Elementary Grades Research Articles

Mothers as Teachers: The New Role of Mothers in the New Normal

The COVID-19 pandemic brought havoc to everyone but much more to child-rearing mothers. This qualitative study explored the new roles of mothers in the new normal specifically as being teachers to their children. Six mothers, who had public and private elementary grade children were purposely chosen. Information was gathered through a researcher-made validated interview questionnaire. Collection of information was done online through Facebook messenger and emails. Data analysis produced six themes, namely, complication in becoming mother-teachers, benefits in teaching one’s own children, supervision of children’s studies, impression of children of the modular schooling, considerations on children’s learning and reflection on mothers’ learning. Each theme was discussed thoroughly. To address the situation of these mothers, the Department of Education might consider giving support through home-visit tutorials. Teachers could introduce strategies to mothers on how to manage the studies with their children. Moreover, the Local Government Unit (LGU) may initiate alternative solutions led by the Department of Social Welfare and Development (DSWD) to unburden the mothers of their situations.

“You Need to Be More Responsible”: The Myth of Meritocracy and Teachers’ Accounts of Homework Inequalities

How do teachers account for homework-related inequalities? Our longitudinal ethnographic study reveals that, despite awareness of structural inequalities in their students’ lives, elementary- and middle-school teachers’ practices centered the myth of meritocracy. They treat struggles with math homework as products of students’ and (particularly in elementary grades) parents’ insufficient responsibility, effort, and motivation. These interpretations then justify homework practices that reinforce inequalities, including assigning homework that exceeds what students can complete independently and rewarding/punishing students based on homework. We discuss implications for debates about homework and the dangers of meritocracy myths and offer recommendations for more equitable alternatives.

Exploring the Experiences in Modular Learning from the Lens of Parents with Elementary Grade Children

Exploring the Experiences in Modular Learning from the Lens of Parents with Elementary Grade Children

БАШТАЛГЫЧ КЛАССТАРДЫН МАТЕМАТИКА САБАГЫНДА САНДЫК ТУЮНТМАЛАРДЫ ЭСЕПТӨӨДӨ ОЙ ЖҮГҮРТҮҮНҮ ӨНҮКТҮРҮҮЧҮ КӨНҮГҮҮЛӨРДҮ ПАЙДАЛАНУУ ЖОЛДОРУ

The article discusses the use of exercises that develop thinking to calculate numerical expressions in a math lesson in elementary grades. The effect of performing various didactic works, interdisciplinary connections and the role of active use of exercises in the classroom are shown. Exercises were proposed for self-acquaintance of students with practical, vital issues for determining numerical expressions, finding their values using given methods, teaching computational techniques. To promote the development of communicative competence, the ability to cooperate with other people, and methods of mutual assistance are provided when working in pairs. The activity of students in solving problems, in analyzing systematization and in checking exercises is noted.

PENGEMBANGAN BAHAN AJAR TEMATIK SD KELAS IV BERORIENTASI ETHNO-STEM

The purpose of this research is to produce a product in the form of ethno-STEM-oriented elementary thematic teaching materials for class IV that are valid and practical. This study uses a modified 4D model development research method, namely define, design, and development. The data collection instrument used was a questionnaire or questionnaire given to material expert validators and teaching materials expert validators to see the validity of the product, and student response questionnaires to see the practicality of the product. The research was conducted at SD YPPK Santo Johanes Don Bosco Onggari with a trial run of 12 students.The results of this study are products in the form of thematic teaching materials for ethno-STEM-oriented elementary school grades with the results of a feasibility assessment from material experts after validating a score of 82% with very valid criteria and from teaching materials experts a score of 85% with very valid criteria. The results of the practicality assessment by students in product trials with 12 students as subjects obtained a score of 97,5% with very practical criteria, the resulting teaching material products have met the very valid and practical criteria, then this teaching material product is feasible to use for learning.

Over Diagnosed or Over Looked? The Effect of Age at Time of School Entry on Students Receiving Special Education Services

There is growing evidence that school starting age impacts children's likelihood of receiving special education services, but less is known about variations in this effect. Using a regression discontinuity design, I found that the youngest students in a kindergarten cohort are 40% more likely ( p < .001) to be placed in special education than are the oldest students, and that this effect persists through eighth grade. I found little evidence of heterogeneity by gender, race, or socioeconomic status, but some suggestive evidence that the effect is particularly great for White boys in early grades and for Black girls in the later elementary grades. I also found exploratory evidence that this effect is largest in schools with kindergarten cohorts that vary widely in age. These findings add new evidence to support policies to reduce age-induced bias in early special education placements, particularly those that address variation in this effect across students and schools.

