A Geometric-Based Handwriting Intervention (GBHI) for Chinese Handwriting: Development, Feasibility, and Pilot Findings.

Elementary, Middle, and High School Students Vary in Frequency and Purpose When Using Online Digital References

본 연구의 목적은 학업성취도에 대한 초등학생의 사교육 참여 효과를 밝혀 초등학생과 학부모들의 사교육 참여 선택에 관한 의사결정에 도움을 주고, 초등 사교육 정책 관련 수립에 필요한 시사점을 제공하는데 있다. 연구목적의 달성을 위해 먼저 사교육을 교육경제학적 관점으로 이해할 수 있도록 인적자본이론과 게임이론의 소개하고, 학교학습모형, 완전학습이론, 부모투자이론을 제시하여 사교육 참여에 대한 시간과 비용의 투자가 학업성취도에 미치는 영향을 논의하기 위한 이론적 분석 틀을 제시하였다. 이를 바탕으로 서울교육종단연구(SELS 2010) 초등학생 패널의 3차년 도 자료인 초등학교 6학년 학생들의 자료를 활용, 위계적 선형모형을 적용하여 사교육 참여시간과 참여비용 투자가 국어, 수학, 영어 학업성취도에 미치는 영향을 살펴보았다. 국어 사교육 참여에 대한 초등학생의 시간과 비용의 투자는 학업성취도 향상에 유의한 영향을 주지 못하지만, 수학과 영어 사교육 참여에 대한 투자는 학업성취도 향상에 효과가 있는 것으로 나타났다. 학교특성에 따른 사교육 효과의 차이를 살펴본 결과 교사에 대한 만족도가 높고 평균 수학 사교육 참여율이 높은 학교에 재학 중인 학생들의 수학 사교육 참여시간 증가에 따른 수학 학업성취도 향상 폭이 더 큰 것으로 확인되었다. 또한 학생 개인 특성이 학교 특성보다 학업성취도에 중요한 영향을 미치는 것으로 나타났다. 학교는 학교 교육을 통해 학생의 개인특성과 가정배경에 따른 학업성취도 격차 개선에 긍정적인 영향을 줄 수 있도록 힘써야 한다. 교사는 학생들이 수업에 집중하고 적극적으로 참여할 수 있는 학생 중심의 수업을 운영하여야 하기 위해 노력해야 하며, 학교는 이를 위해 교사들이 학생들을 가르치는데 온전히 집중할 수 있는 환경을 제공할 뿐 아니라 교수방법 연구와 교재, 교구 등의 개발을 지원해야 한다. 이를 통해 학생의 수업태도와 수업만족도를 극대화 할 수 있는 수업 환경을 조 성하여 개인특성과 가정배경으로 발생할 수 있는 초등학생들의 교육격차를 개선해 나가야 한다.The purpose of this article is to clarify if elementary school students’ participation in private tutoring for improving of academic achievement is based on rationality and to provide suggestions required to establish educational policy on the basis of analysing the effects of private tutoring on elementary school students’ academic achievement. Toward this end, the study has been conducted as follows. For the theoretical analysis frame, human capital theory and game theory have been introduced and models of school learning, mastery learning theory and parental investment theory have been suggested. For the purpose of analysis, data on 6th graders in elementary schools of Seoul Education Longitudinal Study of 2010(SELS 2010), has been used. To examine the effects of private tutoring on academic achievement of Korean, Mathematics and English, Hierarchical Linear Model has been applied. The conclusions of the study can be summarized as belows. First, elementary students’ investment of time in private tutoring on Mathematics and English lead to improved academic achievements. Next, the effects of private tutoring time on Mathematics may vary depending on characteristics of schools. Lastly, elementary school students’ academic achievement is more influenced by each and every student’s characteristics than those of school.

Reading is the most common learning difficulty experienced by elementary school students in the early or lower grades. Early-grade elementary school students have significant problems related to reading and language skills. It impacts the reading ability scores of Grade 2 elementary school students, which are still low, so new methods are needed to improve student's reading skills. This study aimed to analyze the role-playing method's use on the reading ability of Grade 2 elementary school students. This research is a type of experimental research. This study used a pre-experimental research method with a one-group pretest-posttest design (pretest test-posttest single group). The subjects in this study were all 2nd-grade elementary school students, totaling 32 students consisting of 13 girls and 19 boys. The methods used to collect data are observation and tests. The instrument used is a matter of difficulty. Data analysis techniques using inferential statistical analysis. The result of the study show that the role-playing method significantly improves the reading ability of grade 2 elementary students. Thus, giving the role-playing process can improve the reading ability of grade 2 elementary students.

