gov (United States)

    Reinsvold, Lori Ann

    Discourse interactions between a teacher and students in an inquiry-based fourth-grade science classroom were analyzed to investigate how power dynamics and questioning strategies within elementary science lessons help support students in building their science understanding. Five inquiry-based classroom sessions were observed; verbal interactions were audio- and video-recorded. Research data consisted of observation transcripts, teacher interviews, student work, and instructional materials. Analyses were conducted on the frequencies of utterances, participation roles, power categories, and questioning categories. Results revealed that when students used more frequent power, (a) no significant differences were noted between frequencies of teacher and student talk, (b) the teacher posed more questions than did the students, and (c) students explained what they knew and asked questions to clarify their understanding. When the teacher used more frequent power, she asked questions to provide students opportunities to negotiate investigative processes and explain what they knew and how they knew it. Evidence of student understanding of the science concepts was found in how students used subject matter to discuss what they knew and how they knew it. Pre-service and in-service teachers should be encouraged to consider how their use of power and questioning strategies can engage students to reflect on how they build understanding of science concepts. Teachers can use Professional Learning Communities to reflect on how their practice engages students. Future research should be employed to observe classrooms across an entire school year to determine how power and questioning dynamics flow among students and teachers and change over time. Research can also be used to understand the influence of gender and culture on power and questioning dynamics in classroom settings.

  19. Question Asking in the Science Classroom: Teacher Attitudes and Practices

    Science.gov (United States)

    Eshach, Haim; Dor-Ziderman, Yair; Yefroimsky, Yana

    2014-02-01

    Despite the wide agreement among educators that classroom learning and teaching processes can gain much from student and teacher questions, their potential is not fully utilized. Adopting the view that reporting both teachers' (of varying age groups) views and actual classroom practices is necessary for obtaining a more complete view of the phenomena at hand, the present study closely examines both cognitive and affective domains of: (a) teachers' views (via interviews) concerning: (1) importance and roles of teacher and student questions, (2) teacher responses, and (3) planning and teacher training; and (b) teachers' actual practices (via classroom observations) concerning: (1) number and (2) level of teacher and student questions, as well as (3) teachers' responses to questions. The data were collected from 3 elementary, 3 middle, and 3 high school science teachers and their respective classroom students. The findings lay out a wide view of classroom questioning and teachers' responses, and relate what actually occurs in classes to teachers' stated views. Some of the study's main conclusions are that a gap exists between how science researchers and teachers view the role of teacher questions: the former highlight the cognitive domain, while the latter emphasize the affective domain.

  20. A narrative study of novice elementary teachers' perceptions of science instruction

    Science.gov (United States)

    Harrell, Roberta

    It is hoped that, once implemented, the Next Generation Science Standards (NGSS) will engage students more deeply in science learning and build science knowledge sequentially beginning in Kindergarten (NRC, 2013). Early instruction is encouraged but must be delivered by qualified elementary teachers who have both the science content knowledge and the necessary instructional skills to teach science effectively to young children (Ejiwale, 2012, Spencer, Vogel, 2009, Walker, 2011). The purpose of this research study is to gain insight into novice elementary teachers' perceptions of science instruction. This research suggests that infusion of constructivist teaching in the elementary classroom is beneficial to the teacher's instruction of science concepts to elementary students. Constructivism is theory that learning is centered on the learner constructing new ideas or concepts built upon their current/past knowledge (Bruner, 1966). Based on this theory, it is recommended that the instructor should try to encourage students to discover principles independently; essentially the instructor presents the problem and lets students go (Good & Brophy, 2004). Discovery learning, hands-on, experimental, collaborative, and project-based learning are all approaches that use constructivist principles. The NGSS are based on constructivist principles. This narrative study provides insight into novice elementary teachers' perceptions of science instruction considered through the lens of Constructivist Theory (Bruner, 1960).