Elementary Education Program Research Articles

Self-Reported Change in Physical Activity and Screen Time in 4th Graders Shows Gender, Seasonal and Weight Status Differences Even in Absence of an Intervention Effect

Examine changes in student self-reported mild (MPA), moderate (MoPA), and strenuous (SPA) physical activity (PA) and screen time (ST) as part of the Fuel for Fun (FFF) intervention. Two cohorts were enrolled in a controlled study with measures at baseline (BL, beginning of school year), follow-up-1 (FU1, end of school year), and follow-up-2 (FU2, beginning of following school year). Cohort one (C1, n=288) served as control; cohort two (C2, n=278) participated in FFF, an elementary school-based nutrition and PA education program including SPARK active recess targeting 4th graders. PA and ST were measured with an adapted version of the Godin Leisure-Time Exercise Questionnaire. 2x3 repeated measure ANOVA’s considered the effect of gender, baseline weight status (overweight/obese; healthy weight), and cohort. Cohorts did not differ in baseline PA, ST or weight status. All PA levels were significantly lower at BL than FU1 and FU2 (MPA BL 130±146, FU1 163±159, FU2 175±165; MoPA BL 156±139, FU1 189±145, FU2 183±147; SPA BL 229±141, 246±140, 234±137 minutes/week; all P<.05) with no significant differences between FU1 and FU2. Patterns of change did not differ between cohorts. Overweight/obese students reported significantly higher levels of ST than healthy weight students (3.4±3.1, 3.4±2.8, 2.5±2.3 vs. 2.5±2.4, 2.7±2.3, 2.5±2.1 hours/week; p<.001). Males reported significantly higher levels of SPA (247±147, 269±140, 248±136 vs 210±135, 224±137, 220±136 minutes/week; p<.01). A non-significant decrease in ST was noted for overweight/obese in c2, but not in c1. Findings demonstrated seasonal, weight, and gender differences in PA and ST. Further analyses to investigate subjects that responded to the FFF intervention are warranted.

Teaching as Designing: Preparing Pre-Service Teachers for Adaptive Teaching

This conceptual article explores teaching as design work, arguing that a critical thing teachers do is design systems that enable their students to learn. Designing occurs when teachers generate new learning activities or modify curricular programs to create coherence for themselves and their students. Nonetheless, few teacher education programs include instruction in learning how to engage in design thinking. Here, designing is explored as a means to help pre-service teachers develop their facility for adaptive teaching practice by incorporating design thinking at an early stage in their teacher education programs. Literature is drawn from traditional design fields to articulate design capacities and to describe design studio pedagogy practices often used in the education of designers. As an illustrative example is presented of such practices were incorporated throughout one 15-week educational psychology course embedded in an undergraduate elementary-education program to support pre-service teachers development of design thinking. The goal was not to prepare students to use particular instructional innovations, but to collaboratively design such innovations themselves.

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

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 climate, examples, and reasons for its importance will be provided in this article.

Students' Ideas on Cooperative Learning Method

Aim of this study is to investigate students' ideas on cooperative learning method. For that purpose students who are studying at elementary science education program are distributed into two groups through an experimental design. Factors threaten the internal validity are either eliminated or reduced to minimum value. Data analysis is done through primary document analysis. Further analyses are done to investigate gender factor in the study. Research revealed that cooperative learning method increases students' awareness to their environment and courses, self efficacy, self confidence and help students to socialize. Interesting point of the study is that image or perception of gaining information differs with respect to gender.

English

This research aims to investigate the extent to which a visit to a climate change exhibition embedded within an environmental education course affects pre-service elementary teachers’ understandings about climate change. The sample comprised 58 pre-service teachers, enrolled in the environmental education course offered as part of the Elementary Education program at a private university in Turkey during the 2011/2012 academic year. The course lasted 13 weeks and was composed of various environmental issues as well as an exhibition visit and student reflections. Pre- and post-reflections written by pre-service elementary teachers’ were analyzed and coded to examine the effect of the visit on their understanding of climate change. It was found that the course, and specifically the exhibition, had a positive effect on their understanding of climate change and ways in which to ameliorate the problem.