Elementary school students in general are still learning traditionally. Especially elementary school students learn entrepreneurship to train to create value innovations that are valuable independently. However, in this 4.0 era, many elementary students still run entrepreneurship in the traditional way by producing physical works, this is certainly because elementary school students do not experience development with the interference of technology. What should be elementary school students should have started to know technology early on. So, the purpose of this research is to empirically discuss how elementary school students are able to learn entrepreneurship digitally from an early age. With the iLearning method elementary school students are able to develop with a blend of technology 4.0 to create innovative results visually. The presence of the SEP (School Enrichment Program) system which is a bridge for elementary school students in learning entrepreneurship through learning so that they can improve their quality early on. In addition, the gamification techniques that exist in the system make elementary school students significantly more motivated in entrepreneurial learning. The sample data test results show that Cronbach's Alpha 0.702> 0.6 on the SEP system is significantly reliable.

The objective of this study was to analyze the awareness and satisfaction regarding Korean traditional foods in elementary, middle, and high school students. In a survey of 1,030 students, 55.9% of the total respondents stated that traditional Korean food is 'Korean food that uses unique Korean recipes' (p<0.001). In terms of awareness of traditional food, most middle and high school students responded that the mass media was the biggest influence, while elementary students said that their parents were the most pervasive influence. In terms of satisfaction with traditional food served in school, 13 menus had the highest popularity among elementary school students. Most elementary school students preferred Korean traditional foods compared to middle and high school students. The awareness and satisfaction regarding Korean traditional food in elementary, middle and high school students.

This study applies self-determination theory (SDT) to test the hypothesised relationships amongst three basic psychological needs, level of self-determined motivation (i.e. self-determination index, SDI) and moderate-to-vigorous physical activity (MVPA) of Chinese elementary and secondary school students during their physical education (PE) in Shanghai, China. Gender and school-level differences in these relationships are also explored. The participants comprise 1829 students from three elementary and secondary schools in Shanghai, China. Accelerometers are used to measure the MVPA duration of the participants in PE. The Self-regulation Questionnaire and the Psychological Needs Satisfaction Scale are completed by the participants to assess PE motivation and the three psychological needs of students. The structural equation modelling (SEM) results show that the hypothesised model has a good fit with our data. Autonomy, competence, and relatedness are positively associated with SDI for MVPA. The SDI is positively related to the time spent by students in MVPA in PE. The multi-group path analysis results reveal that the relationship between SDI and MVPA is stronger for secondary school students than elementary students. Overall, our findings support the applicability of SDT in understanding and promoting the physical activities amongst Chinese school students in PE. Accordingly, intervention should be conducted to develop autonomy, competence and social relatedness of elementary and secondary school students. Additional efforts are required to encourage elementary school students to be more self-determinant in PE classes. Highlights Findings support the applicability of SDT in understanding and promoting the physical activities amongst Chinese school students in PE SDI was positively related to school students’ MVPA level. The satisfaction of autonomy, competence and relatedness towards PE was positively associated with students’ SDI. The proposed motivational sequence for adolescent MVPA in PE were similar for male and female students. The relationship between SDI and MVPA of secondary school students was significantly stronger than elementary school students

