Suburban Elementary School Research Articles

Initial Evidence for the Reliability and Validity of the Student Risk Screening Scale With Elementary Age English Learners

We report findings of a validation study exploring the Student Risk Screening Scale (SRSS; Drummond, 1994) for use with English learners (ELs) attending a large suburban elementary school. First, we explored the reliability of the SRSS by examining internal consistency, with results indicating adequate internal consistency (.83). Second, we examined and established a convergent validity of the SRSS scores with the social skills improvement system–performance screening guide (SSiS-PSG; Gresham & Elliott, 2007) and the systematic screening for behavior disorders (SSBD; Walker & Severson, 1992). Results indicated that SRSS scores were negatively correlated with SSiS-PSG scores, thereby suggesting that an increased behavioral risk is associated with decreases in teacher-reported reading performance, math performance, motivation to learn, and prosocial behaviors. In addition, the results yielded additional evidence of convergent validity with SSBD and SRSS scores. SRSS scores improved the chance estimates of predicting the internalizing behaviors of ELs (area under the curve [AUC] = .72) and externalizing behaviors of ELs (AUC = .98) as measured by the SSBD. Third, we examined the relation between SRSS scores and academic performance as measured by dynamic indicators of basic early literacy skills Next (Good & Kaminski, 2011), which suggested an inverse relation ( r = −.41). Fourth, we examined the teachers’ perceptions of the screening tool.

Addressing Elementary School Teachers’ Professional Stressors

Purpose: Given the preponderance of education reform since the No Child Left Behind Act (U.S. Department of Education, 2001), reform efforts have shaped the nature of the work and culture in schools. The emphasis on standardized testing to determine schools’ status and student performance, among other factors, has generated stress, particularly for teachers. Therefore, district and school administrators are encouraged to consider the contextual factors that contribute to teacher stress to address them and to retain high-performing teachers. Research Methods/Approach: Participants were recruited from two types of schools in order to test hypotheses related to directional responding as a function of working in a more challenging (high-priority) or less challenging (non-high-priority) school environment. We employed content analysis to analyze 64 suburban elementary school teachers’ free-responses to a prompt regarding their stress as teachers. We cross-analyzed our findings through external auditing to bolster trustworthiness in the data and in the procedure. Findings: Teachers reported personal and contextual stressors. Herein, we reported concrete examples of the five categories of contextual stressors teachers identified: political and educational structures, instructional factors, student factors, parent and family factors, and school climate. We found directional qualities and overlapping relationships in the data, partially confirming our hypotheses. Implications for Research and Practice: We offer specific recommendations for practical ways in which school administrators might systemically address teacher stress based on the five categories of stressors reported by participants. We also suggest means of conducting action research to measure the effects of implemented suggestions.

Parental influence on Chinese students' achievement: a social capital perspective

This paper examines how social capital formed by effective parental practices within Chinese families influences student achievement. Survey responses from 266 students from Grades 4 to 6 in a suburban elementary school in China were analysed to identify their perceptions of parental practices (support, pressure, help, monitoring and communication) at home. Coleman's concept of social capital serves as a framework to examine specific Chinese parental practices to influence their children's achievement. Results of multiple regression analyses indicated that parent-child communication was the most important factor in promoting student learning, whereas high level of parental help was not viewed as a useful resource for increasing achievement. The findings supported Coleman's assertion about the role of social capital in generating human capital for the next generation. This paper offers evidence that social capital is useful in examining parental practices associated with student achievement in China.

