Elementary School Classrooms Research Articles

The Impact of Cool and Warm Color Tones in Classrooms on the Perceived Emotions of Elementary School Students in Northwest China

Although it has been shown that color can influence mental health and behavior, few studies have discussed the effects of cool and warm colors in classrooms on the perceived emotions of elementary school students. In this study, we investigated the emotional changes of elementary school students in Yinchuan City, Northwest China in classrooms with cool and warm color tones. By using the Positive and Negative Affect Scale for Children (PANAS-C), the emotions of 123 third- to sixth-grade students in classrooms with cool and warm color tones were measured. We found the following conclusions: (1) Overall, the emotional responses of the subjects in both the cool- and warm-colored classrooms showed a tendency for positive emotions to be higher than negative emotions. (2) There was no significant difference between the effects of cool and warm colors on the overall emotion of elementary school students, but there were significant differences in specific emotions; Compared to warm colors, cool colors had a more significant effect on increasing feelings of calm (β = −0.365, p = 0.041). Compared to cool colors, warm colors were more likely to cause participants to feel mad (β = 0.186, p = 0.099). (3) The effects of cool and warm colors on students’ emotions differed significantly by gender and grade level. Cool and warm color tones had a significantly greater positive impact on females. In contrast, cool and warm colors had a more pronounced effect on males’ negative emotions. In addition, we found that grade level was significantly negatively correlated with overall emotion (β = −0.696, p < 0.001), with lower grades perceiving emotion more positively than higher grades. These findings provide important insights into the spatial design of elementary school classrooms and provide valuable comparative data for studies in different regional and cultural contexts, further enriching the empirical support of color psychology theory.

Performance analysis of particulate matter priority control algorithm for outdoor Air-Introduced ventilation Cleaner using prediction model

Growing concerns about health risks associated with poor indoor air quality, such as respiratory illnesses and allergies, highlight the need for improved management strategies. This study proposes a novel approach that combines an artificial neural network (ANN)-based indoor PM2.5 prediction model with a PM-priority control algorithm. This combined approach addresses the limitations of traditional methods by enabling proactive control measures based on predictive PM2.5 levels. With increased global attention to indoor air quality following the COVID-19 pandemic and the stringent 2021 WHO air quality guidelines, this research focuses on real-time management of PM2.5 and CO2 concentrations to maintain a healthy indoor environment. Two elementary school classrooms were equipped as living labs to analyze the performance of the developed system. The PM-priority control algorithm uses predictive data to dynamically regulate ventilation and air purification processes. Continuous retraining of the prediction model ensures adaptability to environmental changes by evaluating the algorithm’s efficiency in real time. The findings demonstrate that maintaining PM2.5 levels within comfortable ranges and reducing energy consumption can enhance the sustainability of buildings and improve the health and productivity of occupants. This approach provides a scalable solution applicable to schools and potentially other public buildings, emphasizing the preventive value of enhancing occupant health and productivity.

Game theory in the classroom: low cooperative relationships identify bullying patterns in elementary schools

Cooperation and bullying have a subtle yet important interaction that influences the social dynamics in elementary school classrooms. We investigate this interplay in a large sample of 1112 students across 47 public primary classrooms in Chile. Using a video game interface to create a dyadic, non-anonymous social dilemma, we map the cooperative social network within each classroom. In addition, we collect peer nomination data and use the Illinois Bullying Scale to categorize students as bullies, victims, or bully victims. Our results indicate that low levels of received cooperation significantly increase the likelihood of students being identified with the dual role of both bully and victim, known as the bully-victim profile. This negative relationship remains robust even after controlling for demographic and classroom context variables using multilevel regression models and is consistent when employing causal inference techniques such as statistical matching. We propose that the relationship between received cooperation and the bully-victim profile stems from the capacity of received cooperation to capture key factors influencing social relationships among students, such as popularity, prosociality, GPA, and aggressiveness. Our study contributes to the understanding of human interaction in educational settings and it offers a new framework for targeted interventions in primary education, providing insights for future educational policies and practices.

