Elementary Classroom Teachers Research Articles

Preliminary Findings: Elementary Classroom Teachers’ Self-Efficacy Regarding Social-Emotional Learning

Preliminary Findings: Elementary Classroom Teachers’ Self-Efficacy Regarding Social-Emotional Learning

Professional Development and Changes in Teachers’ Teaching Practices: A Pilot Study

Current efforts to improve physical education programs involve providing teachers with quality preparation professional development opportunities, especially for elementary classroom teachers (ECTs) who deliver physical education without adequate preparation (DeCorby et al., 2005).[5] However, little is known about the role of continuous professional development (CPD) in changes in ECTs’ practices regarding teaching physical education (Parker et al., 2022).[23] This study utilized visual methods to explore changes in ECTs’ practices regarding physical education teaching throughout their participation in a state-funded, five-month-long CPD initiative. The participants were four elementary classroom teachers in rural California. The CPD initiative consisted of a three-day summer institute and two follow-up sessions. Participant-generated visual diaries and focus group interviews were used to capture teacher practice changes. Findings revealed three themes: a) A focus on standards-based instruction facilitated teacher’s change; b) Involvement in a community of learners can be a powerful source of change; and c) Teacher change is a time-consuming process. This study highlights that ECTs who receive inadequate training in physical education teacher education are more likely to have a lack of competence and confidence in teaching physical education. The CPD activities can potentially enhance ECTs’ skills in planning and teaching practice, thereby boosting their confidence.

Exploring Korean elementary classroom teachers' practices of movement integration: the ten MI styles

ABSTRACT Background Movement Integration (MI) is widely recognized for its importance in promoting children's physical activity (PA) and academic achievement. Originating from different research traditions, two lines of research on classroom-based PA (exercise and cognition, embodied cognition) have been discussed separately in the research field, leading to a lack of coherence in specifying MI strategies. Efforts to view MI as a comprehensive educational practice based on actual school settings are required. Purpose The didactic approach allowed us to explore diverse MI implementations that encompass health promotion and embodied learning perspectives, facilitating the translation of policy into pedagogy. Within an educational framework, this study explored the practices of MI among South Korean elementary classroom teachers where MI has not yet been officially introduced at the policy level. The study also aimed to develop an integrative taxonomy that classifies the various MI strategies employed by teachers. Methods Twelve teachers from ten public elementary schools participated in this qualitative study. To identify information-rich cases, purposeful sampling and maximum variation strategy were applied. The data collection process involved conducting individual semi-structured interviews as well as gathering relevant documentation and audio-visual resources. The data were analyzed by a constant comparative method using open and axial coding techniques. Results and discussion Through didactic analysis, ten strategies, conceptualized as MI styles, were identified as ‘Rhythm,’ ‘Transition,’ ‘PE,’ ‘Play,’ ‘Mastery,’ ‘Simulation,’ ‘Shape,’ ‘Drama,’ ‘Sensory,’ and ‘Expression.’ Two dimensions describing different styles of MI were revealed to the spectrum of movement freedom and academic infusion which were organized into a four-quadrant taxonomy. Being displayed on the Movement Integration Style Quadrant (MISQ), ten MI styles were sorted out into four main themes: active break, active environment, active lesson, and enactive learning. Based on the didactic tradition, the dynamic interactions between teacher, students, and content as well as students' body, brain, and environment in MI were discussed seeking the harmonization of different perspectives. Illuminating its educational value, this study suggests the reciprocal coexistence of all themes of MI in the classroom to realize a body-presence pedagogy that provides meaningful experiences.