Indoor and outdoor characterisation of organic and inorganic compounds in city centre and suburban elementary schools of Aveiro, Portugal

Pollutants inside school buildings may affect children's health and influence learning performance and attendance. This study investigated pollutant concentrations inside and outside school buildings at different locations (city centre and suburban) in Aveiro, Portugal, between April and June 2010. The aim was to evaluate simultaneously comfort parameters (temperature, relative humidity, CO2 and CO) and indoor and outdoor concentrations of VOCs, NO2, PM10 and bioaerosols. PM10 samples were analysed and characterised, for the first time, for the water soluble inorganic ions (WSII), organic carbon (OC), elemental carbon (EC), carbonates, and detailed organic speciation. The CO2 and bioaerosol levels were higher than the acceptable maximum values to the occupants' comfort. Concentrations of the traffic tracer NO2 were higher outdoors. The daily indoor PM10 levels were always higher than those outdoors, except on weekends, suggesting that the physical activity of pupils and class works highly contributed to the emission and resuspension of particles. Almost all identified VOCs showed I/O ratios higher than one, which denotes an important contribution from indoor sources at both schools. The suburban school was more exposed to industrial emissions than the institution located in the city centre. Especially at the city centre, infiltration of outdoor particulates leads to contamination of school indoor environment with vehicle emissions and biomass burning smoke likely coming from biofuel use in nearby restaurants and bakeries.

Tiered Models of Integrated Academic and Behavioral Support: Effect of Implementation Level on Academic Outcomes

This exploratory study examined (a) Integrated Systems Model (ISM) implementation levels, and (b) the effect of implementation of the academic and behavioral components of ISM on student academic outcomes. Participants included 2,660 students attending six suburban elementary schools. Hierarchical linear regression was conducted using a control block of three school demographic variables (initial student oral reading fluency from one year prior, percentage of economically disadvantaged students, and percentage of non-minority students), and a block of three implementation variables (academic, behavioral, and overall implementation of ISM). A mean of 55% overall implementation was found, with higher implementation of the behavioral than the academic components of ISM. Three significant regression models were found, and a positive effect of academic implementation emerged. Limitations and implications are discussed.

Associations between whole-grain intake, psychosocial variables, and home availability among elementary school children.

Develop, refine, and test psychosocial scales for associations with whole-grain intake. A cross-sectional survey was conducted in a Minneapolis/St. Paul suburban elementary school with children in fourth through sixth grades (n = 98) and their parents (n = 76). Variables of interest were child whole-grain intake, self-efficacy, outcome expectations, preferences, knowledge regarding whole-grain food, and whole-grain availability at home. Correlation analysis and one-way analysis of variance were used to analyze data. Internal consistency and test-retest correlation coefficients for child psychosocial scales were modest or acceptable (α = .55-.70). Parents reported a mean of 15 ± 7 whole-grain products available at home. Child mean daily intake of total grain was about 8 servings, and intake of products containing whole grain was slightly over 2 servings. Reported home availability and refined-grain intake were significantly related to whole-grain intake, whereas psychosocial variables were not. Home availability may be a more important variable associated with whole-grain intake than psychosocial variables.

The Nature, Meaning, and Measure of Teacher Flow in Elementary Schools: A Test of Rival Hypotheses

Purpose: This inquiry is the first comprehensive, empirical analysis of the nature and measurement of flow in elementary teachers. The clearest sign of flow is the merging of action and awareness, that is, the degree to which an activity becomes spontaneous and automatic and individuals lose conscious awareness of themselves as they perform a task such as teaching. The basic objective of the research was to examine the theoretical structure and measurement of flow in elementary teachers. Research Methods: A typical sample of 260 elementary teachers from rural, urban, and suburban elementary schools in Ohio was used to test two rival explanations about the nature of flow. Structural equation modeling was used to assess the goodness of fit of the two models. Findings: Two rival explanations of flow, the Jackson-Marsh and the Quinn models, were evaluated using confirmatory factor analysis and structural equation modeling. The Jackson-Marsh model of flow proved to be a better explanation of flow of elementary teachers than the Quinn model. Consistent with Csikszentmihalyi’s explanation of flow, the construct consists of nine elements, all of which form an integrated whole. In addition, and as predicted, optimism was positively related to flow. Discussion: Because most flow research has been in sports and leisure, Quinn’s research in knowledge work seemed especially relevant for the study of flow in teachers. In spite of that fact, the Jackson and Marsh model was the better fit; the Quinn model provided insight into the dynamics of flow in elementary schools. Finally, although optimism was positively related to flow, it was academic optimism, not dispositional optimism, that was a strong predictor of flow in elementary teachers. Conclusions: The nature of flow in schools is instructive, offering insight into the elements of flow and how they collectively and individually inform us in pursuit of optimal teaching and learning conditions, but much more research remains to be done.

