Elementary Teachers Research Articles

Evaluating the Educational Impact of 3D-Printed Toys in Elementary Settings: A Mixed-Methods Study

This study explores the impact of integrating the use of disruptive technologies on 3D-printed toys within elementary education through a mixed-methods approach, combining an experimental design with qualitative interviews. Focusing on the potential of disruptive technologies to innovate educational practices, we divided participants into control and experimental groups, the latter engaging with the 3D-printed educational toys. Despite the innovative application of 3D printing technology in educational settings, our findings reveal no significant differences in the learning outcomes between the two groups. Therefore, this research contributes to the literature on educational innovation, suggesting that the mere introduction of novel technologies, such as 3D printing, may not be sufficient to enhance learning effectiveness. Regarding practical implications, the study is aimed at scholars, teachers, and educational managers, to underscore the necessity of a critical assessment of educational tools and calls for further investigation into how technology integrates into pedagogical frameworks to truly benefit elementary education. Received: 12 July 2024 / Accepted: 31 October 2024 / Published: 05 November 2024

A case study of Japanese teachers’ self-reflection on elementary English lessons

Since 2020, English has become a compulsory subject in Japanese elementary schools, and grade three to six teachers need to teach English despite their limited knowledge of English teaching. Most teacher training programs are transmitting styles and do not always meet the difficulties of individual teachers in English teaching. This research focuses on teacher self-reflection as an alternative to support teachers’ self-development in addition to training programs. Two Japanese elementary school teachers reflected their English lessons and how their possible selves shaped their future lessons. They recorded and reflected six lessons from a textbook unit and recorded another six lessons from a different unit. The recorded lessons were transcribed, and the reflections were coded to generate theories that revealed their possible selves. Their explanations for reflection and validation were obtained from interviews. One teacher’s Ought-to self shaped his future team-teaching practices with the assistant language teacher. The other teacher’s Ideal self modified her routine activities to meet her ideal duration for the activities. The teacher participants’ self-reflection revealed their possible selves, which served as a basis to modify their future English lessons to meet their ideals. This study recommends that this mechanism of individual reflective practice be encouraged as part of the teacher development program in addition to the existing teacher training.

Effectiveness of an Educational Program in the Development of Mathematical Competencies in Peruvian Elementary School Students

The present research aimed to determine the effectiveness of an educational program in the development of mathematical competencies in Peruvian elementary school students. The research adopted a quantitative approach, the design was experimental, and the type was quasi-experimental. The sample consisted of 102 students enrolled in the third grade of elementary education in a Peruvian public educational institution. An educational program based on playful strategies was developed and a questionnaire was applied to evaluate its effectiveness. The results show that, in the pre-test, most of the students in the experimental group were at the "beginning" level (90.2%). However, in the post-test, most were at the "expected achievement" level (51%). Regarding the control group, during the pre-test, most were also at the "beginning" level (88.2%), However, in the post-test, although there was a slight improvement, most remained at the same level (82.4%). Finally, it was concluded that the application of an educational program was effective in the development of the mathematical competencies of Peruvian elementary school students. Received: 1 August 2024 / Accepted: 23 October 2024 / Published: 05 November 2024

Socio-Demographic Influences on Dietary Habits and Nutritional Awareness: A Case Study of Polish Biathlon Association National Team Members.