English

This study investigates the effectiveness of a teaching activity that aimed to convey the meaning of indeterminate forms to a group of undergraduate students who were enrolled in an elementary mathematics education programme. The study reports the implementation sequence of the activity and students’ experiences in the classroom. To assess the effectiveness of the adopted approach, an individual homework assignment, in which students were asked to generate examples for indeterminate forms as geometrical constructions, was applied. The findings revealed that the students had various misunderstandings about the meanings of indeterminate forms prior to the study. Moreover, the use of the term “indeterminate” to designate these limit forms was found to be inappropriate because of its connotation. In light of the results, some suggestions are made to improve the teaching of indeterminate forms. Key words: Calculus teaching, indeterminate forms, limit concept, concept of infinity.

Writing Instructional Model for Elementary Education Program

&lt;p&gt;The main objective of this research is to develop an instructional model of narrative writing in English for students of Elementary Education Program (PGSD). This research conducted at of Elementary Education Program in 2013/2014, the research was carried out through research and development (R&amp;amp;D) method. The qualitative data related to respondents in general view on the model developed and that of the instructional model of narrative writing. The result of the field testing through one group pretest-post-test design showed that the student post-test average writing scores were significantly greater than those of the pretest. The result of testing through pretest-post-test works showed that the student post-test average scores in the experimental groups were significantly greater than those of in the control groups. The material of writing could increase student competence in writing narrative text that. "Significantly; the experts agreed to the theoretical design used develop the instructional model of narrative writing.&lt;/p&gt;

Learn English as Foreign Language using Language Laboratory of Elementary Education Program

Abstract: This research deals with the improved the student writing and listening English as the foreign language using language laboratory. Language laboratory used for getting some benefits to improve the student’ writing and listening. The aims of this research are: using language laboratory improves the student writing skill. This study employs the experimental method. The sample of this research consists of 40 students of The Elementary Education Program in academic year 2013/2014. The data were analyzed using the t-test to determine that significant differences between pre-test and post-test. The result of the student’ achievement in pre-test is low but the value of the post-test mean account is high categories. This means learning about writing skill by using language laboratory to the Elementary Education Program is getting improvement significantly and improve the student’ achievement. The student has high interest in writing using language laboratories.

The Effectiveness of Face-to-Face Tutoring on the Mastery of Law of Distance Education Students

Face-to-face Tutoring by tutors is highly effective for students in mastering the materials of law. There is an overall significant improvement in learning outcomes after following face-to-face tutoring, both on cognitive as well as affective aspects. Only a small part of the face-to-face tutoring does not affect the mastery of the materials, especially in the high group. Face-to-face tutoring is one of the learning forms provided by the Open University (Universitas Terbuka). The tutorial of the S1PGSD (Bachelor Degree of Elementary Education Program) is held in eight meetings in a semester in one of the coursesis “Elementary School Civic Education Materials and Learning”. The method employed in the pretest and posttest of the experimental research is aimed at measuring the effectiveness of the model in learning achievement on the subjects after the treatment. The research sample is a study group in the Serang Regional Office, i.e. four learning group study treatments, which followed face-to-face tutoring. The samples, which were determined using probability sampling, were among the S1 students in the Serang Regional Office. The research data shows that the students’achievement in the Low Group had significant imrpovement.A smallportion of face-to-face tutoringdid not impact the students’ mastery of the materials. It is supported by three categories of students: 1) those who relied only on the explanation by the tutor and did not study the learning materials, 2)those who not only learned the learning materials but also seriously followedthe tutorials, and3)those who did not follow the face-to-face tutoring nor learned the learning materials, but gained knowledge from materialsoutside of the university’s learning materials and tutorials. The students stated that the tutorials were very helpful in understanding the learning materials, especially for understanding difficult terms. This research aims to determine the effectiveness of the face-to-face tutoring on the students’mastery of the law materials. To learn the law materials is important, because it needs early awareness of the law. The results of this study in relation toface-to-face tutoring is expected to be developed by the S1 Elementary Education Program in the Faculty of Education in order to improve the students’ abilities and help them get accustomed to think, judge, and make decisions when faced with issues in learning the materials. To further strengthen of the students’ capability, the Open University students should learn through modules independently, but they also need to follow face-to-face tutoring.