A Grassroots Initiative to Engage Classroom Teachers in Increasing Physical Activity

Purpose: Classroom-based physical activity (PA) provides students the opportunity to achieve PA recommendations. However, limited research has examined grassroots efforts for classroom-based PA. The purpose of this study was to share the story of a grassroots initiative to increase PA during school, titled the 150 Project. Methods: Narrative inquiry was used to draw on participants shared experiences to bring the story into existence. Individual interviews were conducted (n = 4, project developers; n = 9, elementary classroom teachers). Interview data were coded to reveal connections and relationships between the participants’ stories to form a narrative. Results: The narrative is told by explaining (a) challenge (achieve PA recommendations), (b) action steps (project design), (c) outcomes (student, teacher, and school), and (d) moral of the story (need valid data and increased advocacy for during-school PA). Discussion/Conclusion: The 150 Project successfully trained classroom teachers to increase PA and advocate for PE, but the project is unsustainable without additional support systems.

초등학교 통합학급 교사의 통합교육 경험에 대한 질적 메타분석

Objective: This study analyzes the practical experiences and support demands of inclusive elementary classroom teachers regarding inclusive education. The goal is to propose practical support measures for the future operation of inclusive elementary classrooms.
 Methods: A qualitative meta-analysis was conducted on six qualitative research articles, each involving elementary school teachers with experience in inclusive classroom operation. The analysis followed the seven-step qualitative meta-analysis method proposed by Noblit and Hare (1988).
 Results: Inclusive teachers were found to experience “challenges, difficulties, and limitations in inclusive education” and “efforts and attitude changes for inclusive education.” Additionally, the teachers expressed the need for a “smooth operation of inclusive classrooms and collaborative efforts for the internalization of inclusive education” and “demands an understanding of educational support for children with disabilities from an ecological perspective.”
 Conclusions: Based on the research findings, practical support measures for the operation of elementary inclusive classrooms were suggested and future research directions were proposed through discussion.

Exploring music integration: Early childhood and elementary teacher practices

The purpose of this study was to examine early childhood and elementary classroom teachers’ music integration practices. The study included 395 California early childhood and elementary educators. Using a survey administered via Qualtrics, I assessed the frequency of music integration in their classrooms. The findings revealed that participants integrated music into language arts (51.9%), math (43.0%), morning carpet time (51.9%), and free time (50.4%). Significant differences occurred between gender and frequency of music integration into physical education; age and other subjects; age and classroom activities; years of teaching experience and classroom activities; and formal training in music and language arts, history-social science, spelling, and classroom activities. The study also addresses potential implications for further research in this area.

Usability of an eLearning Professional Development Program for Elementary Classroom Teachers: ASSIST for Disruptive Classroom Behaviours

An eLearning professional development (PD) program, ASSIST for Disruptive Classroom Behaviour, was developed using an iterative user-centred design approach. This program was designed to support teachers in the implementation of teacher-implemented in-class interventions for disruptive classroom behaviour (DCB). The objective of the current study was to determine the usability of this program. Overall, the results suggest that end-users (i.e., classroom teachers) and stakeholders (i.e., administrators, specialized teachers, school psychologists, and behaviour specialists) found the program to have high usability and reported that it was ready to be used by other teachers, that they found it flexible to adapt to their classroom setting; they provided high satisfaction ratings for this program. In addition to the positive findings, the primary constructive feedback was that tangible downloadable materials should be added to the ASSIST for Disruptive Classroom Behaviour program to meet classroom teachers’ needs better. Based on all results, the program, with a few minor modifications, was deemed ready for effectiveness testing.

Enhancing learners’ motivation and engagement in religious education classes at elementary levels

ABSTRACT Teachers in contemporary elementary classrooms are adopting diverse teaching strategies to encourage learners’ motivation and engagement. This study aimed to identify ways of enhancing students’ motivation and engagement in religious education classes at elementary levels. The study employed a systematic review design, utilising an online search strategy to gather 36 articles from multiple databases such as Google Scholar. PRISMA was used to guide the selection of the most suitable articles. Results indicate that teaching methods for elementary teachers to increase motivation and engagement generally include making learning entertaining, breaking tasks into manageable steps, providing positive feedback, fostering equality, personalising the learning environment, creating a positive attitude, incorporating physical activities, having mastery of facts, and storytelling. In religious education classrooms, elementary teachers can use computer-based iterative teaching, practice and application, digital storytelling with animation, inclusive role-modelling, visual impression preaching, recitation with audio technology, and the movie dialogue method to increase motivation and engagement. Implementing these teaching methods and strategies in elementary classrooms will effectively increase motivation and engagement, ultimately enhancing the educational experience for students in the study of religion.