This study investigated the influence of sociodemographic factors on the dietary habits of athletes of the Polish Biathlon Association. Focusing on age, education, employment status, and gender, this research assesses food choices, meal preparation, and nutritional awareness within a structured sports environment. A cross-sectional survey of 54 athletes was conducted using a modified "Eating Habits of Poles" questionnaire to explore food selection, preparation methods, consumption patterns, and nutritional perspectives. This focus on biathletes emphasizes their distinct dietary needs, which arise from the demanding combination of endurance and precision in their sport, providing valuable insights for tailored dietary strategies to enhance their performance and overall health. The results indicate that age, education, and employment status significantly influence Polish biathletes' dietary habits and nutritional awareness. Older athletes (under 23 years) demonstrated significantly higher nutritional awareness regarding modern dietary trends (p = 0.015). In contrast, 50% of higher-education athletes were more engaged in meal planning and healthier food choices than those with elementary education (p = 0.031). Employment status also played a role; 70% of the athletes were students who exhibited more convenience-based food choices, whereas 30% were employed and maintained more structured eating patterns (p = 0.008). Minimal gender differences were found, with 50% of male and 50% of female athletes showing similar dietary habits, likely due to standardized nutrition programs provided to all athletes. This indicates a potential need for further research to determine whether professional dietary support can effectively address typical gender-related variations in food behavior and lead to improvements in dietary outcomes. This study highlights the importance of targeted nutrition education and professional support for optimizing the nutritional habits of professional athletes. This emphasizes that socio-demographic factors such as age, education, and employment status significantly shape these behaviors, underscoring the need for personalized nutritional strategies within athletic programs.

MEDIATING EFFECT OF WORK ENVIRONMENT OF SCHOOL HEADS ON THE RELATIONSHIP BETWEEN ETHICAL LEADERSHIP AND SCHOOL CULTURE

This study sought to ascertain the role that the workplace environment played in mediating the link between ethical leadership and school climate. Data were collected from 300 respondents who are elementary public school teachers of the public elementary schools in the province of Davao Oriental using a quantitative, non-experimental design using a correlational approach. For data gathering, the researcher used an online survey and stratified random sampling. Additionally, the researcher used the Pearson r, Med graph employing the Sobel z-test and mean statistical methods. According to the study's findings, there are very high levels of mean scores for ethical leadership, a high level for school culture, and a high level for work environment. Additionally, the findings showed a substantial association between ethical leadership and work environment, a large relationship between work environment and school culture, and a substantial relationship between ethical leadership and both. Additionally, it was discovered that the relationship between ethical leadership and school culture was somewhat mediated by the workplace.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0799/a.php" alt="Hit counter" /></p>

Analysis Study Of Paulo Freire's Thoughts And Its Application In Elementary Education

The application of Freire's thinking in the context of elementary education can be seen through a dialogical and critical approach in teaching. Teachers not only convey knowledge, but also act as facilitators who help students to think critically and be actively involved in the learning process. The type of research used in this study is library research . Data sources in this library research consist of two categories: 1). Primary Data Sources: The main books written by Paulo Freire, especially Pedagogy of the Oppressed (1970). 2). Secondary Data Sources: Scientific articles, journals and research reports that discuss the application of Freire's thinking in elementary education. The results of the study show that 1). Critical Conscientization in Elementary Education is a process in which individuals understand the social and political injustices around them. 2). Dialogical Education in Elementary Education is a key element in education, where teachers and students learn from each other through two-way communication. 3). Humanistic and Inclusive Education in Elementary Education is where every student is valued as an individual who has the potential to develop, without discrimination based on social and economic background. 4). Implications for Basic Education in Indonesia are that the recently introduced independent curriculum gives teachers and students more freedom to explore subject matter flexibly, in accordance with the principles of liberating and dialogical education as taught by Freire

What Determines Public Funding for Elementary Education in India? Evidence From Before and After a Policy Change

ABSTRACTKeeping to the increased emphasis on better educational quality across India as a tool of nation‐ building strategy, this study attempts to integrate demand components in analyzing the determinants of public spending for elementary education across states in India from 2005 to 2016. The study finds that the income (per capita) elasticity of per student government expenditure is higher in post‐reform period. The state government's share of income devoted to elementary education remains roughly constant. Applying a correlated random effect approach to linear balanced panel data, this paper concludes that over time, a major determinant of growth of per student government expenditure is the growth of income per capita. Household demand for education, which is positively correlated with states' levels of development, influences public funding for education across states. The results will be important for analyzing general equilibrium models where the government aims to fulfill household demand.

