Elementary Classes Research Articles

An Exploration of Dance Learning Stress Sources of Elementary School Dance Class Students with Artistic Abilities: The Influences of Psychological Capital and Self-Concept.

The purpose of this study is to explore the factors which may cause the increase of students’ stress in dance class in elementary school. In this study, students’ demographic variables, psychological capital (which includes four sub-constructs), and self-concept (which includes five sub-constructs) were used as predicting variables to estimate their influences on dance class students’ stress level. A structured questionnaire was distributed to 450 elementary art talent class students with 412 valid responses. Structural equation modeling was used to test the relationships proposed by the study. As for demographic variables, the results show that the grade, gender, and the dance class hours per week had no significant influences on stress, while the seniority level had a negative influence, which indicated that junior dance students had more stress than senior students. As for psychological capital, self-efficacy and optimism had negative influences on stress, while the other two sub-constructs, hope and resilience, did not have a significant influence on stress. As for physical self-concept, the worry of overweight had positive influences on their stress, while appearance, physical ability performance, health status, and satisfaction of body parts had no significant influence on stress. Based on the research findings, suggestions were made to reduce students’ pressure in learning dance.

To Determine the Effectiveness of Modular Approach in Teaching Matter and Change in it’s States in General Science for Elementary Classes

Module is a unit of work in a course of instruction that is virtually self-contained and a method of teaching that is based on the building up skills and knowledge in discrete units. Module is self-instructional package; it enables the learner to learn independently. The aim of this study was to investigate the effectiveness of modular approach in teaching matter and change in its states in general science for elementary classes. The major objectives of the study were (i) to determine the role of modular teaching in the academic achievement of students of science at elementary level, (ii) to find out whether the modular teaching is more effective than traditional methods. Study design was pre-test and post-test. All class 5th elementary school students studying general science subject were constitute the population of the study. 40 Students of class 5th studying in general science subject from Govt. Girls Primary School Ziarat Kaka Sahib No. 1 were served as sample of the study. Pre-test and post-test were used as research instrument and data was collected through pre-test and post-test. Collected data was analyzed and interpreted using T-test through SPSS. The analysis of the collected data revealed the following findings. Treatment of modular approach had great effect on experimental group and its academic achievement was better than that of control group. Teaching of G. Science through modular approach was more effective than traditional teaching approach. The study testified a collection of positive outcomes during application of modular approach. Therefore, elementary school teachers may use modular approach in science to improve the academic achievement of students. It is recommended that teachers may be recognized high level of communication through questioning as it endorses participation enhances learning and inspires students. It is recommended that teachers and students should follow modular approach to get maximum benefits from this innovation. Teachers training institutes may make modular approach as a part of their curriculum content and teacher educators may be trained in different model of modular approaches.

CELLULAR CATEGORIES AND STABLE INDEPENDENCE

AbstractWe exhibit a bridge between the theory of cellular categories, used in algebraic topology and homological algebra, and the model-theoretic notion of stable independence. Roughly speaking, we show that the combinatorial cellular categories (those where, in a precise sense, the cellular morphisms are generated by a set) are exactly those that give rise to stable independence notions. We give two applications: on the one hand, we show that the abstract elementary classes of roots of Ext studied by Baldwin–Eklof–Trlifaj are stable and tame. On the other hand, we give a simpler proof (in a special case) that combinatorial categories are closed under 2-limits, a theorem of Makkai and Rosický.

Theoretical insights into the diverse and tunable charge transport behavior of stilbene-based single-molecule junctions

Single-molecule junctions are an elementary class of future electronics devices, and therefore, it is of vital importance for deep understanding the charge transport behavior through molecular building blocks. Here, based on density functional theory (DFT) and non-equilibrium Green’s function (NEGF) method, we systematically investigate the electronic and charge transport properties of single-molecule junctions constructed with a series of stilbene molecules and gold electrodes. Consistent with available experimental results, the calculated conductance and current of para-connected molecular junction are significant larger than those of meta-connected molecular junction, indicating that the charge transport behavior is strongly correlated to the connectivity configurations. Our further frontier orbital analysis demonstrates that this phenomena is originated from the wave function population on the terminating anchor S atoms, which influences the quantum interference properties of single-molecule junctions. Furthermore, we discuss the effect of electrochemical gating on the conductance of single-molecule junctions and find that the conductance are greatly enhanced since the energies of molecular frontier orbitals can be well aligned with the Fermi level. These calculations not only offer a deep understanding of charge transport properties of stilbene-based single-molecule junctions, but also facilitate the design of high-performance field-effect transistors (FETs) in future.