The Application of Classical Conditioning Theory in Elementary Education

As an important part of China's basic education, elementary education is the first stage of China's compulsory education, which plays an important role in laying the foundation and guiding students' academic development and personal growth. How to improve the teaching quality of elementary education, help students develop good learning habits, and better promote students' academic development is very worthy of deep thinking. Pavlov's classical conditioning theory originated from the dog saliva secretion experiment, and its rich connotation and characteristics have important revelation significance for elementary school teaching and behavioral therapy. Therefore, based on the connotation and main features of Pavlov's classical conditioning theory, it is of great research value to explore its application strategies in elementary school classroom teaching and elementary school students' adverse behavior modification, so as to better promote the sound growth of elementary school students.

Exploring the Application of Gamification Thinking in Primary School Class Management

Young teachers in classroom management often use traditional management methods to get themselves into the quagmire of management difficulties. Gamification and gamification thinking has long been used in various fields, and as elementary school children are "fond of games", this paper analyzes the value of gamification thinking in elementary school classroom management, through the application of examples of classroom teachers to put forward specific requirements.

Perceived and Actual Norms, and Norm Misperceptions in Explaining Participant Roles in Bullying.

Bullying norms have been shown to affect adolescents' decisions on different behaviors in bullying situations, but little is known about the differential contribution of perceived and actual bullying norms as well as their agreement. The present study investigated the effects of perceived and actual norms, along with norm misperceptions in participant roles in bullying. A sample of 890 students (337 fourth-, 223 fifth-, and 320 sixth-graders; Female 48%; Mage = 11.98, SDage = 0.82) from 34 classrooms in South Korean elementary schools was assessed at two time points: at the beginning (Wave 1) and at the end of the semester (Wave 2). Multilevel modeling results indicated that empathy as well as perceived and actual anti-bullying norms had unique effects on different participant roles in bullying. The agreement between perceived and actual norms also varied across classes, and bullying, victimization, and bystanding were found to be higher in classes where individuals misperceived the actual anti-bullying norms. Adolescents were more likely to defend in response to their empathy in classes with higher anti-bullying norms, while they were less likely to bystand in response to their empathy in classes where individuals accurately perceived the actual anti-bullying norms. These findings underscore that intervention programs can focus on correcting adolescents' erroneous perceptions and convictions about peers' anti-bullying attitudes to alleviate bullying and its negative consequences.

The Use of Reward and Punishment in Classroom Management in Elementary Schools

This article discusses the use of rewards and punishments in managing classrooms in elementary schools, which are common strategies for teachers to manage student behavior and create a conducive learning environment. Rewards are given as a form of appreciation for students' positive behavior, while punishment is used to reduce negative behavior. Based on literature studies, the use of rewards can increase learning motivation and strengthen positive behavior, while punishment can reduce deviant behavior and increase discipline in the classroom. However, teachers must use rewards and punishment proportionally and fairly so as not to have a negative effect on students. This article also discusses effective strategies for implementing rewards and punishment, as well as the importance of consistency in managing the classroom.

Strengthening the Religious Character of Classroom-Based Students at Sidoarjo State Elementary School

This study aims to determine the religious character of class-based students in elementary schools. This research uses a qualitative approach to natural objects. The qualitative approach in this study uses exploratory description to reveal how religious character strengthening is applied in a natural environment, namely in elementary school classrooms. This research data was collected through observation, interview, and documentation. Participants in the study were principals, class teachers, and students, data processing using data collection, data reduction, data presentation, and conclusion. The results showed a strengthening in the religious character of class-based students at SDN. Classroom-based Character Education Strengthening (PPK) is carried out by integrating character values in the learning process thematically or integrated into subjects according to the curriculum. Classroom-based strengthening of students' religious character at SDN Sidoarjo has created a supportive environment for strengthening students' religious character. This research shows that teachers at Sidoarjo State Elementary School have succeeded in enhancing students' religious character through structured learning in the Learning Implementation Plan (RPP). Religious values have been integrated into daily activities. However, the evaluation of implementing these religious values needs to be improved.

The Impact of Regular Elementary School Teachers' Attitudes on Inclusive Education for Special Needs Children and Improvement Suggestions

Inclusive education is a crucial component of contemporary global education and a means to ensure educational equity for all students. In China, inclusive education is still in its nascent stages, with the primary approach being the integration of special needs students into regular elementary school classrooms. This paper uses an elementary school in Hangzhou, Zhejiang Province, as a case study. Through field observations and questionnaire surveys, it explores the current state of inclusive education in Hangzhou's elementary schools, evaluating teachers' and students' attitudes towards inclusive education and integrated classes. It identifies existing problems and challenges and proposes suggestions for improvement.