Educational Robotics and Preservice Teachers: STEM Problem-Solving Skills and Self-Efficacy to Teach

Integrating STEM education within the elementary school science curriculum in Ontario, Canada, elevated the expectation for elementary preservice teachers to teach STEM skills such as problem-solving through coding. Research shows that educational robotics can promote STEM knowledge and skills. This mixed methods study investigates the effect of an educational robotics intervention on preservice teachers’ STEM problem-solving skills and their self-efficacy to teach with educational robotics during the COVID-19 pandemic. Data sources included a pre- and post­questionnaire on problem-solving, a pre- and post- self-efficacy teaching questionnaire, a problem-solving worksheet, and transcripts of group interactions. Quantitative findings were statistically significant for preservice teachers’ self-efficacy to teach with educational robotics (large effect size) and for problem-solving competencies (small effect size). Using a STEM problem-solving framework, two preservice teacher group interactions were analysed. Qualitative findings indicated that preservice teachers exhibited similar problem-solving processes as STEM experts, but preservice teachers’ prior STEM knowledge limited the types of decisions considered at the problem-solving stages. The study provides an example of how preservice teachers’ self-efficacy to teach with educational robotics was developed within a science education course and lends unique insights into the problem-solving processes these preservice teacher groups engaged in.

Emerging Technologies of Interactive Learning Media with Wordwall for Students’ Interest as an Impact on SDGS

Aims: This study aims to determine the feasibility of emerging technologies of Wordwall learning media to increase student interest in understanding the material of Diversity of Ethnicity and Culture in Indonesia as an impact on SDGs for innovation. Using Wordwall to create educational games as emerging technologies will increase student interest to make innovations achieving SDGs. Method: This study used the Research and Development method, a rigorous approach involving iterative testing and product refinement. In this method, the product, in this case, the Wordwall learning media, is developed, tested, and refined in a cyclical process, ensuring its effectiveness and usability. The population was 100 fourth-grade elementary school students in Babakan Madang District to test the effectiveness of the product created with the One-Group Pretest and Posttest. The data in this study were analyzed using normality tests, homogeneity tests, t-tests, and effectiveness tests. Results: The normality test results achieved a significant p-value of 0.080 > 0.05, indicating the data has a normal distribution. The difference in the substantial value of 0.662 presents greater than 0.05, assuming that the data is homogeneous. Based on paired sample t-test with a significance value (2-tailed) 0.000 <0.05, showing that the value (2-tailed) is less than 0.05. Conclusion: The conclusion is that these results indicate that using the emerging technologies of the Wordwall platform can increase fourth-grade students' learning interest in reaching SDGs on the subject of Ethnic and Cultural Diversity in Indonesia. Research Implications: The research implication of this study is that elementary school teachers can utilize Wordwall learning media to enhance students' interest, improving their engagement in the teaching and learning process. Originality/Value: The originality of this research is that the product displays a variety of local Indonesian wisdom.

Role of teacher learning agility: an empirical study for islamic educational success in Indonesia

This research aims to analyze the role of teacher learning agility in supporting the success of Islamic education in Indonesia. Researchers used a survey method distributed via a Google Form questionnaire. The population of this study were elementary, middle school, high school, bachelor’s and master’s level teachers, and a sample of 517 people was obtained, taken using random sampling techniques with the classification of 150 elementary school teachers, 135 middle school teachers, 148 high school teachers, 85 undergraduate lecturers, and 53 master level lecturers. The data were analyzed descriptively and measured using the analysis of variance (ANOVA) test assisted by the SPSS 22 program. The results of the research show that outstanding educators in Indonesia have high learning agility at work. More than 50% of respondents respond to current developments and apply learning agility in the workplace. Based on job classification, lecturers have higher learning agility with an overall average of above 4.20. Meanwhile, based on gender, women are superior to men in its application. Educators with learning agility display maximum work performance, are able to draw lessons from work experience, adapt to change with full awareness and enthusiasm for learning to improve their skills, knowledge and competence.