Prospective teachers navigating intersecting communities of practice: early school placement

An issue of particular concern in mathematics teacher education is the relationship between theory and practice, and the nature of university–school partnerships. We report here on results from a research project answering the call for a more systematic understanding of the practice learning context. The study focuses on the new Norwegian elementary teacher education programme and highlights the difficulties involved in connecting theory and practice and how prospective teachers may be supported in this respect. Focus group interviews involving 51 first-year prospective teachers and 25 teacher–mentors investigated early school placements, specifically prospective teachers’ positions in the classroom as teachers of mathematics, and the ways in which the mentoring relationship supported their developing role. Taking a communities of practice perspective, we found that the idea of movement across intersecting and sometimes conflicting communities of practice is helpful in aiding our understanding of the difficulty of connecting theory and practice. Additionally, variations in mentoring styles and perceptions of prospective teachers’ mathematics and pedagogic knowledge competencies play a part in some prospective teachers’ difficulties in taking up a role as legitimate peripheral participant in the school. We conclude by considering ways in which prospective teachers might be better supported to cope with school placement.

Teachers’ perceptions of examining students’ thinking: Changing mathematics instructional practice

AbstractThis paper seeks to illuminate teachers’ perceptions of the challenges and benefits of systematically examining students’ thinking as part of a professional development program in elementary mathematics education. Using a framework of models of conceptual change and principles of discomfort, three elementary teachers’ perceptions of their experiences with reform-oriented mathematics instruction and systematically examining students’ thinking were analyzed. Analysis of interview data yielded five organizing themes. Findings offer insight into understanding the efficacy of examining students’ thinking as a professional development strategy.

The role of achievement goal orientations and interest on metacognitive strategy use of preservice science teachers

The purpose of this study was to determine contribution of achievement goal orientations and personal interest on prediction of metacognitive strategy use of preservice science teachers. This study was conducted with three hundred and twenty-two preservice science teachers who are freshmen, sophomore, junior and senior of elementary science education program. Data was collected by using three instruments which are “Metacognitive Self-Regulation Subscale ofMotivated Strategies for Learning Questionnaire”, “Achievement Goals Questionnaire” and “The Academic Interest Questionnaire”. Data was controlled with respect to reliability and validity. The collected data was analyzed by hierarchical regression. Results of this analysis showed that mastery approach goal orientation predicted significantly metacognitive strategy use of preservice science teacher in science course. On the other hand, mastery avoidance, performance approach, performance avoidance goal orientations and personal interest was not founded to predict significantly to metacognitive strategy use.

Development and validation of a social cognitive theory-based survey for elementary nutrition education program.

BackgroundThe Social Cognitive Theory (SCT) is a widely used model for developing elementary nutrition education programs; however, few instruments are available to assess the impact of such programs on the main constructs of the SCT. The purposes of this study were: 1) to develop and validate a SCT-based survey instrument that focuses on knowledge, behavior, and self-efficacy for fifth grade students; 2) to assess the relationships between knowledge, behavior, and self-efficacy; and 3) to assess knowledge, behavior, and self-efficacy for healthy eating among the fifth grade students.MethodsA 40-item instrument was developed and validated using content validity and tested among 98 fifth grade students for internal consistency reliability. Relationships between knowledge, behavior, and self-efficacy were assessed using Pearson Correlation Coefficients. Differences in behavior and knowledge scores between children with high and low self-efficacy were examined using t-test.ResultsCronbach’s alphas for self-efficacy (0.70) and behavior (0.71) subscales of the survey were acceptable, although lower for knowledge (0.56). Summary scores for self-efficacy and behaviors were positively correlated (r = 0.40, P = 0.0001); however, summary knowledge scores were not associated with self-efficacy (r = 0.02, P = 0.88) or behavior scores (r = 0.14, P = 0.23). Participants with high self-efficacy also had significantly higher scores on consuming fruits (P = 0.0009) and dairy products (P = 0.009), eating breakfast (P = 0.008), helping plan family meals (P = 0.0006) and total behaviors for healthy-eating (P = 0.001) compared to those with low self-efficacy. In addition, approximately two thirds of the fifth grade students reported that they did not eat any fruits or vegetables or ate them only once on a typical day.ConclusionsThe developed instrument is a reliable and useful tool to assess SCT-based elementary nutrition education programs, particularly for self-efficacy and behavior. Our results also indicated that strategic interventions are necessary to improve dietary behaviors regarding fruit and vegetable consumptions among elementary school students.

Integrating participatory community mobilization processes to improve dengue prevention: an eco-bio-social scaling up of local success in Machala, Ecuador.