최근 환경, 건강, 배려의 지속가능한 식생활로 교육 패러다임 전환이 이루어지고 있는 가운데 학생 스스로 자신의 식생활역량을 진단하고 지속가능한 식생활을 실천할 수 있도록 교육할 필요가 있으나, 아직 지속가능한 식생활역량을 검사할 수 있는 진단도구는 부재한 실정이다. 이에 본 연구에서는 선행연구 분석, 전문가 자문, 예비조사를 거쳐 유아&#65381;초등학교 저학년생, 초등학교 고학년생 그리고 청소년 대상의 지속가능한 식생활역량 진단도구를 개발하였고, 현장 적용을 통해 대상별 식생활역량 실태를 파악하였다. 주요 연구 결과는 다음과 같다. 첫째, ‘지속가능한 식생활역량 진단도구’ 3종을 개발하였다. 이 진단도구는 2018년도에 개발된 ‘지속가능한 식생활교육 내용 체계’에 근거하여 환경, 건강, 배려 영역별로 진단항목을 설정하였으며, 유아&#65381;초등 저학년용 10개 문항, 초등 고학년용 15개 문항, 청소년용 20개 문항으로 구성하였다. 둘째, 개발된 진단도구의 현장 적용 결과에 따라 유형별 분류기준을 개발하였다. 영역별 점수를 기준으로, 환경, 건강, 배려의 영역별로 75% 이상 점수를 획득하였을 경우 각각 ‘환경친화형’, ‘건강한 식생활형’, ‘배려형’으로 분류하였다. 총점 기준으로는 ‘지속가능한 식생활 우수 실천형’, ‘지속가능한 식생활 실천형’, ‘식생활 개선형’의 3단계로 분류하였다. 셋째, 개발된 진단도구를 서울 지역 초, 중, 고등학생 1,255명을 대상으로 시범 적용 평가 결과, 전반적으로 청소년 집단이 초등학생 집단보다 지속가능한 식생활역량이 낮은 것으로 나타났으며, 학교급이 올라갈수록 ‘지속가능한 식생활 우수 실천형’이 줄어드는 것을 확인할 수 있었다. 본 연구에서 개발된 지속가능한 식생활역량 진단도구는 지속가능한 식생활교육 플랫폼인 ‘식생활교실’에 탑재되어 초등학생과 청소년들이 온라인상에서 스스로 지속가능한 식생활역량을 진단하고 지속가능한 식생활을 실천하는 데 유용하게 활용될 수 있을 것이다.Along with the paradigm shift toward sustainable food education focusing on environment, health and consideration, it is necessary to educate students to diagnose their food competency and practice sustainable diet. However, there are no evaluation tools developed so far. Therefore, three kinds of Sustainable Food Competency Evaluation Tool (SFCET) were developed for lower elementary students, upper elementary students as well as for adolescents in this study by the analysis of previous studies, advices from experts in food education, and preliminary test for these student groups. The main results of this study were as follows: First, three kinds of SFCET were developed based on the sustainable food education content system suggested by Kim et al.(2018). SFCETs for lower elementary students, upper elementary students and adolescents consist of 10, 15, 20 questions, respectively, including the areas of environment, health and consideration. Second, classification criteria for each group were developed according to the results of pilot application of the developed evaluation tools. The evaluation criteria by area were classified as ‘eco-friendly type’, ‘healthy diet type’ and ‘considerate type’, respectively, if the scores of 75% or more were achieved in each area of environment, health and consideration. The total score was divided into three stages: ‘excellent practice of sustainable diet type’, ‘sustainable diet practice type’ and ‘dietary improvement type’. Third, when the developed evaluation tools were applied to 1,255 elementary, middle and high school students in Seoul, the results showed that the overall adolescent group showed a lower sustainable food competency than the elementary student groups, and the higher the school level, the lower the ratio of ‘excellent practice of sustainable diet type’. The SFCETs developed in this study were uploaded on the sustainable food education platform ‘Food Classroom’ and could be utilized to help elementary school students and adolescents evaluate their own sustainable food competency and practice sustainable diets in their lives.

AimThe coronavirus disease 2019 (COVID‐19) pandemic has had a significant psychological impact on children and adolescents, increasing depression, anxiety, and suicide‐related behaviors. In Japan, suicide remained the leading cause of death among individuals aged 10–19 years, with rates rising after the pandemic onset. However, few studies have examined these changes in psychiatric outpatient settings. We aimed to determine whether the prevalence of suicide‐related behaviors and associated psychiatric symptoms—depression and anxiety—differed pre‐ and post‐pandemic among elementary and junior high school students attending psychiatric outpatient clinics.MethodsIn this retrospective case–control study, we analyzed registry data from a child and adolescent psychiatric outpatient clinic in Japan. Patients were classified into pre‐ and post‐COVID‐19 groups based on the visit date (cutoff: March 2, 2020). Clinical characteristics were assessed at the initial visit through interviews and standardized rating scales: Depression Self‐Rating Scale for Children, Spence Children's Anxiety Scale, and Attention‐Deficit/Hyperactivity Disorder Rating Scale‐IV. Group differences were examined using univariate and multivariate logistic regression analyses.ResultsBetween 2016 and 2022, 2878 patients were included. The prevalence of suicide‐related behaviors increased post‐pandemic, from 3.0% to 6.9% among elementary school students and from 15.5% to 21.2% among junior high school students. In the post‐COVID‐19 group, elementary students more often exhibited antisocial behaviors and hyperactivity/conduct disorder diagnoses. Junior high students more often exhibited anxiety symptoms, particularly social anxiety, panic, and trauma‐related fear.ConclusionSuicide‐related behaviors significantly increased after the COVID‐19 pandemic, with distinct clinical characteristics observed across age groups.