Pengaruh Strategi Pembelajaran Takaku terhadap Penguasaan Konsep Mata Pelajaran Matematika Sekolah Dasar Kelas VI

Learning strategy is one of the most important parts in the learning process so it is necessary for an education to determine the right strategy before the implementation of learning especially in mathematics learning which is believed to be difficult to understand makasimal The purpose of this study to find out the influence of the use of learning strategies takaku on the mastery of the concept of elementary school mathematics class VI B SDN Cakra Negara Mataram. Based on the graph, the average pretest values of 61 and postest 80 mean that there is a significant increase from before treatment and after treatment. Likewise, on the percentage there was a significant increase from before which was 45% and after being given treatment rose to 75%. This shows that there is an influence on the use of Takaku learning strategies on the mastering of concepts in mathematics subjects. In addition, the results of the calculation of research data that have been done are known sig values. 0,000 < 0.005 then Ho and Ha are accepted. This means that the use of Takaku startegi has an effect in increasing the mastery of the concept of mathematics subjects SDN Class B Cakra Negara in 2021/2022.

Nature and Quality of Interactions Between Elementary School Children Using Video-Modeling and Peer-to-Peer Evaluation With and Without Structured Video Feedback

The purpose of this study was to examine the nature and quality of interactions between 24 students (9 male, 15 female) in an Alberta elementary physical education class using video-modeling and three different peer-to-peer (P2P) evaluation methods. Nature of interaction was determined by the duration of interaction (total, on-task time, off-task time, neutral), the type of comments (positive, constructive, negative), and quality of interaction by the category of feedback (4 categories) from both the evaluators and performers. This study compared structured paper evaluation (SP), unstructured video evaluation using the video feature on iPads (UV), and structured video evaluation using a prototype app on the iPad (SV). The SV condition provided statistically significant results for evaluator on-task, evaluator off-task, and performer on-task, along with increased positive comments from evaluators. The SP condition had significantly more depth of feedback. This study concludes that the use of SV to deliver feedback in a P2P learning environment has the potential to improve the nature of feedback during peer evaluations.

Anaysis of teacher⋅student interaction and nonverbal communication behavior patterns in elementary inquiry classes

목적 본 연구는 초등학교 탐구수업에 나타난 교사와 학생 간 상호작용과 비언어적 의사소통 행동 패턴을 분석하여 새로운 교육적 요구에서 강조하고 있는 교사의 의사소통 역량 향상을 위한 기초자료를 제공하는데 있다. 방법 교사와 학생의 상호작용의 중요성을 강조하면서도 다양한 수업방식과 교수 실천에 있어 실제 교실 상황을 분석하는 일은 주로 발문이나 언어적 의사소통 연구에 치중해 왔으나 본 연구에서는 교사와 학생의 의사소통 과정에서 다양한 비언어적 의사소통 행동의 실증적인 데이터를 수집하고 분석하였다. 이를 위해 탐구수업 관찰 프로토콜(RTOP)과 행동 분석 프로그램(Observer XT)을 활용하였고, 현직 교사 3명의 실제 수업 촬영 영상을 대상으로 상호작용과 비언어적 의사소통 행동 데이터를 수집하였고, 이를 분석하였다. 결과 교사와 학생의 RTOP 분석에서 상호작용 척도 측정결과에서 상호작용 척도가 가장 높게 나타난 탐구수업에서 비언어적 의사소통 행동의 하위 요소 중 정보제공 및 설명시 제스처를 사용하는 비율도 높게 나타났다. 수업에서 교사가 중심일 때 보다 학생 중심으로 진행될 때, 교사와 학생의 친밀한 거리, 학생 개개인과의 눈 맞춤 비율이 늘어났고, 학생들의 질문과 요구에 직접적으로 반응하는 행동 패턴이 두드러졌다. 본 연구에 참여한 교사들의 수업 영상에서는 학생들을 평가 하거나 피드백 하는 빈도는 거의 나타나지 않았고, 중요한 정보 제공 시 모두 목소리에 적절한 변화를 주어 전달하고자 하는 바를 강조하는 것으로 나타났다. 결론 현재뿐만 아니라 앞으로 변화될 것으로 예상되는 미래 수업에서 학습자 중심의 수업이 더욱 강조되고 지속적으로 확대되어 나갈 것이라고 볼 때, 새로운 교육적 요구에서 강조하고 있는 교사의 의사소통 역량은 단순한 학생들의 참여의 여부와 활동 의미를 두기보다는 상호작용 시 비언어적 의사소통 행동의 중요성을 인식하고 이를 잘 활용하는 것이 아동들에게 의미있다는 것을 시사한다.