Character Development in Children of Baitul Hidayah Foundation (East Jakarta)

Character development education for children remains largely overlooked, with the majority only receiving instruction within elementary school classrooms, lacking practical activities to enhance their awareness. In our community empowerment project at the Baitul Hidayah Foundation, we endeavored to address this gap by providing materials, educational sessions, games, and project activities centered around children's character development, employing the 4-color character approach. Our efforts were guided by research focusing on children's character education and its impact on their comprehension of the significance of possessing good character to nurture positive relationships with peers, siblings, and others. Furthermore, following the outcomes of the Focus Group Discussion (FGD) involving the Baitul Hidayah Cijantung Foundation and Group 6 members, it became evident that the Baitul Hidayah Foundation had previously neglected character development education for its students, to the extent of never incorporating it into their curriculum. Therefore, our Community Empowerment Group 4 set out to rectify this deficiency by educating students at the Baitul Hidayah Foundation about the importance of character and providing guidance on its practical application.

개념기반 수업모형 개발 및 적용에 관한 실행연구

The purpose of this action research is to develop a concept-based teaching model and present unit design principles and application methods for ‘deep learning’ in elementary school classrooms through educational technology. To this end, we formed advisory groups and working groups for the development and application of concept-based teaching models and analyzed cases of field classes designed and implemented as concept-based curriculum. In addition, we established a framework for developing a concept-based teaching model and developed the teaching model by repeating the process of case analysis, model planning, model deliberation, and model modification. As a result of the study, the concept-based teaching model was elaborated into concept recognition, concept connection, concept implementation, and concept transfer, and was categorized into inquiry topic classes, competency building classes, and project classes applicable to elementary school classroom classes. In addition, by reviewing the design-implementation-creation process of concept-based classes, the core principles of unit design and teaching methods that affect elementary school classroom classes were presented as: integration and purpose, diversity and connectivity, clarity and effectiveness, and creativity and immersion. In particular, through focus group interviews with the advisory groups and working groups that participated in the study of the concept-based teaching model, implications for the application and implementation of classroom teaching were derived by dividing them into instructor-led ‘expansion of conceptual understanding’ and learner-led ‘implementation of in-depth learning’ aspects.

The relationship of blood pressure and self care behavior on the quality of life in elderly

Background: Several factors, including blood pressure and self-care behavior, influence quality of life in the elderly. Self-care behavior involves taking action to improve and maintain one's health. This study aimed to determine whether there was a relationship between blood pressure and self-care behavior on the quality of life of the elderly in Bali. Methods: This study used an analytical observational design with a cross-sectional approach. The sampling technique used was consecutive sampling. Data was collected by measuring blood pressure with a sphygmomanometer, while self-care behavior and quality of life were measured using a questionnaire instrument WHO Quality of Life-BREF for quality of life and exercise self care agency scale for self care. This study was conducted in Pejeng Village, Tampaksiring District, Gianyar Regency, on April 7, 2023, in the Pejeng 1 State Elementary School classroom. Results: Based on the non-parametric Spearman rho analysis test, the values obtained were p = 0.016 and 0.018 (p<0.05) and the coefficient r = 0.361 and 0.356. Based on the R test, the values obtained are r = 0.612 and r square = 0.375. Based on the T-test, the values of t = 2.180 and 3.331, t table = 2.01954, and p = 0.035 and 0.002. Based on the multicollinearity test, the variance inflation factor value is 1.159. The tolerance value in this study is 0.863. Conclusion: There was a relationship between blood pressure and self-care behavior on the quality of life of the elderly in Bali.

Single-case design effect-size distributions: Association with procedural parameters.

