Elementary Grades Research Articles

Mathematical reasoning in elementary grade classrooms in India: what is there and what is missing?

Mathematical reasoning in elementary grade classrooms in India: what is there and what is missing?

Absenteeism and Achievement in Early Elementary Grades: A Multilevel Organizational Analysis

This paper presents empirical analyses illustrating the organizational relationship between chronic absenteeism and student achievement as estimated via a contextual model of school-level and student-level relationships. We conduct a series of descriptive analyses and multilevel hierarchical models (HLM) in which absenteeism is used to predict variation in student achievement for nearly 50,000 individual students in grades K-3 in 109 elementary schools in Delaware during the 2014–2015 through 2017–2019 school years. Results demonstrate that chronic absenteeism tends to be clustered in a subset of schools, and that the adverse contextual effects of absenteeism at the school level are many times larger than the negative effects at the individual level. Implications for education policy and interventions are discussed.

Research on Narrative Reading Teaching Strategies in Upper Elementary Grades of Elementary Chinese Textbooks under the Concept of Learning Task Groups

This study delves into the strategies of teaching narrative text reading in higher grades of primary school under the Unified Edition Chinese Textbook, guided by the concept of Learning Task Groups. The concept, a novel educational approach, emphasizes designing a series of interconnected, progressively deepening learning tasks to stimulate students' interest in learning and foster their comprehensive thinking and learning abilities. Through methods such as questionnaires, interviews, and classroom observations, the study comprehensively analyzes the current state of narrative text reading instruction in higher grades. It highlights the challenges faced by teachers in designing and implementing learning tasks and proposes targeted improvement strategies. The implementation of the Learning Task Groups concept, as evidenced by specific case studies and practices, has been shown to effectively enhance students' reading comprehension, language expression, and innovative and critical thinking abilities. Despite challenges like limited resources and individual differences among students, the study suggests that enhancing teachers' professional capabilities and optimizing educational resources can further promote the effectiveness of teaching strategies. Finally, the paper provides comprehensive suggestions for education policymakers, educators, and frontline teachers, emphasizing the need to focus on the holistic development of students, advocating innovative teaching methods, and improve the quality of education to nurture well-rounded individuals equipped with critical thinking, innovative capabilities, and a sense of social responsibility.

Teacher Emotions and Teacher Self-Regulation: Insights from Teachers Perspectives

In this paper, we aimed to explore the connection between teacher emotion and self-regulation, the predictive power of teacher emotions on teacher self-regulation, and factors that influence teachers’ emotions. An exploratory sequential design was adopted in the study. Data was gathered from 403 teachers teaching actively in elementary grades in the quantitative dimension. In the qualitative dimension, a focus group interview was held with eight teachers. The Teacher Emotion Questionnaire (TEQ), The Teacher Self-Regulation Scale, and focus group interview questions were used to collect data. The quantitative data was analyzed through correlational analysis and simple linear regression analysis and the qualitative data was analyzed through content analysis. The quantitative findings demonstrated that teachers' pride and love in the profession significantly predicted teacher self-regulation levels; however, predicted only 2% of the variability in teacher self-regulation. The findings from the qualitative dimension seemed to explain why we did not find significant relationships between teacher self-regulation and teacher emotions. Emotions seem to be unrelated to teaching skills. Instead, the teachers attribute the source of their emotions mostly to external factors and individual characteristics to some extent.

Analysis of the Development of Image Media Use on Science Learning Outcomes in Primary Schools In the period 2018-2023

Objective: Technological developments regarding image media have increased quite significantly in the last six years, where the impact of the use of visual media on science learning outcomes at both middle school and high school levels, especially elementary school, is very popular, and there has been an increase in research on both theses and SINTA articles. The goal of this study is to find out how much the usage of visual media affects science learning outcomes. Topics covered in elementary school. Method: A Systematic Literature Review (SLR) methodology is used in this investigation. This methodology makes the examination and synthesis of recent research findings in primary school education possible. Using the PRISMA methodology, the study carried out a systematic literature review, covering steps like identification, screening, eligibility assessment, and inclusion criteria. The literature sources covering 2018 to 2023 came from the Google Scholar or Google Scholar database. The conclusions of this research come from database searches carried out using the terms Image Media, Science Learning Results, and Primary School. Results: Once the literature search was completed, the analysis yielded ten articles that met the requirements for inclusion in the detailed analysis. This is selected and included. Novelty: To ensure students achieve the highest academic success, the application of appropriate media in learning science subjects in elementary grades can positively impact their learning activities.