A Pedagogical Approach to Fostering Culturally Diverse Learners’ Engagement in Self-Regulated Learning

Self-regulated learning (SRL) and culturally responsive teaching (CRT) research identify practices that foster engagement, albeit from different perspectives. Little research exists on how a combined SRL and CRT practices could support students’ engagement. This study, using a case study design, examined how an elementary classroom teacher in Canada integrated SRL and CRT practices to support culturally diverse students. Six culturally diverse students in a combined grade 5, 6, & 7 classrooms participated in this study. Data collected included observations, records of classroom practices, students’ work samples, survey, and interviews. Findings indicated the potential of integrating SRL and CRT practices in supporting students’ engagement in SRL. Implications for theory, teaching practice and research are discussed.

Corrigendum to Child Skills and Teacher Qualifications: Associations with Elementary Classroom Teachers’ Reading Instruction for Struggling Readers

Learning Disabilities Research & PracticeEarly View CORRIGENDUM Corrigendum to Child Skills and Teacher Qualifications: Associations with Elementary Classroom Teachers’ Reading Instruction for Struggling Readers First published: 26 May 2023 https://doi.org/10.1111/ldrp.12309Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL No abstract is available for this article. Early ViewOnline Version of Record before inclusion in an issue RelatedInformation

Classroom teachers' "off-the-shelf" use of movement integration products and its impact on children's sedentary behavior and physical activity.

Movement integration (MI) products are one of many MI strategies that aim to reduce students' sedentary behavior (SB) and increase physical activity (PA) during classroom time. This study examined elementary classroom teachers' off-the-shelf (i.e., no researcher support) use of MI products (GoNoodle Plus [GN], ABC for Fitness [ABC], Take10) and their impact on students' SB and PA. Teachers (N = 57) at five schools received one MI product and reported MI strategy uses/day while student (n = 1,098, 52% female, 66% Black) accelerometer-determined SB and PA was assessed. Mixed regression models estimated changes in MI uses/day and SB and PA during the school day prior to and after teachers received the MI product. GoNoodle was the only MI product where overall MI strategy uses/day increased (∆ = 0.8, 95% CI = 0.1, 1.4). Across products, students' SB increased (∆ = 2.2, 95% CI = 1.2, 3.1) while light (∆ = -1.7, 95% CI = 1.2, 3.1) and MVPA (∆ = -0.5, 95% CI = -0.8, -0.2) decreased. For GN SB (∆ = -3.3, 95% CI = -7.8, 1.3), light (∆ = 2.5, 95% CI = -0.7, 5.7), and MVPA (∆ = 0.8, 95% CI = -0.9, 2.5), did not show statistically significant change. For Take10 SB (∆ = 1.0, 95% CI = -0.2, 2.2) and MVPA (∆ = 0.1, 95% CI = -0.3, 0.6) did not change while light PA decreased (∆ = -1.1, 95% CI = -2.0, -0.3). For ABC SB increased (∆ = 11.1, 95% CI = 8.4, 13.9) while light (∆ = -7.0, 95% CI = -8.9, -5.0) and MVPA (∆ = -4.2, 95% CI = -5.2, -3.1) decreased. GN shows promise for classroom teacher use. However, given limited uptake of the other products and the lack of change in children's SB and PA, this study suggests that off-the-shelf MI products cannot be integrated into classroom routines without additional support.