BackgroundThis project investigates the effectiveness and feasibility of scaling-up an eco-bio-social approach for implementing an integrated community-based approach for dengue prevention in comparison with existing insecticide-based and emerging biolarvicide-based programs in an endemic setting in Machala, Ecuador.MethodsAn integrated intervention strategy (IIS) for dengue prevention (an elementary school-based dengue education program, and clean patio and safe container program) was implemented in 10 intervention clusters from November 2012 to November 2013 using a randomized controlled cluster trial design (20 clusters: 10 intervention, 10 control; 100 households per cluster with 1986 total households). Current existing dengue prevention programs served as the control treatment in comparison clusters. Pupa per person index (PPI) is used as the main outcome measure. Particular attention was paid to social mobilization and empowerment with IIS.ResultsOverall, IIS was successful in reducing PPI levels in intervention communities versus control clusters, with intervention clusters in the six paired clusters that followed the study design experiencing a greater reduction of PPI compared to controls (2.2 OR, 95% CI: 1.2 to 4.7). Analysis of individual cases demonstrates that consideration for contexualizing programs and strategies to local neighborhoods can be very effective in reducing PPI for dengue transmission risk reduction.ConclusionsIn the rapidly evolving political climate for dengue control in Ecuador, integration of successful social mobilization and empowerment strategies with existing and emerging biolarvicide-based government dengue prevention and control programs is promising in reducing PPI and dengue transmission risk in southern coastal communities like Machala. However, more profound analysis of social determination of health is called for to assess sustainability prospects.

Using knowledge of the past to improve education today: US education history and policy-making

Early American historians provided the public and policy-makers with information about US history that provided both entertainment and policy suggestions. As American historians became more professionalised in the early twentieth century, they concentrated more on their own scholarly concerns and less on policy-relevant writings. In recent decades, however, there has been a gradual revival of interest among academic historians in policy-making. In the 1950s and 1960s American education history was revitalised from two different directions. Some scholars questioned the highly positive, in-house histories previously written by education professors. Later a group of “revisionist” education historians pointed to the failures of American public schools and the neglect of children living in poverty. During the creation of Head Start and the Elementary and Secondary Education programme in the mid-1960s, there was a lack of historically relevant education policy studies. Education historians now have joined other scholars in analysing these programmes as well as the recent billion-dollar initiative to improve American history teaching.

Teaching Elementary-age Youth Catching Skills Using Theoretically Based Motor-development Strategies

Participating in general physical activity during childhood may not be the strongest predictor of lifetime physical activity. Children must develop motivation to participate in physically active endeavors and become excited about being active. These feelings toward physical activity may be best obtained by teaching with a more deliberate emphasis on the developmental stages of skill acquisition. This article describes a method for teaching catching skills that is grounded in the cognition and motor-development tenets of refinement and proximodistal development. The preparatory body movement skills — the focus stage — should be a primary objective for physical education teachers and their early elementary-age students during catching instruction. The focus stage includes information gathering, foot movements, body adjustment, and arm motions. Focusing on the actual catch — the control stage — skips vital aspects of a mature catching skill that likely would lead to greater understanding and skill in the future. The control stage involves grasping an object using the hands and fingers. This article describes specific planning characteristics, teaching behaviors, and catching lesson content physical educators can use to revolutionize their elementary physical education programs.

Exploring a Partnership: Salisbury University Professional Teacher Education Programs

Salisbury University (SU) is enthusiastic to explore a partnership in international teacher education with Jeju National University. To that end, this paper presents a general description and key features of SU’s teacher education program, with emphasis on the Elementary Education program, which will serve as the initial focus of this partnership. Among the key features discussed are SU’s “Conceptual Framework”, the Regional Professional Development School network, and elements of the Professional Teacher Education Program.