Associations of menopausal symptoms with job-related stress and social support in Japanese school teachers

ObjectivesBeing a school teacher is highly stressful. This study aimed to clarify the prevalence of menopausal symptoms and explore the association between these symptoms and job-related stress among Japanese school teachers. Study designA cross-sectional study was conducted among randomly selected elementary and junior high school teachers in Japan. Data from 284 teachers aged 45–60 years were analyzed. Main outcome measuresMenopausal symptoms were measured using the Greene Climacteric Scale, and the Brief Job Stress Questionnaire was used to assess job stressors, social support, and job/family satisfaction. Associations between scores on the Greene Climacteric Scale and on the Brief Job Stress Questionnaire, and demographic information were analyzed. ResultsThe most common menopausal symptom was “feeling tired or lacking in energy” (reported by 94.4 % of menopausal respondents). The total intensity of menopausal, psychological, and somatic symptoms was significantly correlated with the total level of job stress. Moderate correlations were found between depressive symptoms and job stress regarding suitable jobs, job control, and rewarding jobs, while weak correlations were evident between depressive symptoms and job stress regarding quantitative job overload, interpersonal conflict, and poor physical environment. Higher levels of perceived support from supervisors or co-workers and job satisfaction were associated with less severe psychological and somatic symptoms. ConclusionsMost middle-aged school teachers felt tired or lacking in energy. Higher job-related stress and lower levels of support from supervisors or co-workers were correlated with more severe menopausal symptoms. A supportive work environment and stress management are essential for such teachers.

Teachers as first responders in marginalized, urban communities: Stress and coping during unprecedented times for public education

The present study examines workplace priorities, challenges, and experiences of burnout and coping among teachers in marginalized urban communities, where structural barriers elevate job demands and minimize job resources. Specifically, we amplify the voices of public elementary school teachers in an urban hub of Florida during a time of unprecedented stressors (COVID-19, staff shortages, racial injustice, school shootings) to identify possible avenues of support. Participants (N = 12) were teachers in grades 3 through 5 from one large urban district; six participants served predominately Black or African American students, and six participants served predominately Hispanic students. All teachers self-identified as female and from a racially and/or ethnically minoritized background themselves. Semi-structured interviews (conducted remotely by the first author) were organized around five questions. Qualitative content analysis highlighted two core priorities (support students holistically and address interconnecting social emotional skills and academic success) and two core challenges (mismatch between administration expectations/supports and teacher needs/values, and difficulty managing student behavior). Teachers attributed the ubiquitous experience of burnout to factors at levels of work (e.g., responding to student stressors and traumas on top of curriculum demands), organization (e.g., poor compensation, excessive work demands), and society (e.g., school shootings, COVID-19), and they offered concrete recommendations for improving their work conditions. Altogether findings inspire opportunities to reevaluate supports for teachers serving as first responders for youth in marginalized urban communities.

POSSIBILITIES OF USING PROBLEMED LEARNING IN TEACHING GEOMETRIC CONCEPTS IN PRIMARY GRADES

In this article, an idea is given about the possibilities of using problem-based learning in the formation of geometric concepts in elementary school mathematics education. Problematic education includes such categories as problem, learning problem, problem situation, problem, problem question, problem assignment. Teaching concepts like straight-line, straight-line section, broken line, length of broken line, perimeter of a triangle, perimeter of a rectangle, perimeter of a polygon, which are studied in primary grades, using problem-based learning, allows students to quickly and effectively master these concepts, as well as to be able to apply the acquired knowledge in practice gives.

TECHNOLOGY FOR IMPROVING THE COMPETENCES OF ASSESSING THE QUALITY OF EDUCATION OF FUTURE PRIMARY EDUCATION TEACHERS

This paper examines the multifaceted role of technology in enhancing the competencies of prospective elementary teachers in the assessment of educational quality and explores various technological interventions and their potential implications for teacher education. By exploring the secret, we explore the transformative potential of technology in shaping the future of elementary education.

Disaster risk reduction education (DRRE) in elementary education of Pakistan: Challenges and scaling up endeavours

Disaster risk reduction education (DRRE) in elementary education of Pakistan: Challenges and scaling up endeavours

Introducing Elementary Students to the World of Work

Career development promotes the development of key life skills, allows students to discover opportunities, connects school to work, encourages collaboration, and is instrumental in preparing students for postsecondary success. Despite this, many elementary educators struggle to seamlessly integrate career development activities into curricula. This paper will explore how to strengthen students’ foundational career skills, offer suggestions and resources on how to seamlessly integrate career development into elementary curricula, and how to celebrate and share student learning as elementary students discover their personal, career, and/or educational aspirations.