Japanese elementary classroom teachers’ experiences with parental involvement of immigrants regarding physical education

ABSTRACT The purpose of this study was to describe and explain in-service Japanese elementary classroom teachers’ experiences with parental involvement of immigrant parents as it pertains to physical education (PE). The study was framed using the theory of teacher development. This study used a descriptive-qualitative methodology and an explanatory case study design. The participants were six elementary classroom teachers at urban schools in Japan. Data sources were a demographic questionnaire, semi-structured online interviews and follow-up e-mail communication. Three themes emerged from the data: (1) Lack of teamwork with the parents in relation to PE, (2) Minimising assumptions toward immigrant parents and (3) Transdisciplinary collaboration among the school personnel. To overcome the challenges, it is necessary to establish professional development resources inside and outside of schools to promote harmonious relationships between teachers and immigrant parents in order to offer a more effective and safer academic environment in PE.

TECHNOLOGY PEDAGOGY CONTENT KNOWLEDGE (TPACK) (ANALISIS KONSEP & MODEL PEMBELAJARAN)

A literature analysis was conducted on TPACK to corroborate the concept, which is new to learning practices in elementary schools. This learning principle is being vigorously disseminated through various scientific forums, and is most visibly highlighted in Teacher Professional Education (PPG) for elementary classroom teachers. TPACK is knowledge that includes technology knowledge (TK), pedagogy knowledge (PK), and content knowledge (CK) as its three main elements. These three elements intersect with each other which gives rise to 4 (four) other main elements of TPACK. Thus, in learning practices, a professional teacher is required to be able to apply the 7 (seven) main elements of TPACK. The implementation of TPACK learning principles must exist in the design, implementation, and assessment of learning carried out by teachers.

Preparing Preservice Teachers via Teaching Methods Courses: A Literature Review

Purpose: To review past research on teaching methods courses with preservice physical education teachers and preservice elementary classroom teachers. Method: This study was guided by the 2017 National Standards for Initial Physical Education Teacher Education. A thorough literature search was conducted using online databases, and a total of 28 articles were selected for review. Results: About two thirds of the reviewed studies were related to elementary methods courses, and 10.7% of the studies were quantitative. Perceptions and confidence in teaching physical education were the focus of studies for preservice elementary classroom teachers, while pedagogical knowledge development and restructuring was the primary emphasis for preservice physical education teachers via elementary methods course. Research on the secondary methods course yielded no salient themes. Conclusions: Research on the topic has been incongruent with the national standards. More experimental and quantitative studies are needed in the future.

Technology Integration of Turkish Elementary School: Teaching Literacy Skills in the Post-COVID-19 Era

This research aimed to explore the elementary school classroom teachers’ perceptions of technology integration into teaching literacy skills. A total of 122 elementary school classroom teachers working at different elementary schools from the middle socioeconomic status setting, enrolled in the study voluntarily. In this study, a self-report questionnaire developed by the researchers was used. The data was analyzed using Microsoft Excel spreadsheet to get descriptive statistics (frequencies) corresponding the research questions. The research findings indicated that most of the elementary school teachers employ different perspectives, including whole language, literature-based and balanced instruction, and curriculum and related textbooks to teach literacy skills. In addition, the findings showed that teachers use technology to increase the effectiveness of teaching literacy skills and their goals of technology integration to teach literacy skills differentiate. The teachers also benefit from the social media applications and professional organizations in increasing their awareness of technology integration into teaching literacy skills. These results expand our understanding of Turkish elementary school classroom teachers’ technology integration into teaching literacy skills by revealing their perceptions.

Toward a More Comprehensive Picture of Physical Education Teaching Quality: Combining Generic and Content-Specific Practices

Purpose: This study explores physical education teaching quality and its effects on student psychomotor learning by bringing together generic and content-specific practices. Method: A sample of 51 elementary classroom teachers who taught physical education to third-, fourth-, or fifth-grade students (N = 944) was recruited. Student psychomotor development was measured through a pre- and postperformance test. Teaching quality was captured through classroom observations and a student survey. Results: Findings showed that more teacher-level variance was explained when combining generic and content-specific practices, as compared with that explained when considering either type of practices in isolation. Teaching aspects from both types of practices were found to be important predictors that could discriminate among teachers based on their level of effectiveness. Conclusion: A comprehensive framework of physical education teaching effectiveness could be developed involving both types of practices. This framework could be used for both summative and formative purposes in preservice or in-service teacher education programs.

