Level Of Elementary Students Research Articles

Classroom Talk: The Ubiquity of Feedback

Classroom interactions play an important role in the learning and teaching of mathematics, and feedback emanating from these interactions is a powerful tool for enhancing student learning. These exchanges have been widely studied in higher education, but very few investigations have been carried out at the level of elementary students and teachers. This study aimed to contribute to existing knowledge of feedback, and to formulate guidelines to improve teacher feedback in elementary school. The specific objectives were to analyse the focus of feedback a) by pedagogical moment and type of interaction, b) by type of question and student’s answer, and c) by gender and student achievement. Participants comprised five teachers and their 82 third-grade students attending an elementary school in Portugal. Mathematics lessons were video-recorded and a categorisation system to assess teacher-student interaction was developed, based on a review of the literature and empirical data. The results showed that most of the teacher–student interactions contained feedback, which was usually focused on a specific task, and less frequently on the ways in which tasks were processed. In all pedagogical moments, teachers’ feedback was evaluative, especially when they had initiated the interaction. Feedback became more effective when the initial move was made by the students. The focus of feedback was not related to the type of question asked, but it was associated with the certitude of the students’ answers. We also observed an interaction effect between the focus of feedback, gender and achievement, with high-achievement boys receiving advantages. Our results hold important implications for teachers’ classroom practices and professional development

The Structural Relationships between Social Support, Emotional Intelligence, Self-esteem, and Hope in Rural Elementary School Students

Background/ Objectives: This research aimed to verify the structural relationships among social support, emotional intelligence, self-esteem, and hope in 240 elementary school students located in rural areas in Korea. Methods/ Statistical Analysis: In order to accomplish this, frequency analysis, reliability analysis, correlation analysis, structural equation modeling, and Sobel’s test analysis were conducted. Findings: First, social support, emotional intelligence, self-esteem, and hope were positively correlated with each other. Second, social support of rural elementary school students had an impact on emotional intelligence, self-esteem, and hope. Moreover, emotional intelligence and self-esteem also had impacts on hope. Third, there was a mediating effect of emotional intelligence and self-esteem between social support and hope. Applications/Improvement: These findings will be used to increase hope level of elementary students through social support, emotional intelligence, and self-esteem.

Agricultural Literacy Level of Elementary Students and Related Variable Analysis

Agricultural Literacy Level of Elementary Students and Related Variable Analysis

Modeling of Occupant-Generated CO2 Dynamics in Naturally Ventilated Classrooms

A numerical method is presented to estimate the concentration of occupant-generated CO2 for the (time-varying) occupancy typically found in nonforced ventilated elementary school classrooms. Here, the governing mass balance was solved numerically and compared to experimental measurements in order to estimate the respiration and (time-varying) infiltration rates. For the cases studied, we estimate an average CO2 generation rate per child as 404 mg/min−1. This is similar to estimates found in the literature for the age and activity level of elementary students, the classroom occupants. The average estimated infiltration rates were found to be larger than those measured from the decay of the tracer gas SF6 under closed-door static conditions. The in-use infiltration rates were increased by additional air exchange due to people entering and leaving the room. In addition, we show that the difference (or error) between the instantaneous concentration of CO2 and the time-averaged value recorded by a data-logging CO2 monitor varies depending on the infiltration rate and sampling time. Therefore, the time interval selected for averaging may increase the overall error of the apparent CO2 concentration. We conclude that the methods used to measure air exchange rates in naturally ventilated rooms underestimate the actual ventilation rate of a room under “in-use” conditions. However, even with the addition of uncontrolled outdoor air, the concentration of CO2 in the classrooms studied was higher than recommended to meet air quality objectives.