Distance Learning Marungko Approach on the Reading Abilities and Students' Performance of Los Banos Central Elementary School

This study determined the significant effect of the Distance Learning Marungko approach to the Reading Abilities of Grade I pupils in Los Banos Central Elementary School, School Year 2021-2022. The information on related literature and studies were gathered to formulate the objectives of the studies. Specifically, the information is found in books, journals, documents, published and unpublished materials like thesis, journals, and the internet.It sought to answer the following questions: (1) What is the level of Distance Learning Marungko Approach in terms of Frequency of practice; Parents support; and Teachers monitoring? (2) What is the level of student reading abilities with regards to Phonics skills; Fluency; and Comprehension skills? (3) Is there any significant relationship between Distance Learning Marungko Approach and Reading Abilities of the Elementary Graders of Los Banos Central Elementary School? (4) Do the Distance Learning Marungko Approach has significant relationship to the reading abilities of the Elementary Graders of Los Banos Central Elementary School? Findings revealed the following: (1) The level of practice of Distance Learning Marungko Approach in terms of Frequency of practice; Parents support; and Teacher?s monitoring is very high (2) The level of student reading abilities in terms of Pre-test and Posttest with regards to Comprehension Skills as per the pretest was fairly satisfactory. As per the posttest, the results were very satisfactory (3) there was an observed significant difference in the scores of the students in the pre-test and posttest. (4) It was found out that there was no significant relationship between the distance learning Marungko approach and Reading Abilities of the elementary grades of Los Banos Central Elementary School. Thus, the hypothesis: the use of Distance Learning Marungko Approach had no significant relationship to the reading abilities of Grade I pupils in Los Banos Central Elementary school is accepted. Through the findings of this study, the researcher arrived at the following recommendations (1) Students may continue the level of practice in the distance learning wherein they would be able to learn beginning reading through accomplishing the practice exercises included in the Marungko approach package. Following the scheduled reading exercises greatly helps in the development of their reading skills. The continuous exposure to reading materials widens their phonics skills, fluency and reading comprehension skills, (2) The findings of the study would reinforce the statement that Marungko approach is one of the best methods in teaching beginning reading. Teachers are encouraged to use this approach not only to Grade 1 pupils but also to the learners in different Grade levels who are having difficulties in reading, (3) since the study found out that there was an improvement in the reading abilities of the students, the teacher may use the Marungko Approach in Distance learning provided that proper guidance and support from the parents and teachers monitoring are all present, (4) The conduct of other research relevant to this is also encouraged. monitoring, phonics skills, fluency skills and comprehension skills. ___________________________________________________________________________________

Equity-based CS Case Study: An Approach to Exploring White Teachers’ Conceptions of Race and Racism in a Professional Development Setting

Here, we present the results of a study of in-service teachers’ responses to equity-based case study vignettes focused on racialized classroom incidents. This study was conducted in the context of an ongoing research practice partnership aimed at integrating computer science concepts in elementary grades. Our work took place in a public school district that enrolls primarily students of color, while largely employing White teachers and administrators. Using a racial literacy framework [Guinier 2004 ], we conceptualized a continuum and developed codes to analyze teachers’ responses from racially liberal to racially literate. Our results describe a range of positions across the continuum, including those consistent with the racial liberalism viewpoint that expresses individualistic views of meritocracy and colorblindness that sometimes supports a deficit view of students, those that reside in the middle who validate equity work through minimal acknowledgment yet find ways to resist further engagement with race or equity, and those who express views consistent with racial literacy practices including student-centered perspectives, asset-orientations, and the willingness to engage race directly. Further, our results indicate that teachers may express contradictory views or views across the continuum. These findings point to the developmental nature of racial literacy and the difficulty of unlearning racist mindsets. We discuss the efficacy of our case study design: anonymized, locally derived vignettes, and our case study learning activity design: written reflections, small group dialogues, and whole group share-outs in supporting teacher reflection and learning. Finally, we demonstrate the special leadership role of teachers who are moving toward racial literacy.

Penggunaan Kartu Peta dalam Peningkatan Motivasi dan Hasil Belajar IPS

Social studies learning with broad material tends to be boring. The use of map cards is expected to increase motivation and social studies learning outcomes. This study aims to determine the increase in motivation and social studies learning outcomes in fourth grade students at SDN Ketangi. This research is a classroom action research, data collected through tests and observations. The subjects of this study were elementary school students grade IV SDN Ketangi as many as 22 students. The research instrument was a test sheet and an observation sheet. The results showed that the use of map cards increased students' learning motivation in participating in social studies lessons, it was seen that the high category was achieved by 20 students (90%) and the medium category was only 2 students (10%). The average student motivation in social studies learning reached 82%. Learning outcomes or student achievement have increased from the average class 53 to 80.