A lower bound for the Hanf number for joint embedding

Baldwin and Boney (2017) showed the authors show that if $\mu $ is a strongly compact cardinal, $\mathbf K$ is an Abstract Elementary Class (AEC) with LS$(\mathbf K) \lt \mu$, and $\mathbf K$ satisfies joint embedding (resp. amalgamation) cofinally be

Effect of online education on elementary education in India

The mishaps happening in online education can cost a lot to the students who are getting educated by it in many ways. Elementary students particularly suffer immensely in terms of health, safety due to the online mode of education. The education system for young kids is viewed as a sacred stage since it helps in imparting basic knowledge to a human being. Yet, there are many Initiatives to help the problem, but it is still not enough. The objective of this study is to find whether online education is fruitful for the elementary school, and to deduce how many hours is advisable for elementary class, also to find how much health is getting affected, likely also to see if gadgets is advised to provide to the elementary students, lastly to ascertain which mode of education is most preferable for elementary education. Unlike in the case of doctrinal research where the research is conducted on the basis of facts and data already collected in the library, archives and other databases, collecting or gathering information by a first-hand study into the universe, it helps the empirical research to be carried on. There are a total of 1005 samples collected with regard to this study. It was recorded that the majority of the respondents were between the age of 18 to 30, most of them are male, and the respondents have undergraduate qualification majorly, and many do other occupations.  People majorly think that online education for elementary class is average and is not as fruitful as traditional mode, and giving gadgets is not agreed upon, also the hours of study should between 2 to 4 hours, health gets affected very much and with all these aspects say the offline mode is preferable over online for the elementary school students.  Hence, through these figures, we are able to understand that there is not much reception regarding online education for elementary students among the general public but truly they are at a confused level about which mode is truthfully the good one for elementary school students.

Forms of methodologıcal work wıth elementary class teachers and management of thıs process

Forms of methodologıcal work wıth elementary class teachers and management of thıs process

English Learning in Mastering Vocabulary Using Song Lyrics in Foreign Language Development Institution (FLDI) Nurul Jadid Islamic Boarding School

Vocabulary is one of the important language elements in mastering English which is a form of 4 language skills, namely reading, listening, writing and speaking. Most people learning languages, especially English, must use vocabulary properly and correctly both in writing and in writing which makes the way of speaking more accurate. FLDI is an institution that specializes in the field of language, namely Arabic and English. This institution stimulates and develops the interest of language enthusiasts, both Arabic and English, researchers will see the extent to which the vocabulary mastery process is trained, studied, and practiced in language skills at the FLDI in the Al-Hasyimiyah Pondok area. Nurul Jadid Islamic Boarding School. The research was carried out from 20 June to 20 August 2021. This research is qualitative research whose type of research is a case study research on the method of learning English vocabulary in the field. The method of collecting data in the field in this research is using test techniques (giving material tests), interviews, and observations. The subjects in this study were teachers and students of the Institute for Foreign Language Development (FLDI), which consisted of 2 teachers teaching vocabulary lessons (Vocabulary) and 20 students with different classes in Elementary (basic) classes.