A comparative study to determine the sport branches that the classroom pre-service teachers want to be engaged in the most in their leisure time

The purpose of the present study is to determine the sports that the university students want to do the most in their leisure which is becoming increasingly important for university students. In this regard, the present study aims to elicit the opinions of the pre-service classroom teachers from elementary education programs about the sports they want to be engaged in the most in their leisure and provide some insights into recreational facilities that should be established in campuses. The sampling of the study consists of 1082 pre-service classroom teachers from the education faculties of Necmettin Erbakan University, Mehmet Akif Ersoy University, and Mugla University in 2011-2012 academic year. The participants were selected through random sample selection method. A Likert-type questionnaire developed in line with expert opinions was used to collect data. The questionnaire consists of two parts. First part is personal information form and the second part is a scale aiming to determine the sports that the participants want to perform the most in their leisure. The Cronbach Alpha reliability coefficient of the scale to determine the sports the participants want to perform the most in their leisure was found to be .628. The collected data were analyzed through SPSS 16.0 (Statistical Package for Social Science) and for the analyses, frequencies, t-test and Chi-square were used. The results obtained were presented in tables and interpreted. Out of the participants of the study, 336 are males and 746 are females. A gender-based significant difference was found among the sports the participants want to perform the most (p=.000, p<.05). The male students' attitudes towards sports (mean = 5.631) were found to be more positive than those of the female students. The sports that the students want to do the most are sequenced as follows: most preferred sport by the male students is football (87.5%), then volleyball (63.7%), swimming (60.1%), trekking (50.9%) and basketball (50.5%) and the most preferred sport by female students is volleyball (68.1%), then trekking (54.6%), swimming (53.2%) and folkdances (49.5%).

Chaos in the Classroom: Center Learning in a 1st Grade Setting

How can centers be utilized in a classroom so students have full control of what they are learning and when? Can centers be used effectively post-kindergarten? During student teaching in a first grade classroom in southeast Louisiana, two student teachers, their classroom mentor teacher, and the 1 grade students experienced center learning that integrated all areas of the curriculum and was utilized for 45 minutes each day. Students were expected to determine which center they needed to attend each day, which activity to complete, who to complete it with, where to put completed work, and how to successfully tidy up the center. The classroom teacher used this independent exploratory learning time to pull students in small groups to target their reading and comprehension skills. The purpose of this research was to determine which factors played an integral part of the success of center learning in a first grade classroom. The student teachers observed the 16 centers, interviewed the students and the teacher, took photos, and videoed center time. After analyzing the research, centers appeared to be organized in an effective manner, student learning was the primary goal, which enhanced students’ ability to enjoy learning in centers and also gain social skills through collaboration. What happens in a first grade classroom that uses a complex set of learning centers to enhance student learning and free up teachers to work with individual students in a more focused way? How do student teachers learn about centers when working with an experienced classroom teacher who uses learning centers? And, how, along with the support of research faculty in a Master of Arts in Teaching (MAT) program, can student teachers look to describe and disseminate the findings of this research? Authors one (Courtney) and two (Kristen) were student teachers in a year-long MAT program in elementary education. Author three (Kenny) is the lead faculty member for the MAT program and facilitator of the student teacher action research project. As student teachers coming into a new classroom setting, Courtney and Kristen were anxious and excited to gain insight on effective teaching practices and be able to take these gains into their own classrooms in the future. As a faculty member, Kenny was eager to see how Courtney and Kristen would work through their research, and how the program can support their work as emerging educators. This article reports the findings of a study in a first grade classroom in South Louisiana examining the role of center

The teacher in me

Purpose – The purpose of this paper is to describe a study of identity development in the context of a preservice teacher education program that used a variety of approaches to support development of understanding of cultural diversity. Design/methodology/approach – Fifty preservice teachers in a graduate program in elementary education participated in the study. Of the 50 participants, 47 were Caucasian, two were African American and one was originally from India, but was a US citizen. The analyses were qualitative. A phenomenological approach to data analysis was taken, viewing the drawings and written explanations created by the participants as independently occurring phenomenon (as compared with data that might be considered for grounded theory or constant comparison) (Hycner, 1985; Moustakas, 1994). Findings – Overall, the low number of drawings and writings that included representations of cultural, linguistic, special needs and gender diversity suggests of a lack of understanding about the significant roles of these student characteristics in the lives of elementary teachers dedicated to meeting student needs. Given the strong focus on diversity education in this preservice teacher education program, this was an unexpected finding. One explanation is that preservice and beginning teachers are highly involved in identifying their own beliefs and values about teaching and exploring how their personal characteristics can be reconciled and applied in their specific teaching contexts. Originality/value – It is imperative that teacher education programs effectively address diversity in the classroom for the population typically entering the teaching profession. While many programs spend considerable time and effort “teaching” multicultural concepts, few, if any, have asked students to look inward in the way we did on this study.