Pengembangan Media Kartu Kuartet ASEAN pada Muatan Pembelajaran IPS

This study aims to explain the steps in preparing the design of the quartet card learning media device for social studies learning material for the ASEAN region to improve the learning outcomes of sixth grade elementary school students. The type of research is R&D (Research & Development) with five steps of ADDIE model adoption. The resulting product is a multidisciplinary social studies learning media in the form of an ASEAN quartet card. The subjects in this study were 117 elementary school grade VI students from five elementary schools. The research instrument is a questionnaire and a test of student learning outcomes. Analysis of the data by means of analyzing the level of product validity and testing the gave effectiveness of using the product to improve learning outcomes. Data analysis used qualitative and quantitative analysis.The results of the validity test of the ASEAN quartet card learning media meet the very valid criteria according to material experts with a score of 98%, media experts 98% and learning experts 94%. This indicates that the learning media The ASEAN quartet card that was applied an increase in student learning outcomes and was declared effective in the ASEAN Social Studies lesson content in grade VI Elementary School.

프랑스 초·중등학교 기술교육과정 분석

The purpose of this study was to analyze the national technology curriculum and textbooks commonly applied to all school levels and grades of elementary and secondary schools in France. To this end, a literature research method was chosen to analyze related data focusing on the contents of the technology curriculum and textbooks revised in France in 2015. As a result of the study, it was found that the first characteristic of the French curriculum is that it is managed in a dual way not only by the school level of elementary, middle, and high school, but also by a separate learning cycle. Second, it was revealed that the purpose and nature of the learning contents of the technology curriculum for each learning cycle and the learning content system were quite different. Through this analysis of the French technology curriculum, we suggest implications for the future direction of Korea's technological education system.

Modeling Addition of Dissimilar Fractions: Misconceptions of Pre-service Teachers

Fractions and learning about them have been consistently difficult for students. This difficulty, grounded on the lack of conceptual knowledge, results in errors in performing operations with fractions. This descriptive study explored the errors in adding dissimilar fractions and misconceptions on modeling fractions among 265 pre-service teachers. The study utilized an open-ended question asking for the procedural computation and the modeling of the addition of two dissimilar fractions as a data-gathering instrument. The findings of the study revealed that the majority of the respondents got the required answer correctly in the question requiring procedural knowledge. In the question requiring the fractions to be modeled, only a few were able to model the fractions correctly. A big percentage of respondents either had no answer to the question or expressed the modeling of fractions in a rule. The study further revealed varied misconceptions on how adding dissimilar fractions are modeled. Recommendations on improving the conceptual knowledge of students as early as elementary grades are promoted.

Reading Trajectories in Elementary Grades: A Longitudinal Analysis

<p style="text-align:justify">Research shows that children's reading proficiency levels in the early grades positively correlate with students' future academic achievement. This study provides the first-ever analysis of reading achievement trajectories for a cohort of students in grades 3 to 5 in 2014–17 in Hawaii schools. Hawaii serves a diverse student population whose characteristics differ in ways often overlooked by standard US racial and ethnic classifications. Our analysis shows that Native Hawaiian and Pacific Islander students not only start at a lower reading proficiency than their peers in Grade 3, but the achievement gap widens as they move from Grade 3 to Grade 5. Moreover, we find a strong association between students' third-grade performance and reading achievement growth rate above and beyond all other factors in our longitudinal model. The difference in performance patterns between student subgroups across the elementary grades can serve as an accurate baseline for yearly monitoring. In light of our findings, we discuss implications for policy and practice.</p>

Peran Media Animasi dalam Meningkatkan Kemampuan Membaca Pemula Siswa Kelas 1 Inpres Wolomarang

Animation media has a very important role in improving the initial reading ability of the first graders of SDI Wolomarang. This study aims to determine the extent to which an animation media can be used and measure the development of reading skills in elementary grade students. At an early age, students are more familiar with visually appealing and easy-to-remember media than boring verbal presentations. This study uses quantitative research methods with data collection techniques including tests and observations, analyzed using the T-test. From the results of the T-test calculation, there is a t-count of 2.410 and a t-table with dk = 15 and a significant level = 0.05 is 1.753. It can be concluded that t-count > ttable (2.410>1.753) so that Ho is rejected and Ha is accepted. From these results, it can be seen that there is an effect of using animation media on the initial reading ability of the first graders of SD InpresWolomarang. Thus, it can be concluded that the students' initial reading ability and class 1 students' learning outcomes have changed for the better after using animation media in the experimental class.