Effect of Ethnicity on the Age of Onset of the Male Voice Change

The purposes of this study were to compare the age of onset of the voice change in African American, White, and Hispanic male students, as well as to describe characteristics of the changing male voice in fourth-, fifth-, and sixth-grade students, using Cooksey’s maturation stages. Participants included volunteers from two urban elementary schools, five suburban elementary schools, one suburban middle school, and one urban middle school (African American n = 62, White n = 58, and Hispanic n = 77). Participants were recorded individually performing three ascending and three descending glissandi on an “ah” syllable. Results indicated that approximately 46% of fourth-grade participants, 62% of fifth-grade participants, and 67% of sixth-grade participants were classified as having changing voices. Results of a one-way, between-subjects ANOVA revealed no significant main effect for ethnicity, although a larger percentage of African American participants’ voices were classified as changing voices as compared with those of Hispanic and White participants. The overall mean age of onset for participants in this study was approximately 11.20 years of age.

Determination of potential allergenic fungal flora and its clinical reflection in suburban elementary schools in Izmir

In this research, in order to determine mean fungus counts, indoor and outdoor air samples were taken in five elementary school buildings located in the city center of Seferihisar, Izmir (45 km from Izmir) within a 1-year period between March and April 2004, and between January and February 2005 representing similar climatic characteristics. Five samples, three from three classes where 5-8, 10-12, and 12-15 age group students attended, one from the corridors, and one from outside the buildings in all the schools, were taken for each period. Within the period of the study, in indoor and outdoor air samples, 7,122 microfungus colonies were counted. Sixty-four species were identified that belong to 17 genera as a result of the identification of isolates obtained. Skin prick tests were applied to 55 out of a total of 117 teachers by the clinicians. According to these test results, 24 teachers were sensitive to at least one agent. Results revealed that, in terms of mold counts, the difference between the schools and the difference between the times (periods) were statistically significant (p < 0.05).

The Impact of Positive Behavior Support to Decrease Discipline Referrals with Elementary Students

The study in this article was designed to examine the outcomes of positive behavior support approaches at a Southeastern suburban elementary school that had been experiencing increased discipline referrals. School-wide initiatives were implemented as well as a support group for targeted students. Post-intervention data indicated that behavioral referrals decreased. Additionally, the positive behavior ratings reported by teachers increased for most of the children who participated in the support group. After participating in the intervention, 60% of those students participating in the support group reduced their discipline referrals to zero.

The Impact of Positive Behavior Support to Decrease Discipline Referrals with Elementary Students

The study in this article was designed to examine the outcomes of positive behavior support approaches at a Southeastern suburban elementary school that had been experiencing increased discipline referrals. School-wide initiatives were implemented as well as a support group for targeted students. Post-intervention data indicated that behavioral referrals decreased. Additionally, the positive behavior ratings reported by teachers increased for most of the children who participated in the support group. After participating in the intervention, 60% of those students participating in the support group reduced their discipline referrals to zero.