Exploring Issues in the Area of Expression in the Context of the 2022 Revised Curriculum and the Separation of Physical Education for Lower Elementary Grades

Exploring Issues in the Area of Expression in the Context of the 2022 Revised Curriculum and the Separation of Physical Education for Lower Elementary Grades

발레 예술의 동시대적 가치와 가능성 탐색: 고정성에서 유동성으로

발레 예술의 동시대적 가치와 가능성 탐색: 고정성에서 유동성으로

BОSHLАNG‘ICH SINFLАRDА INGLIZ TILINI O‘QITISHDА INTERFАОL USULLАRDАN FОYDАLАNISH

This article argues that effective English language teaching in elementary grades relies on interactive methods that engage more students and promote language acquisition. Explores a variety of interactive techniques such as games, role-playing, multimedia, and coordinated collaborative activities to improve student engagement and learning outcomes. It evaluates the effectiveness of these methods in improving language skills, motivation and overall participation in the classroom. Research results show that interactive methods not only make learning more interesting, but also help improve retention and comprehension in language learning.

Validating a Creative Coding Rubric through expressive activities for elementary grades

Creative coding offers the opportunity to express oneself on open-ended coding platforms through artistic expression, storytelling, and experimenting with program syntax in unconventional ways. However, research on the creative aspects of coding education and its assessment remain underexplored. This study addresses this gap by developing and validating a Creative Coding Rubric tailored for early childhood creative coding projects. Our study collected and analyzed ScratchJr projects from 1201 children in grades K-2, revealing substantial agreement among raters (n = 15) for the rubric. Additionally, significant positive correlations among rubric items and high reliability (α = .93) indicate its validity and consistency. This Creative Coding Rubric presents a promising tool for early childhood educational settings to evaluate creative coding skills in playful, open-ended ways.

Advancing Dyslexia Assessment in Children through Computerized Testing.

The acquisition of reading skills is an intricate process that demands the cultivation of various domain-general and domain-specific abilities. Consequently, it is unsurprising that many children grapple with maintaining proficiency at the grade level, particularly when confronted with challenges spanning multiple abilities across both domains, as observed in individuals with reading difficulties. Strikingly, despite reading difficulties being among the most prevalent neurodevelopmental disorders affecting school-aged children, the majority of available diagnostic tools lack a comprehensive framework for assessing the full spectrum of cognitive skills linked to dyslexia, with minimal computerized options. Notably, there are currently limited tools with these features available for Spanish-speaking children. The aim of this study was to delineate the protocol for diagnosing Spanish-speaking children with reading difficulties using the Sicole-R multimedia battery. This tool for elementary grades focuses on evaluating cognitive skills that are associated with dyslexia as prescribed by the scientific literature. Specifically, it concentrates on assessing a range of cognitive abilities that studies have demonstrated to be linked to dyslexia. This focus is based on the observation that individuals with dyslexia typically exhibit deficits in several of the cognitive areas evaluated by this digital tool. The robust internal consistency and multidimensional internal structure of the battery were demonstrated. This multimedia battery has proven to be a fitting tool for diagnosing children with reading difficulties in primary education, offering a comprehensive cognitive profile that is valuable not only for diagnostic purposes but also for tailoring individualized instructional plans.

ПЕДАГОГИКАЛЫК КОЛЛЕДЖДИН БОЛОЧОК БАШТАЛГЫЧ КЛАССТАРДЫН МУГАЛИМДЕРИНЕ МАТЕМАТИКАНЫ ОКУТУУДА ТААНЫП-БИЛҮҮ МАСЕЛЕЛЕРИН КОЛДОНУУ

The article deals with the development of cognitive abilities in teaching mathematics to students of a pedagogical college specializing in teaching in elementary grades. Cognitive abilities were considered in the article as individual psychological features of the processes of attention, perception, memory, and thinking. To solve the problem of developing the cognitive abilities of primary school students, along with teaching mathematics based on the cognitive-visual method, the tasks of analyzing educational programs, generalizing pedagogical experience, pedagogical observation, forming logical operations and converting empirical material into a mathematical problem are set. The main goal of cognitive training issues, considered in the specialty of teaching in primary classes, is focused on the formation of students' logical operations and includes the development of intellectual qualities of educational and cognitive activity. Cognition is a process of active, purposeful reflection of reality in the mind of a person.