Failure and Improvement in Elementary Engineering

Recent science education reform documents in the United States have called for teachers to teach content related to engineering and science and to do so by engaging students in disciplinary practices. One important practice of engineering is improving from failure. Thus, students should experience productive failure as part of engineering design activities. However, engineering is a new subject for most elementary teachers. Historically failure has had negative connotations in elementary and precollege classrooms. To scaffold students through failure as they learn from and improve engineering designs, teachers will need to understand failure and pedagogical strategies for managing it. This study uses discourse analysis of video from eight elementary classes engaged in engineering to examine the nature of failure in engineering design projects. It also investigates how the collective actions of students and teachers support or constrain the process of improvement from engineering design failure. From these data, we propose a model of improvement through failure. This includes a classification of types and causes failure as well as facilitating conditions that must be present for improvement. We explore three features of engineering and three features of classroom cultures that contribute to learning to engage in productive failure.

The effect of a dynamic program on developing some cognitive-motor abilities for second grade primary school Students

Research objectives are:
 - Preparing the kinetic games program to develop some cognitive-kinetic abilities for second grade primary students.
 - recognize the effect of using the Kinetic Games program in developing some cognitive abilities - the kinematic for the second elementary grade students.
 Research hypotheses:
 - There are statistically significant differences between pre and posttests of the experimental and control group.
 - There are statistically significant differences between the post-tests of the experimental and control groups and in favor of the experimental group.
 The experimental method was used, and the curriculum was applied to the second elementary class students (40) students, and they were randomly divided into two experimental and control groups, and at a rate of (20) students in each group, the experimental group applied the motor games program prepared by the researcher, either The control group applied the traditional physical education program of the school. The two programs were implemented with (9) educational units each and by two educational units in the week

Asynchronous communicating cellular automata: Formalization, robustness and equivalence

This paper attempts at formalizing a novel type of cellular automata (CAs) in the framework of distributed systems under asynchronous communication. Called asynchronous communicating cellular automata (ACCAs), our models allow each cell to exchange states with its neighboring cells independently at random times, via a specific protocol for asynchronous communication. This can actually facilitate the separation of communication between cells from the cells’ state transitions in an ACCA. The effect of asynchronous communication on dynamical behavior will be analyzed on the well-studied elementary class of cellular automata, especially on their robustness. Despite the unpredictable randomness in both communication and state transitions, computational equivalence between ACCAs and conventional CAs can be achieved, based on effective methods for transforming every synchronous CA into an equivalent ACCA.

Transformational Learning Strategies for the Secondary General Music Classroom

This article discusses transformative learning in secondary general music (SGM), while considering students’ transitions from elementary to secondary music classes. SGM is uniquely situated for expanded pedagogies and musicianship, yet a gap in music activities persists between elementary and secondary classes and between home and school. The authors suggest that autonomous learning opportunities can foster ownership and meaning making for students toward lifelong musicianship as well as toward transformative learning. Three overlapping aspects of transformative SGM are discussed: skill-building, exploring contextual understandings, and making time and space for creativity and ownership. Emergent curricula that take students’ interests and experiences into account is encouraged. The authors advocate for projects that encourage collaboration beyond the school walls to foster purposeful connections to prior learning and personal music growth.