Affordances of engineering with English learners

AbstractIn this position paper, we draw from previous research and theoretical developments in the field to propose a set of affordances of engineering with English learners (ELs). Students learning both the language of instruction (e.g., English) and academic subject matter (e.g., engineering, mathematics, science) face the challenge of making sense of linguistically complex terminology of disciplinary knowledge. We posit that engineering provides a unique set of benefits for such learners due to a number of factors associated with the discipline of engineering, including the materiality of the knowledge, the potential for multimodal communication, and the contextualization of knowledge in specific task‐oriented activities. We also recognize that engineering benefits from participation by diverse learners including ELs as solutions are strengthened by a multitude of ideas and perspectives. Although this paper focuses on ELs, we recognize that such affordances are also valuable for all students, including native English speakers, and that they may be particularly important for students who may benefit from additional linguistic supports for developing academic literacies. We identify the affordances, anchoring them in elementary classroom experiences and teacher testimonials, and propose a research agenda for future study.

Identifying professional dissonance: teacher learning in job-embedded contexts and English-learner (EL)-focused teacher leadership

Many US schools and districts employ teacher leadership and professional development to improve English learner (EL) student education, yet less is known about teachers’ perspectives and learning with EL-focused teacher leaders. Drawing on data from a yearlong qualitative study, this article examines the learning processes of two elementary classroom teachers as they engage in job-embedded professional development with two EL-focused teacher leaders. The findings show that the teachers’ differing beliefs and perceptions of their EL students and their own role in teaching EL students heavily influenced how and to what extent the teachers engaged in work with the EL-focused teacher leaders. Teacher learning occurred when (1) teachers recognized their existing pedagogical knowledge was insufficient to teach their EL students – or ‘professional dissonance’; (2) professional dissonance disrupted existing beliefs regarding EL students and instruction; and (3) this work was done collectively with colleagues alongside the pedagogical work. The findings imply grounding professional learning in teachers’ classrooms helped teachers identify their professional dissonance through engaging with self-identified EL-focused problems of practice. This study shows the potential of job-embedded, teacher leader-led professional development for building a collective sense of urgency and responsibility for EL student education needed for instructional change.

The Pedagogical Beliefs of Pre-Service and In-Service Teachers

The Teacher Self Inventory is an instrument for measuring aspects of teachers' beliefs and self-perceptions. Using this instrument, the perceptions and beliefs of elementary classroom teachers and pre-service (undergraduate) teachers were assessed. In addition, semi-structured interviews were conducted with volunteers from both the in-service and pre-service groups. The main goal of this mixed-methods study was to explore various dimensions of teachers' beliefs and also to compare practicing (in-service) elementary classroom teachers' responses and reflections to those of pre-service teachers. The results indicate several trends in teacher beliefs and several points of comparison between in-service teachers and pre-service teachers. A discussion concludes with implications for teaching and suggestions for further research.

Examining the Contribution of a Professional Development Program to Elementary Classroom Teachers’ Content Knowledge and Student Achievement: The Case of Basketball

Purpose: Teacher content knowledge (CK) and its contribution to student achievement (SA) are understudied in physical education, especially concerning the examination of the effectiveness of professional development (PD) programs using direct measures of teachers’ CK and SA. To make progress in this research area, this study investigated the contribution of a content-focused PD program to teachers’ CK and SA in basketball, using direct measures thereof. Methods: A quasi-experimental design was utilized to examine the contribution of a PD program. The authors measured the CK of 52 elementary classroom teachers and their fifth or sixth grade students’ (n = 913) achievement in basketball before and after the PD program. The data were analyzed using unilevel and multilevel regression analyses. Results: Teachers who participated in the PD program exhibited higher learning gains in their CK; their students also exhibited higher learning gains. Discussion and Conclusion: The study findings suggest that PD programs focused on enhancing teachers’ CK might also support SA.