Visual analysis is historically and conventionally used to draw conclusions about outcomes in single-case studies, but researchers are increasingly using effect sizes to supplement conclusions drawn about functional relations with additional information about magnitude of behavior change. However, there is limited information about the extent to which methodological choices (i.e., design type, measurement system) may impact the magnitude of behavior change. We conducted a systematic review of interventions conducted in elementary school classrooms to characterize effect sizes for engagement behaviors and challenging behaviors in those studies. We found that researchers most often used A-B-A-B and multiple baseline across-participants designs, that a variety of measurement systems were used for engagement but not challenging behavior, and that some variability in effect-size distributions can be explained by dependent variable type, design type, and measurement system. The empirically derived distributions from this study may be helpful for single-case researchers to contextualize past, ongoing, and future work related to engagement and challenging behavior. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

초등학교 저학년 신체활동교육에 관한 담임교사의 경험과 시사점

Objectives This study explored the reality of physical activity education in the lower grades through the experi-ences of elementary school teachers and made suggestions for strengthening and revitalizing physical activity ed-ucation in the lower grades. Methods Four lower elementary school classroom teachers interested in and experienced in physical activity edu-cation were selected as participants in the study, and data were collected through in-dept interviews and analysis of literature and documents. The collected data were analyzed through Yin’s five-step analytical cycle, and the an-alyzed data were subjected to triangulation, participant verification, and peer review to enhance the validity of the study. Results In “Students Growing Up Physically Active,” teachers believed that lower elementary students love to be physically active and that diverse and active physical education can help them adjust to school life and grow physi-cally, mentally, and emotionally. However, in “Teachers who are overwhelmed by physical activity,” teachers felt burdened and challenged to teach physical activity due to a variety of factors. In “Teaching Physical Activity Necessary,” there was a lack of physical activity in the lower elementary curriculum and a lack of physical activity education in schools. Conclusions In order to strengthen and revitalize physical activity education in the lower grades of elementary school, we suggested strengthening the importance of basic movement competency education in the lower grades, implementing systematic physical education in the lower grades, improving awareness of physical activity education in the lower grades, and improving the educational environment.

Plot, Characters, and Representation: Patterns and Gaps in Award-Winning LGBTQ Children’s Books

ABSTRACT Children’s books representing LGBTQ identities are a vital part of elementary school classrooms and libraries, as well as family resources, and more of these diverse books have been published over recent years. While existing research on these books catalogs how many of them represent traditionally marginalized groups, our research examines the diversity of narratives within these books. In this study, we used narrative critical content analysis to examine 51 books from three award lists: the Lambda Literary Awards, the Rainbow Booklist, and the Stonewall Book Awards for Children’s and Young Adult Literature. These books are age-appropriate for read-alouds for all elementary grade levels based on their text complexity and storylines. We categorized books with identity-based conflicts and conflicts not based on identity. Overall, we found that books rely heavily on LGBTQ identities as the main source of conflict, using repeated plotlines of coming out, resisting bullying, love stories, and LGBTQ rights. In most cases, these repeated plotlines limit representation of LGBTQ people’s complex, multifaceted lives. We discuss the implications of these repeated plotlines, and we provide a list of recommended books that represent LGBTQ characters with more multifaceted lives and provide more unique stories.

The Influence of Pre-school Literacy Preparation Studies on Primary School Literacy Instruction

The aim of this study is to determine the impact of literacy preparation activities conducted during the pre-school period on primary school literacy instruction from the perspective of classroom teachers. The design of the study was determined as a case study, which is one of the qualitative research types. The research group was determined through purposive sampling. In order to ensure maximum diversity, interviews were conducted with a total of 14 teachers, consisting of one male and one female from each of Türkiye seven regions. Considering the aim of the study, it was taken into account that teachers should have experience in literacy instruction. Therefore, teachers who had conducted teaching activities in first grade elementary school classrooms for at least three times were included in the study. A semi-structured interview form was used as the data collection tool in the research. The interviews were analyzed using a data analysis software. As a result of the analyses, 4 themes, 13 categories, and 58 codes were identified. According to the findings of the study, the teachers believe that literacy preparation activities conducted during the pre-school period have a positive impact on primary school. It is also among the general opinions of those teachers that literacy preparation activities are more effective and functional in pre-school compared to previous years. The classroom teachers expressed that pre-school teachers should not deviate from the curriculum, and teaching literacy in pre-school may lead to some difficulties in primary school. Finally, the classroom teachers believe that beyond academic skills, imparting social adjustment and self-regulation skills to children during pre-school is more crucial for readiness in primary school.

