Majority Of Elementary Teachers Research Articles

Elementary school generalist teachers’ perceived competence to deliver Ontario’s daily physical activity program

The objective of this study was to examine the perceived competency of elementary school generalist teachers to deliver the government-mandated Daily Physical Activity (DPA) program. An e-survey was circulated to 20 elementary schools in a southern Ontario school board district. One hundred and thirty-six generalist teachers completed the survey from an initial pool of approximately 261 (response rate = 69%). Multiple linear regression was used to establish model fit and the prediction of participants’ perceived competence (dependent variable) to deliver DPA based on their motivation, school environment, and skills (independent variables). The most significant finding of this research is that nearly half of teachers surveyed (46%) reported that this mandatory program is not active in their schools. Additional analysis suggests that a majority of elementary teachers in this district lack specific DPA training and the motivation to teach the DPA program. The results not only suggest that the DPA program is not uniformly operationalized across the school board district, they also suggest that teacher competency may be a precondition for the DPA or other physical activity programs in elementary schools.

Insects as Educational Tools: An Online Course Teaching the Use of Insects as Instructional Tools

Publication of the 1996 National Science Education Standards (NSES) initiated a push to transform science education by engaging K-12 students in active learning through inquiry-based teaching (National Research Council, 1996). Students need opportunities to construct knowledge by asking questions, developing hypotheses, collecting and analyzing data, and interpreting and communicating results. Inquiry teaching has been shown to improve students’ attitudes toward science, enhance their performance, and promote scientific literacy (Haury, 1993; Lindberg, 1990: Mattheis and Nakayama, 1988; Rakow, 1986). Providing both preand in-service teachers with courses and professional development programs that promote inquiry teaching are vital to teacher education (National Research Council, 2000). Although many teachers have encountered inquiry instruction, either through pre-professional education or during professional development, some still need in-service experiences, particularly K-6 teachers. The majority of elementary teachers have taken few science content courses. In a national survey, Fulp (2002) found that 42% of elementary teachers had completed four or fewer semesters of science coursework, and fewer than 30% of all elementary teachers in the survey felt well prepared to teach science. In a survey of 57 Nebraska elementary teachers participating in a statewide elementary science institute, 61% indicated they had taken three or fewer hours of science courses as undergraduates. Only 4% of teachers indicated taking six or more hours of science courses as undergraduates. Therefore, most elementary teachers feel inadequate and anxious about teaching science (Pedersen and McCurdy, 1992; Cox and Carpenter, 1991 Sutton et al., 2009). Many programs exist to improve inquiry instruction using insects as model organisms and pairing entomology content with science inquiry techniques; these include workshops, professional development, and curricula development. However, few college-level courses offer this pairing. A review of the literature and Web-based resources identified five courses integrating entomology content with inquiry teaching strategies for preand in-service teachers (Haefner, Freidrichsen, and Saul 2006; Leigh 2000; Texas AM University of Arizona (a), April 6, 2012; University of Arizona (b), April 6, 2012). Only two were offered as graduate-level courses (Leigh 2000; University of Arizona (b), 2012). None were offered online. Since 2003, the University of Nebraska at Lincoln (UNL) has offered Insects as Educational Tools (ENTO 810) as an online course through UNL’s Master of Science in Entomology program. Many K-12 educators enroll in this course, which appeals to them because it explores the use of insects as model organisms for teaching science and addressing national science standards. ENTO 810 is included in the Insect Biology for Educators Certificate program offered by the University of Nebraska-Lincoln (http://tinyurl.com/ phb99r6). It is also open to informal educators, and to graduate students enrolled in the online M.S. program in Entomology. These students learn about benefits of teaching with insects in informal settings (e.g., outreach events) or professionally (e.g., training). ENTO 810 is team-taught, uniquely combining the expertise of an entomologist and a teacher educator. Together, they expand the range of topics to include comprehensive coverage of entomology content, science processes, pedagogical strategies, and curriculum development. During the course, students construct links between entomology content and Education connectioN

There is No Simple Way to Build a Middle School Reading Program

IN THE spring of 2001 the Atlanta Journal-Constitution featured an article on why students drop out of high school. Included in the commentary were current public high school graduation rates from the U.S. Department of Education.1 The figures clearly indicated that a significant number of students who entered high school were not earning regular diplomas four years later. The most recent figures (1999) for students not completing high school range from 13.7% in Nebraska to 49.6% in Georgia. An Atlanta high school science teacher quoted in the article said that, despite the fact that her ninth-grade science books are written at a sixth-grade level, her students can't read or comprehend the information in them. All these high school students having difficulty textbooks were once in the middle grades. This simple observation suggests that we need to provide instruction at the appropriate levels for all middle school students. New federal legislation calls for annual testing in mathematics and in grades 3 through 8. Obviously, there is a growing conviction that middle schools need to build strong programs. Yet there is no simple way to accomplish this task. The Nation's Report Card: Fourth-Grade Reading 2000 cites the fact that 37% of fourth-grade students read below the basic level.2 Unfortunately, as these youngsters move into middle schools, they may not have access to classes or trained teachers. As a result, they will have even fewer opportunities to improve their skills and increase their independent activities than they had in their elementary schools. In addition to basal series, elementary schools make a variety of programs available to their students. These include early intervention programs, such as Four Blocks, Reading Recovery, and Success for All. Why aren't there similar programs for middle school students? Comparing in elementary schools and middle schools is like comparing apples and oranges. Elementary school teachers are involved with early in their college classes. The majority of elementary teachers are responsible for instruction, especially those who teach in the primary grades. Thus programs such as Four Blocks are built on a strong foundation. Furthermore, elementary school libraries have high rates of book circulation. In contrast, the roots of middle school problems run deep. Academic licenses for middle school teachers have typically been restricted to the subject-matter disciplines of English, mathematics, science, and social studies. Many middle schools have either eliminated classes or offer such classes taught by teachers who lack the rigorous training required for a reading license. The rate of circulation of library books in middle schools -- an indicator of the level of independent -- is significantly below that of elementary schools.3 Given these circumstances, it is hardly surprising that many middle schools that seek to build a strong program must build on a weak foundation. Because achievement is the crucial link between middle school students and their future success, it is vital that middle schools provide the personnel, time, and resources needed to produce successful readers. Middle school students should have the support of teachers every day, just as they are also engaged each day with teachers of English, mathematics, science, and social studies. Moreover, special attention from teachers should be given to those students who read two or more grade levels below their expected level. And because the school library is the logical place for students to find materials with which to practice their reading, middle schools need to ensure that students have access to new books, along with support from librarians. …