Differentiating Children's Reading Materials with Artificial Intelligence: Exploring Possibilities for Personalized Learning

AbstractArtificial intelligence is the simulation or development of reasoning and other human‐like cognitive abilities by computers. Currently, there is limited exploration of applications of artificial intelligence tools for teaching reading to children in the early childhood and elementary grades, including how artificial intelligence might be used to personalize reading materials for children. This article draws on teachers' experiences with artificial intelligence tools to provide tips on how to use artificial intelligence to create differentiated reading materials for children.

КАРАТАЙ САРТБАЕВ – ӨЗ МЕЗГИЛИНИН БИРИНЧИ МУГАЛИМИ

The content of the article is devoted to the works of the famous scientist, professor Karatai Sartbaev. The article classifies the scientist's works for elementary grades. The orthographic and stylistic directions of the scientist's works are considered. The spelling errors of the student when teaching spelling in elementary grades are classified and ways to eliminate them are given. The causes of spelling errors, methods and forms of working with them are shown. Stylistic errors of younger students, methods of working with them, forms and methods are analyzed. The causes of stylistic errors, methods of working with them are given. Spelling, punctuation errors, methods of eliminating them when eliminating stylistic errors are proposed. He devoted more than 64 years of his pedagogical activity to the methods of teaching literacy, reading and writing to children of primary school age, the methods of teaching spelling of the Kyrgyz language, the stylistics of the Kyrgyz language, groups of words, worked on these branches of the Kyrgyz language. language from a theoretical and practical point of view.

Design and usability evaluation of a mobile app for elementary school inquiry‐based science learning

AbstractTeachers often struggle to implement inquiry‐based science teaching. To support them, IndagApp—a 3D educational app that offers curriculum‐aligned, inquiry‐based lesson plans—was designed. The app is rooted in the inquiry phases recommended in best‐practices literature, which arguably align with most international standards. This study describes IndagApp and evaluates its usability with fifth‐graders from two elementary schools in Spain (N = 43). The system usability scale (SUS) and the Pictorial‐SUS were used to collect students' feedback on usability. Both frequentist and Bayesian analyses were conducted to compare the mean SUS score with established benchmarks for usability. The results showed that IndagApp had high usability ratings, with most students rating it as the “Best imaginable” or “Good.” The mean SUS score was 84.816, which was significantly higher than the benchmark score of 68. There were no differences in usability between girls and boys, and students in private and public schools. These findings suggest that IndagApp is a valuable resource for inquiry learning in elementary grades and has significant implications for science education and science teacher professional development, as it helps teachers adopt reform‐oriented teaching practices that align with the curricular standards and goals.

Curriculum Considerations for Developing Mathematical Talent in Elementary Students

To effectively nurture the talents of elementary students with mathematical talent they need to be challenged with an advanced curriculum that is designed with their specific needs in mind. The purpose of this paper is to describe an effective model for developing such a curriculum and explore effective, research-based examples of curriculum and instruction using this model. The paper begins with a review of literature covering a broadened definition of mathematical talent that showcases the need for a more complex and multi-dimensional curriculum to nurture their talents. Next, evidence-based curriculum considerations for talented students at the elementary level are explored. Essential characteristics of mathematics curriculum for talented students are detailed including a focus on advanced content, conceptual development and higher-level processes akin to those used by mathematicians. Accompanying research-based instructional strategies to increase challenge, complexity, and creativity are outlined. Examples at the primary and elementary grade levels are provided to illustrate effective, research-based curriculum and instruction that develop mathematical talent in advanced students.

A Systematic Review of Rehearsal Use in Literacy Methods Courses

ABSTRACT This systematic review provides an examination of the current literature on rehearsals in literacy-based methods courses for teacher preparation. We conceptualized a rehearsal as a teacher candidate teaching to a peer or group of peers, a teacher educator or mentor, live actors, or through a technology-based teaching simulation. Studies in this review met the following inclusion criteria: (1) included participants in K-12 teacher preparation programs, (2) focused on literacy instruction, (3) incorporated rehearsal opportunities for teacher candidates, and (4) were published in English. Fifteen total studies were identified for inclusion after conducting a search across multiple databases. We coded each study for general, participant, context, and rehearsal characteristics, and summarized overall study findings. Results indicated the majority of studies were qualitative (73%), conducted with pre-service teachers (60%), and occurred in undergraduate and/or graduate-level preparation programs (33% undergraduate, 33% graduate, 27% both). Rehearsals in the included studies were focused on the elementary grade levels (60%) and were primarily role play-based (80%) as opposed to simulation-based rehearsal types. Results provide insight on how rehearsals are currently being used in a variety of teacher preparation contexts. From these results, avenues of possible future research are presented.