Accomplishing feedback through inscription during reading assessment interaction

This paper examines the role of writing in sequences of oral feedback during formal formative reading assessment in an elementary school classroom. Previous research indicates that writing-in-interaction is central to the interactional accomplishment of feedback. The limitations of writing-in-interaction research on feedback for the study of formal formative reading assessment lies in its preoccupation with the planned-use of written inscriptions. Without presuming that inscriptions are planned as resources for feedback, the study asks ‘what role does inscription play in the accomplishment of feedback during formal formative reading assessment interaction?’ Analyzing a single case using ethnomethodologically-inspired conversation analysis, the current study demonstrates how writing done initially to record a student's reading performance emerges later, unplanned, as resource for sequences of diagnostic and instructional interaction. The paper contributes to an understanding of inscription as a practical technology for formative assessment, and demonstrates how the formal assessment of reading performance is interactionally accomplished.

Educational Strategies to Promote Student Diversity at the Elementary School Level

Purpose: This research explains the challenges of inclusion in the context of Mexican education policy and how they are addressed in elementary school classrooms. Methods: This research involves an ethnographic analysis of the practices of five teachers in elementary schools in Mexico City, focusing on teachers' perspectives on student diversity, the challenges they face in their daily activities, and the strategies they employ to overcome them. Results: The results of the analysis show that the inclusion approach does not only emerge due to the presence of students with special conditions or certain characteristics, but is also influenced by the teachers' attitudes towards students' difficulties and the efforts they make to advance learning. Despite the observed inclusion of practices, research also identifies the persistent influence of medical and psychological perspectives on student learning, behavior, and difficulties. This research highlights the need to broaden the focus on the work of teaching and create conditions that support inclusive education in the classroom. Conclusion: An inclusive approach to education is not only concerned with students with special needs or certain characteristics; This is also influenced by the teacher's attitude towards student difficulties and the efforts made to improve learning. Teachers' attitudes and actions during teaching also play an important role in promoting inclusivity, although inclusive practices already exist, research shows the ongoing impact of medical and psychological perspectives on students' education, behavior and challenges. Understanding these perspectives is important for overcoming student learning difficulties and promoting more effective and sustainable approaches to inclusion in education. The implications of this research confirm that an inclusive approach to education requires attention to students' needs as well as teachers' attitudes and actions in helping them overcome learning difficulties, with a deep understanding of the long-term impact of medical and psychological perspectives to increase the effectiveness of inclusion in the education system.

Effects of surrounding environment and student activity on the concentration of particulate matter in elementary school classrooms in South Korea

In this study, the concentrations of indoor and outdoor particulate matter (PM10, PM2.5) in classrooms of twenty elementary schools in South Korea were measured and compared. The correlation between the indoor and outdoor PM was analyzed according to the surrounding environment, such as traffic, agricultural, and residential areas. The PM ratio and I/O ratio were analyzed to estimate the emission source of indoor PM. Also, the effects of student activity on indoor PM concentration were examined. As a result, the concentration of PM10 increased rapidly during break time and lunchtime, according to the school time schedule. The correlation analysis of indoor and outdoor PM measured from twenty elementary schools confirmed that the correlation of PM10 was lower than that of PM2.5 in every surrounding environment. However, there was no significant difference between surrounding environments. The mean I/O ratio of PM10 and PM2.5 was 1.01 ± 0.27 and 0.89 ± 0.29 (mean ± SD), respectively. These results are expected to help manage and evaluate the indoor air quality of vulnerable facilities, such as elementary schools, in the future.

Cueing Scientific Explanations: A Social Semiotic Perspective on Framing during Science Instruction in the Elementary School Classroom

Reforms within science education strive to shift early science instruction (K − 2) so students have ample sense-making opportunities to construct scientific explanations. Classroom discussions play a key role in supporting these endeavors. This requires that classroom discussions are shaped in ways that foster scientific instruction and learning. In this study, we take a social semiotic perspective on Goffman’s notions of frames and participation framework to explore how a first-grade teacher accessed and supported his students’ scientific explanation construction within whole-class discussions. Our research questions ask how scientific explanations are framed during science discussions and how this framing influences student scientific explanations and participation in science talk. Evidence suggests that the teacher’s framing resulted in miscues regarding the frame and participation framework necessary to participate in the discussion. When students encountered these miscues, their participation was thwarted and opportunities for articulating scientific sense-making were lost. Implications for this study identify the importance of semiotic resources for framing science instruction during classroom discussions and the architecture of interactional spaces.