Writing motivation in Chinese children with developmental dyslexia

BackgroundRecent models of writing acknowledge the influential role of motivation in writing development. There has been a paucity of research on writing motivation in children. This study investigated writing motivation among Chinese children with developmental dyslexia.MethodsForty‐one Chinese children with developmental dyslexia (RD) in Grades 3 to 5 and their typically developing counterparts matched on age (CA controls) (n = 41) were administered tasks assessing their writing motivation (perceived value of writing and writing apprehension), cognitive‐linguistic skills (word dictation, syntactic skills and working memory), and writing abilities (quality and productivity).ResultsThe results showed that the RD group performed significantly less well than the CA group in all cognitive‐linguistic skills and writing abilities measures. No significant between‐group differences were found in writing motivation measures. Multiple regression analysis results showed that perceived value of writing significantly predicted writing productivity in the RD group and writing quality in the CA group. Word dictation was the only significant predictor of writing quality in both the RD and the CA group.ConclusionsThese findings suggest that writing motivation influences writing performance in Chinese children with developmental dyslexia in elementary grades. Specifically, perceived value of writing predicts writing quality in typically developing Chinese children but predicts only writing productivity, not writing quality, in Chinese children with developmental dyslexia. The impact of writing motivation on writing performance becomes stronger with advances in component skills acquisition.

Exploring the Intersectional Development of Computer Science Identities in Young Latinas

Background: There has been a dearth of research on intersectional identities in STEM, including the fields of computing and engineering. In computing education research, much work has been done on broadening participation, but there has been little investigation into how the field of computer science (CS) presents opportunities for students with strong intersectional identities. This study explores the strengths and connections among the unique identities and the symbiotic relationships that elementary Latina students hold in CS identity attainment. Purpose: The aim of this article is to better understand how predominantly low-income, multilingual Latina students experience identity development through the lens of diverse group membership. We examine how young Latinas, through their participation in a yearlong culturally and linguistically responsive CS curriculum, leverage their intersecting identities to rewrite the formula of what a computer scientist is and can be, leaving space to include and invite other strong identities as well. Research Design: An explanatory sequential mixed-methods design was used that analyzed data from predominantly low-income, multilingual Latinas in upper elementary grades, including pre- and post-CS identity surveys (N = 50) delivered before and after implementation of the curriculum, and eight individual semi-structured student interviews. Findings: We found that Latina students developed significantly stronger identification with the field of CS from the beginning to the end of the school year with regard to their experiences with CS, perception of themselves as computer scientists, family support for CS and school, and friend support for CS and school. Interviews revealed that perception of their CS ability greatly influenced identification with CS and that girls’ self-perceptions stemmed from their school, cultural, and home learning environments. Conclusion: Our results highlight the wealth of resources that Latinas bring to the classroom through their home- and community-based assets, which are characterized by intersecting group membership. Students did not report on the intersection between language and CS identity development, which warrants further investigation.

Longitudinal relations among child care stability during the prekindergarten year and behavior problems

The goal of the present study was to examine associations among parent perceptions of child care stability during the prekindergarten year and behavioral outcomes (i.e., externalizing and internalizing problems) that same year and during the early elementary grades in a sample of children from low-income households. A second aim was to explore the extent to which the relation between parent perceptions of child care stability in prekindergarten and externalizing and internalizing behaviors in the early elementary years is mediated by prekindergarten behavior problems. Data were obtained from the Head Start Impact Study. The sample included 4442 children (50% male) who were eligible for Head Start. At the start of prekindergarten, children were on average a little over 4-years-old (M = 4.16 years, SD = 0.43). The sample was ethnically/racially diverse and had a range of maternal education levels. Data were collected at baseline (fall of 2002) and in the spring of prekindergarten, kindergarten and 1st grade. When controlling for a set of demographic, family, and child covariates, results indicated that prekindergarten parent perceptions of child care stability was directly associated with externalizing and internalizing problems that same year and was also directly associated with 1st grade internalizing problems. In addition, stability had small indirect relations with internalizing behaviors in kindergarten and 1st grade, mediated through these same skills in prekindergarten. Implications of study findings and directions for future research are discussed.