COMMUNICATIVE COMPETENCE IS IN SYSTEM OF PROFESSIONAL PREPARATION OF TEACHER OF INITIAL SCHOOL

On the basis of theoretical analysis, the content and structure of the concept of «communicative competence», communicative qualities of the teacher, styles of teachers and students, criteria for the formation of communicative competence of the teacher of elementary classes are clarified. The influence of the style of communication of the teacher to the level of its communicative competence is shown. It has been found that communicative competence is an integrated characteristic of the level of professional preparedness of a teacher based on fundamental psychological and pedagogical knowledge and skills that manifest themselves in unity with personal qualities. It involves the ability of the teacher to perceive and adequately explain the behavior of the disciple; notice changes in its emotional sphere and behavior, analyze and adequately interpret them; Use such mechanisms of interpersonal knowledge as empathy, identification, decentralization. The paper noted that the democratic style of communication contributes to the development of activity and creativity of students, the orientation for independent problem solving is carried out, confidence, independence, sense of emotional proximity is formed, the self-affirmation process takes place, a sense of pleasure and confidence in their power appears. This style carries a call for cooperation and cognitive activity. It was found that the formation of communicative competence is expedient to exercise in two ways: 1) the weapons of future teachers with knowledge of psychology of professional communication and their own peculiarities of communication; 2) Formation and correction of skills and skills of professional communication.

COMMUNICATIVE COMPETENCE IS IN SYSTEM OF PROFESSIONAL PREPARATION OF TEACHER OF INITIAL SCHOOL

On the basis of theoretical analysis, the content and structure of the concept of «communicative competence», communicative qualities of the teacher, styles of teachers and students, criteria for the formation of communicative competence of the teacher of elementary classes are clarified. The influence of the style of communication of the teacher to the level of its communicative competence is shown. It has been found that communicative competence is an integrated characteristic of the level of professional preparedness of a teacher based on fundamental psychological and pedagogical knowledge and skills that manifest themselves in unity with personal qualities. It involves the ability of the teacher to perceive and adequately explain the behavior of the disciple; notice changes in its emotional sphere and behavior, analyze and adequately interpret them; Use such mechanisms of interpersonal knowledge as empathy, identification, decentralization. The paper noted that the democratic style of communication contributes to the development of activity and creativity of students, the orientation for independent problem solving is carried out, confidence, independence, sense of emotional proximity is formed, the self-affirmation process takes place, a sense of pleasure and confidence in their power appears. This style carries a call for cooperation and cognitive activity. It was found that the formation of communicative competence is expedient to exercise in two ways: 1) the weapons of future teachers with knowledge of psychology of professional communication and their own peculiarities of communication; 2) Formation and correction of skills and skills of professional communication.

“I Feel Good When I Sing It Right”: Singing Agency in Children

Abstract The purpose of this qualitative study was to gain insight into learner perceptions of their singing agency (their belief in their capacity to sing aloud) in their elementary school music class. Guiding research questions focused on children's ideas about learning experiences that might foster or hinder singing agency. Data included field notes from classroom observations, video recordings of class sessions, semistructured interviews with 93 individual learners and the music teacher, and written responses from 175 children ages 8–11. Data analysis revealed four emergent themes: Participants ages 8–11 linked perceptions of singing agency with both (a) vocal skill and (b) musical understanding. At around age 9, (c) pervasive characteristics of perfectionism emerged, relating to perceived mistakes or quality of performance, hindering singing agency, and (d) participatory, authentically meaningful singing experiences enhance singing agency, despite psychological phenomena developmentally occurring at age 9. Implications for music education practice and further research are discussed.

First Person: Juggling through a teacher education program

When Trudy Knowles needed a change in her elementary curriculum class, she decided to teach her students to juggle. Her excuse was that juggling would impress their future students, but she soon realized that learning a skill like juggling can give teachers a better understanding of how students feel when they learn something new. Here, she shares some of the insight the future teachers in her class gained from learning to juggle.

Exploring Perceptions of Elementary School Teachers on the Importance of School-Based Life Skills Education. A Case Study

There is an unusual increase in the cases of child abuse, early marriages, suicide, physical and mental violence causing a large number of school dropouts in elementary classes. This calls for the requirement to investigate or evaluate the perceptions of teachers about life skills education in public sector elementary schools. The study was conducted using qualitative interviews from twelve teachers of two public schools where life skill education is being taught. Thematic analysis was used for data analysis. The findings of the study revealed that teachers are aware and have a positive attitude towards life skills education. This study will contribute to raising awareness.T