Pilot Study: EatFit Impacts Sixth Graders' Academic Performance on Achievement of Mathematics and English Education Standards

Objective Investigate the impact of a nutrition education program on student academic performance as measured by achievement of education standards. Design Quasi-experimental crossover-controlled study. Setting California Central Valley suburban elementary school (58% qualified for free or reduced-priced lunch). Participants All sixth-grade students (n = 84) in the elementary school clustered in 3 classrooms. Intervention 9-lesson intervention with an emphasis on guided goal setting and driven by the Social Cognitive Theory. Main Outcome Measure Multiple-choice survey assessing 5 education standards for sixth-grade mathematics and English at 3 time points: baseline (T1), 5 weeks (T2), and 10 weeks (T3). Analysis Repeated measures, paired t test, and analysis of covariance. Results Changes in total scores were statistically different ( P < .05), with treatment scores (T3 - T2) generating more gains. The change scores for 1 English ( P < .01) and 2 mathematics standards ( P < .05; P < .001) were statistically greater for the treatment period (T3 - T2) compared to the control period (T2 - T1). Conclusion and Implications Using standardized tests, results of this pilot study suggest that EatFit can improve academic performance measured by achievement of specific mathematics and English education standards. Nutrition educators can show school administrators and wellness committee members that this program can positively impact academic performance, concomitant to its primary objective of promoting healthful eating and physical activity.

The Effects of the Use of Renzulli Learning on Student Achievement in Reading Comprehension, Reading Fluency, Social Studies, and Science

Renzulli Learning is an on-line educational profile and educational learning system designed to match student interests, learning styles, and expression styles with a vast array of educational activities and resources designed to enrich and engage studentsâ?? learning process. In this experimental study, quantitative procedures were used to investigate the use of Renzulli Learning on oral reading fluency, reading comprehension, science achievement, social studies achievement of 383 elementary and middle schools students. The research took place in two schools, an urban middle school in Georgia where half of all students are considered to be at risk due to poverty or other factors, and a suburban elementary school in southern California. Students in grades 3 ­ 5 (n = 185) and grades 6 ­ 8 (n = 198) were randomly assigned to use Renzulli Learning for 2-3 hours each week for a 16-week period. Students in the treatment groups were compared to students who did not have the opportunity to use Renzulli Learning in control classes in the same schools. A two-way repeated-measures ANOVA was used to explore differences between treatment and control students. After 16 weeks, students who participated in Renzulli Learning demonstrated significantly higher growth in reading comprehension (p &lt; .001), significantly higher growth in oral reading fluency (p = .016), and significantly higher growth in social studies achievement (p = .013) than those students who did not participate in Renzulli Learning.

Abstracts of Doctoral Dissertations, 2007

An Exploration of the Perception of Body Image Satisfaction and Depression among Preadolescents and Adolescents Jennifer L. Bluth The relationship between body image satisfaction and depression was investigated with a group of adolescent and preadolescent males and females. A total of 382 participants constituted the sample, 194 fourth graders from two suburban elementary schools, and 187 eighth graders from one suburban middle school. Through the use of four measurement scales: the Body Esteem Scale, the Body Dissatisfaction Scale, the Depression Self‐Rating Scale, and the Short Acculturation Scale, this study confirmed what has been reported in the literature about adolescent females, that as a group, they exhibit greater body dissatisfaction than adolescent males and preadolescents of both genders. However, this study also supported evidence for the contention that adolescent males and preadolescents of both genders are not immune to experiencing body dissatisfaction. Through the use of body image measures and the depression measure, results from this study also demonstrated that the relationship between body image and symptoms of depression works the same way for adolescents as it does for preadolescents. The more satisfied one is with one's body, the fewer symptoms of depression. Because the majority of participants scored high on level of acculturation, one can assume that level of acculturation did not serve as a mediating variable between satisfaction and symptoms of depression. Therefore, increases in symptoms of depression among participants are likely due to feelings associated with a negative body image rather than to issues pertaining to acculturation.

Reducing Levels of Elementary School Violence with Peer Mediation

The effectiveness of an existing peer mediation program in a diverse, suburban elementary school was examined. Peer mediation was available to all students (N = 825). Three-year longitudinal data showed significant reductions in the school's out-of-school suspensions after implementation of the peer mediation program. Mediation training also resulted in significant mediator knowledge gains pertaining to conflict, conflict resolution, and mediation, which was maintained at 3-month follow-up. All mediation sessions (N = 34) were successful in resolving conflict, and mediators as well as participants viewed the peer mediation program as valuable.