The purpose of this study is to develop a coaching program to improve elementary school students' empathy for peer relationship attachment and a happy and enjoyable school life. Elementary students can motivate themselves by using coaching techniques to present their opinions rather than the vertical teachings of teachers, and to use the C-PLUS coaching dialogue model to give positive feedback to elementary students. Rather than giving answers&#x0D; on how to improve abilities, various activities helped elementary school students to internalize and live empathy. To examine the effect of the empathy coaching program for elementary school students developed in this study, self-regulation and communication skills were divided into pre-test and post-test. The even higher scores of self-regulation and communication in the experimental group when compared to the control group suggest that the cognitive, emotional, and communicative elements of the empathy coaching program were properly arranged. In addition, the program goal of the researcher was consistent in that elementary students' empathy was improved by improving their empathy ability by strengthening their positive emotion and internal control through coaching conversation. This study demonstrates the need for coaching programs and the value of their use.

OBJECTIVESThis study investigated the prevalence of low back pain (LBP) and its risk factors among elementary-school students.METHODSIn this cross-sectional study, 693 elementary students from Hamadan city, western Iran, were selected by multistage stratified cluster sampling. Data were collected through interviews using questionnaires. Posture and psychosocial elements were assessed using the observational Rapid Upper Limb Assessment (RULA) checklist and the standard Strengths and Difficulties Questionnaire, respectively. Penalized logistic regression with the group smoothly-clipped absolute deviation regularization method was used for variable selection and data analysis (α=0.05). The chi-square test was also used.RESULTSIn total, 26.6% of the students (7-12 years old) reported LBP in the last month. Older age (odds ratio [OR], 3.08; 95% confidence interval [CI], 1.80 to 5.26), watching TV for more than 3 hours a day (OR, 2.62; 95% CI, 1.46 to 4.68), very short seat backrests (OR, 3.08; 95% CI, 1.61 to 5.90), excessively curved seat backrests (OR, 4.36; 95% CI, 2.08 to 9.13), very short desks (OR, 3.44; 95% CI, 1.61 to 7.35), a family history of LBP (OR, 2.49; 95% CI, 1.58 to 3.91), carrying a school bag on one shoulder (OR, 1.91; 95% CI, 1.03 to 3.54), and RULA scores of 3 (OR, 2.26; 95% CI, 1.13 to 4.50) or 4 (OR, 2.85; 95% CI, 1.37 to 5.91) were associated with LBP.CONCLUSIONSA high prevalence of LBP was found among elementary-school students. This study underscores the importance of recognizing vulnerable children and teenagers and developing interventional health promotion programs to prevent LBP based on an appropriate consideration of its contributory factors.

Politeness in language is a soft skill that needs to be instilled in children, especially elementary schools, because the times and technological advancements require soft skills of the younger generation to develop. As a result, many children have ethics that are far from what parents and their environment want. For this problem, this reason is used as a form of coping or a way of giving attention to elementary students so that politeness in language can be maintained well. Partners in this service are PKK mothers who have children at the elementary level who live in the Citra Bungoidal housing complex. With this language courtesy training it is expected that elementary students especially those living in Citra Bungo Pasang housing will have the modesty of language in their daily lives. The language politeness of elementary school students is expected to be not only polite to parents, but also to friends, and others who are the opponents. Based on the partner's problem, the proposed solution will be implemented in two stages, namely, the first stage by providing material on language courtesy, and strategies for speaking to elementary students who live in the Citra Bungo Village housing Sungai Tarung Village, Koto Tangah District. The material is presented using power points and infocus. After the language courtesy material was given to elementary school students living in Citra Bungo Village, Sungai Tarung Subdistrict, Koto Tangah Subdistrict, students were told to interact with their friends and parents. This is done to see whether the student understands and can apply it in communication. The results of the language courtesy training given to elementary school students residing in Citra Bungo Pasang housing were observed two weeks after the material was purchased. The results were very satisfying, because elementary school students residing in the Citra Bungo Pasang housing complex which had often said rudely had changed. Because these elementary students reminded each other not to say rude.