Eksplorasi Nilai-Nilai Ekoliterasi dalam Buku Pelajaran Tematik Sekolah Dasar Kelas Tinggi

The high intensity of human interaction with nature results in increasingly severe environmental damage. Many environmental damages are caused by some individuals’ lack of ecological awareness . This study aims to explore the ecological literacy values ​​contained in the thematic teaching materials of upper grades in elementary school covering 4th, 5th, and 6th grades implementing the 2013 curriculum. The focus of the problem lies in the forms of ecological literacy values ​​contained in the textbooks and how the values were ​​distributed. The method used in this research is descriptive qualitative and the approach is content analysis. The data sources were three thematic learning books used in upper elementary grades (4th,5th,an 6th) implementing the 2013 curriculum. The results showthat the entire books contain eco-literacy values, namely, knowledge, attitudes, behaviors, and cognitive skills. The value whose percentage is the highest is the knowledge. The three books do not make available a balanced component of literacy values and do not emphasize the material in the entire components. Knowledge value is not sufficient in terms of environmental protection and improvement and environmental literacy as well. The balance of the entire eco-literacy values in the thematic learning books of upper elementary school is needed to grow and create competent human beings in maintaining, caring for, and preserving the environment properly and correctly.

Preservice Teachers Engage Parents in At-Home Learning: “We Are in This Together!”

During pandemic school closures, preservice teachers designed activity plans to support the at-home learning of children in early elementary grades and recognized parents as vital to supporting their children’s learning. This article uses data from a multiple case study of preservice teachers’ planning during an alternate practicum. Drawing on models of family vibrancy and parent engagement that arise from funds of knowledge and parent knowledge theories, we highlight how preservice teachers included parents in reciprocal and democratic ways that honoured diverse family’s contexts and their knowledge of their children. Results illustrate the importance of asset-oriented, flexible pedagogies that include meaningful parent partnerships both during and beyond the pandemic.

Confronting School Resegregation.

School segregation is 1 of the mechanisms through which structural racism undermines the health of Black children in the United States.1,2 In this issue of Pediatrics, Wang et al3 examined how exposure to school segregation was associated with health outcomes among Black children represented in the longitudinal Panel Study of Income Dynamics (PSID). Using a quasi-experimental design, the authors focused on the impact of resegregation within school districts released by the courts from previous desegregation orders. The authors fit instrumental variable (IV) models to isolate this impact of school resegregation from the health consequences of residential segregation and other confounding factors. Based on the IV analysis, the authors found that school resegregation attributable to the lifting of desegregation orders was associated with increases in behavioral problems and drinking alcohol among Black youth. Yet, overall levels of school segregation were not associated with these or other health outcomes in the analysis which used conventional multivariable adjustment. As such, the results of Wang et al3 underscore the need to better understand how and when school segregation most threatens the health of Black children.Resegregation of US schools is linked to a series of court decisions beginning in the 1970s, which released school districts from responsibility to undo the persistent segregation of Black and White children.4 Releases from desegregation orders accelerated in the 1990s, providing the basis for the IV analysis used by Wang et al.3 This history of school resegregation reveals the extent to which school resegregation is politically driven, and not only reflective of residential segregation.5 Indeed, more recent cohorts of Black children have experienced increasing exposure to school segregation, even as levels of Black-White residential segregation have trended downward.6,7 Several aspects of the school system have been implicated in the resurgence of school segregation, including enrollment in private and charter schools and growing disparities between adjoining school districts.8,9 However, some research suggests that the most consequential actions for school resegregation are those of individual school districts.9,10 For example, in a case study of 3 school districts in areas with high residential segregation, the 2 districts which actively considered diversity in student assignment policies achieved meaningfully lower levels of school segregation.10The importance of local context for school resegregation presents a challenge to analyzing health outcomes of resegregation in national data sets such as the PSID. Despite its nationally representative design, the PSID was not intended to generate estimates for small geographies, and in the current study, a sample of only 1248 Black children was available to represent ∼1000 school districts that had been under desegregation orders in 1991.3 This limitation, coupled with the statistical inefficiency of IV methods, suggests that the current study likely underestimated the impact of school resegregation on health. Furthermore, Black children’s exposure to school segregation is highest in the elementary grades,6 whereas many of the health outcomes available in the PSID are more applicable to older children and adolescents (eg, smoking and drinking). As such, measures of health status, health care access, and development tailored to evaluating younger children might have revealed more fully the adverse effects of school resegregation.Despite these limitations, the work of Wang et al3 is a timely reminder that the harms of school segregation persist and extend beyond the schoolhouse walls. During the ongoing coronavirus disease 2019 pandemic, the rise of virtual learning has contributed to further segregation of the educational experience, even among children nominally enrolled in the same schools and classes. Notwithstanding larger structural forces, such as residential segregation, and the role of individual families’ beliefs and choices, recent research suggests that action at the level of schools and districts can have critical implications for exacerbating or reversing trends in school resegregation.8,10 Building on the current study, future work leveraging local health data would help reveal how advocacy at this level can undo the harm school segregation has caused and is continuing to cause.