Reducing Levels of Elementary School Violence with Peer Mediation

The effectiveness of an existing peer mediation program in a diverse, suburban elementary school was examined. Peer mediation was available to all students (N = 825). Three-year longitudinal data showed significant reductions in the school's out-of-school suspensions after implementation of the peer mediation program. Mediation training also resulted in significant mediator knowledge gains pertaining to conflict, conflict resolution, and mediation, which was maintained at 3-month follow-up. All mediation sessions (N = 34) were successful in resolving conflict, and mediators as well as participants viewed the peer mediation program as valuable.

An Analysis of Parents Segmentation at a Public School : A Case Study of the Suburban Elementary School

An Analysis of Parents Segmentation at a Public School : A Case Study of the Suburban Elementary School

Parents of Elementary School Students Weigh in on Height, Weight, and Body Mass Index Screening at School

School-based body mass index (BMI) screening and parent notification programs have been recommended as a childhood overweight prevention strategy. However, there are little empirical data available to guide decision making about the acceptability and safety of programs. A pilot study was conducted using a quasiexperimental research design. In fall 2004, children in 4 suburban elementary schools (kindergarten to sixth grade) in the St Paul/Minneapolis, MN, metropolitan area completed height/weight screening. The following spring, parents in 2 schools received letters containing height/weight and BMI results. A self-administered post-only survey examined parents' opinions and beliefs regarding school-based BMI screening and parent notification programs (response rate: 790/1133 = 70%). The chi2 test of significance was used to examine differences in program support by treatment condition, child's weight status, and sociodemographic characteristics. Among all parents, 78% believed it was important for schools to assess student's height/weight annually and wanted to receive height, weight, and BMI information yearly. Among parents receiving the letter, 95% read most/all of the letter. Most parents (80%) and children (83%) reported comfort with the information in the letter. Parents of overweight children were more likely to report parental discomfort as well as child discomfort with letter content. There was considerable parental support for school-based BMI screening and parent notification programs. Programs may be a useful overweight prevention tool for children. However, continued attention to how best to support parents and children affected by overweight is required.

Children’s ideas about animal adaptations: An action research project

In this paper, I describe the action research I conducted in my third-grade science classrooms over the course of two years. In order to gain an understanding of my third-grade students’ ideas about animal adaptations and how the teaching of a unit on crayfish influenced these ideas, I used clinical interviews, observations, and written assessments. I did this research while working as a science resource teacher in a suburban elementary school. The first year, I piloted the unit myself and then made changes to the unit based upon my findings. During the second year, the entire third-grade team taught the unit, and I co-taught with one of these third-grade classroom teachers. I found that students’ ideas are developing and that connections to other parts of the science curriculum such as habitats, gases, and plants were necessary yet lacking. Teachers should be prepared to understand these connections themselves and to highlight them to students. Also, as other research indicates, a complex understanding of adaptations is difficult and perhaps not developmentally appropriate for elementary students. Teachers should recognize that elementary students will not develop an understanding of adaptations from merely working with and observing animals in their habitats. Further research is needed to see if the students need specific lessons on adaptations, an understanding of evolution, and/or more experience and maturity in order to truly understand the concept of adaptation.

P64: A School-based Nutrition Intervention Pilot Project, 2004-2005

Objects of this study are to evaluate the impact of a school-based nutrition intervention on nutritional status, educational achievement, school attendance, nutrition knowledge, eating habits and behaviors of children at fourth grade (8-11 years old). Three components are a nutrition education (group 1), a milk supplement (group 2), and control group (group 3). The subjects are mostly from low-income to middle-income families in three suburban elementary schools in Ho Chi Minh City. After 8 months of intervention, the results show that while means of z-score of weight for age (WAZ) in group 1 and group 2 had almost unchanged (P = .293 and P = .367, respectively), it had gone down significantly in group 3 (P = .001).