Development of prospective elementary teachers’ knowledge to teach early algebra through case discussions

AbstractThis study investigated the development of prospective elementary teachers (PETs)’ subject matter and pedagogical content knowledge for teaching early algebra through participation in case discussions. PETs attended five weeks of intervention as part of a method course, which included case discussions. During the intervention, the participants were presented with big ideas of equivalence and equations, generalized arithmetic, and functional thinking as the content of early algebra through text-based classroom cases. Data were collected through one-hour individual interviews before and after the early algebra lessons. The analysis of the pre-interviews indicated that prospective elementary teachers may not be ready to foster algebraic thinking in elementary grades in terms of the required knowledge for teaching. We found that PETs needed more development of required subject matter knowledge to guide algebraic thinking in elementary grades, such as the relational meaning of the equal sign, generalizing, representing, or justifying arithmetic or functional relationships, and reasoning with them. Likewise, PETs were found to lack in pedagogical content knowledge related to students’ conceptions and misconceptions and effective teaching strategies to promote early algebraic thinking. However, we found that specifically designed method courses could help develop PETs’ knowledge of teaching early algebra. Following early algebra lessons centered around case discussions, PETs showed progress in multiple aspects of knowledge across all big ideas, though their improvement in generalized arithmetic was somewhat less pronounced. This progress was observed in their subject matter and pedagogical content knowledge.

Time to transfer: Long-term effects of a sustained and spiraled content literacy intervention in the elementary grades.

We investigated the effectiveness of a sustained and spiraled content literacy intervention that emphasizes building domain and topic knowledge schemas and vocabulary for elementary-grade students. The model of reading engagement intervention underscores thematic lessons that provide an intellectual structure for helping students connect new learning to a general schema in Grade 1 (animal survival), Grade 2 (scientific investigation of past events like dinosaur mass extinctions), and Grade 3 (scientific investigation of living systems). A total of 30 elementary schools (N = 2,870 students) were randomized to a treatment or control condition. In the treatment condition (i.e., full spiral curriculum), students participated in content literacy lessons from Grades 1 to 3 during the school year and wide reading of thematically related informational texts in the summer following Grades 1 and 2. In the control condition (i.e., partial spiral curriculum), students participated in lessons in only Grade 3. The Grade 3 lessons for both conditions were implemented online during the COVID-19 pandemic school year. Results reveal that treatment students outperformed control students on science vocabulary knowledge across all three grades. Furthermore, intent-to-treat analyses revealed positive transfer effects on Grade 3 science reading (ES = .14), domain-general reading comprehension (ES = .11), and mathematics achievement (ES = .12). Treatment impacts were sustained at 14-month follow-up on Grade 4 reading comprehension (ES = .12) and mathematics achievement (ES = .16). Findings indicate that a content literacy intervention that spirals topics and vocabulary across grades can improve students' long-term academic achievement outcomes. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Text-Based Inference Instruction for Elementary Grade Children with Reading Comprehension Difficulties: An Intervention Research

"The current study investigated the effects of inference instruction on text-based inferences by third graders who are below average in reading comprehension but average in reading fluency and cognitive abilities. Text-based inferences occur when the preceding text has an identifiable causal antecedent. Participants were randomly assigned and attended twelve 30-minute sessions of the inferences training intervention. We have included strategies for integrating information from the text to improve reading comprehension skills. We provide an overview of how specific text-based instruction influences reading comprehension processes and outcomes and can lead to increased reading comprehension. The comparison of pretest and posttest results in the experimental group showed a significant gain in the following variables: generating inferences and providing arguments for using rules and constraints. Finally, we discuss how consideration of these potential sources of instruction has practical implications for designing and selecting instructional materials. Key-words: reading comprehension, text-based inferences, reading comprehension instruction, inferences, inference instruction, reading comprehension difficulties"

The most suitable English learning methods for young learners

The aim of this article was to know the most suitable and effective methods to apply to young learners as elementary graders. The researcher got 17 female and male students. Their grade varied from class 1 to class 6. Before conducting this study, the problems faced by the students are they seemed got difficulty memorizing English words, lacked motivation, and lacked concentration in learning English. There were 3 methods used in this study: Grammar Translation Method (GTM), Audio Lingual Method, dan Total Physical Response. The students were taught English once a week. The researcher observed the effectiveness of each method in each meeting. Those methods were used all together in each learning process. The finding showed that GTM was not effective to apply, while the two latter were good and effective to apply for those students.