The objectives of this study are (1) to find out and to present the evidence whether the pedagogical model of the genre affects the writing skills of elementary school students, (2) to know and present the evidence whether Content and Language Integrated Learning (CLIL) affects the writing skills of elementary school students, (3) to know and explain evidence whether the genre pedagogical model and Content and Language Integrated Learning (CLIL) jointly influence the writing skills of elementary school students. This research is a Pre-Experimental Design with One Group Pretest-Posttest Design. In this design, there is only one class that will be analyzed and measure the extent of students' writing skills before and after treatment. The results of the study are proven (1) that genre pedagogical model has a positive and significant effect on the writing skills of grade 5 elementary school students, (2) that the Content and Language Integrated Learning (CLIL) has a positive and significant effect on the writing skills of grade 5 elementary school students, (3) that the genre pedagogical model and Content and Language Integrated Learning (CLIL) jointly influence the writing skills of grade 5 elementary school students.

The study explored the elementary school student’s perception of improvement in the English language. The research was quantitative. The main objective is to investigate what techniques students use to improve their English. Moreover, find the difference of opinion between males and females regarding English improvement. Moreover, find the differences of opinion among public and private elementary school students. The study's population was elementary school students in Lahore, selected by a convenient sampling method. The study sample was 300 male and female elementary school students from Lahore. The researcher uses a self-developed questionnaire for students. For data collection, a questionnaire was used. The questionnaire was adapted to explore secondary school students' perception of improvement in the English language. The tool consisted of a six-point Likert scale. The questionnaire was divided into two parts; the 1st part consisted of demographic variables (gender, types of schools, and age). Data were analyzed through SPSS by applying descriptive frequency distribution, one-way ANOVA, and t-test. Based on data analysis, it was found that a significant percentage of students engage in various self-directed English learning activities, such as reviewing their work (29.3%), seeking opportunities to use English outside of class (22.8%), and practicing pronunciation through reading aloud (26.7%). Additionally, many students use strategies such as looking up words in dictionaries (24.4%) and paying attention to errors when writing or speaking (26.4%) to improve their language skills. Moreover, there was no significant difference between secondary students categorized on a gender basis and also not found a significant difference between students of private and public schools. However, significance was found between different groups of ages

The differences in attitudes toward African American English (AAE) and Mainstream American English (MAE) were investigated among elementary students (N=34) and middle school students (N=40) using the Speech Evaluation Instrument (SEI). Participants listened to audio recordings of speakers of AAE and MAE and then completed the SEI. Both elementary and middle school students perceived MAE positively (p =.005), as hypothesized. However, for both hypotheses related to AAE, the researcher hypothesized that both groups would perceive the language negatively; however, in both cases, the researcher failed to reject the null hypothesis. Comparing how each group perceived the two languages, it was found that both groups perceived MAE more positively than they did AAE. With regard to perceptions of AAE, middle school students did not perceive AAE more favorably than elementary students did, as had been hypothesized. On individual scales of the Speech Evaluation Instrument, both elementary and middle school students perceived speakers of MAE more positively than they did speakers of AAE. Students felt that speakers of MAE were better readers, smarter, and more likely to be rich than speakers of AAE. Although, middle school students were more likely to feel that speakers of MAE were more intelligent and more likely to be leaders than speakers of AAE; elementary students did not feel the same way. For middle school students there was a statistically significant difference in how they perceived speakers of the two languages. Middle school students perceived speakers of MAE to be more helpful, more friendly, nicer, and kinder than speakers of AAE. The study concluded that both elementary and middle school students perceived MAE more positively than they did AAE. There appeared to be a shift in perceptions the longer students are in school. The study also revealed that perceiving MAE more positively than AAE did not indicate the participants perceived AAE negatively.

In this research, the TRIZ program was developed for the growth of creativity of elementary school students. As for the TRIZ program that was developed in this research, it reconfigured the 40 of principles of the TRIZ within current curriculum, so that it would be possible for all elementary school students to receive their education in school for the growth of creativity. In order to adopt the 4-stages-class model that was developed, I made sample kit for utilizing TRIZ, and developed lesson plans along with materials 13-worksheet for lower-grade students, as well as lesson plans along with materials 12-worksheet, for higher-grade students. This program was applied to 2nd grade students of Y elementary school and 6th grade students of J elementary school, and according to the DESK theory, I subdivided the creativity into fluency, flexibility, originality, and exquisiteness, and it was shown that all of fluency, flexibility, originality, and exquisiteness were developed in elementary students who participated in TRIZ program compared with non-participated students. In conclusion, it was possible to understand that TRIZ program was effective for the growth of creativity of elementary school students.