Towards Effective Learning: Understanding the Connections of Vocabulary, Reasoning, and Mathematical Word Problem-Solving in Islamic Elementary Education

Towards Effective Learning: Understanding the Connections of Vocabulary, Reasoning, and Mathematical Word Problem-Solving in Islamic Elementary Education

버나놀이를 활용한 초등 국악 수업의 연구와 실제

This study aims to help students understand the emotions embedded in Korean music and appreciate the intrinsic values of cultural arts by engaging them in specific activities and diverse experiences through gugak classes. To achieve this, an on-site research lesson utilizing beona-nori (a game of spinning with beona) from cultural heritage included in elementary school textbooks was conducted. The study proposes results and instructional strategies to facilitate the meaningful application of beona-nori in future lessons. Traditional Korean games are composed of songs, dances, and various tools, making them accessible to people of all ages. This broad applicability suggests that their integration into elementary education is highly feasible. Among these games, beona-nori is particularly suitable for elementary gugak education as it can stimulate students' interest and provide rich sensory experiences through its use as a cultural and artistic educational tool. However, it has been observed that many teachers still find gugak challenging. They often feel unsure about teaching it or perceive the content itself as difficult. Therefore, exploring various methods that enable teachers to actively engage with students through play is essential. Field-based research, in particular, captures practical examples of gugak classes, thus reducing the burden of lesson planning and offering direct assistance in applying these methods effectively. This study was conducted with 24 fifth-grade students at H Elementary School in Gyeonggi Province. Given that this research was conducted in an elementary school setting, the proposed teaching methods are deemed feasible for implementation, considering the context of each school. However, given the small scale of the study, generalizing the findings may be challenging.

구글 크롬 뮤직랩을 활용한 초등학교 예비 교원의 AI · 디지털 매체 역량 강화 방안 연구

The purpose of this study is to provide basic data to prospective elementary school teachers to strengthen their teaching and digital media utilization capabilities in the field of music creation using AI · digital media, and to help them research on improving the curriculum of pre-service elementary school teachers. Based on this, the 2022 revised music curriculum, and current music textbooks were analyzed and 4 sessions for pre-service elementary school teachers using Google Chrome Music Lab were developed. The significance of this study is that it presented a curriculum plan for pre-service elementary school teachers that focused on Google Chrome Music Lab among various AI · digital media for music education. It is also significant that the 2022 revised music curriculum, current textbooks, and achievement-based music creation were analyzed to consider the connection between digital media and the educational field. To make suggestions through this study, first, it is necessary to discover various cases of music teaching methods using AI · digital media. Second, music creation training using digital media should be actively conducted not only for pre-service teachers but also for teachers. Finally, it is necessary to create an educational environment with digital literacy in accordance with the changing times by sufficiently establishing AI · digital-related equipment in the educational field. It is hoped that this study will help improve elementary school music creation classes and pre-service teacher curriculum using AI · digital media.

유·초 이음교육의 새로운 방향성 탐색

The purpose of this study is to suggest a new direction for preschool-elementary transition education. Recently, there has been growing interest in preschool-elementary transition education, as the 2019 revised Nuri Curriculum and the 2022 revised Elementary Education Curriculum emphasize connectivity between educational institutions, and the number of pilot kindergartens implementing transition semesters is gradually increasing nationwide. In this context, this study analyzed the limitations of current transition education and explored ways to improve it. As a result of the study, it was confirmed that the target of preschool and elementary education should be expanded from 5 years old to all ages, and that the focus should be on improving the current quality of life of young children rather than preparing for elementary school. In addition, it was suggested that young children should be recognized as agents of action and that coexistence should be pursued while respecting the differences between early childhood education and elementary education. To this end, it is necessary to strengthen cooperative relationships in the educational community, and find ways to connect education that can be implemented at the level of early childhood education institutions even under realistic constraints. This study is significant in that it provides a theoretical foundation for a comprehensive and continuous child-centered approach to transition education and presents practical measures for implementation.