Search results

1 – 10 of over 12000
Article
Publication date: 1 July 2010

Cheryl Mason Bolick, Reid Adams and Lara Willox

This article examines the literature related to the marginalization of social studies through the lens of elementary social studies teacher education. This study presents the case…

Abstract

This article examines the literature related to the marginalization of social studies through the lens of elementary social studies teacher education. This study presents the case of two different states wherein one state, Virginia, tests social studies in elementary schools and another state, North Carolina, where social studies is not tested until middle school. The data gathered from both states were originally analyzed to shed light on the question of testing's effect on teacher preparation and subsequent curriculum enactment. Data collected from the study suggest that factors such as field experiences, programs of study, and methods instruction impact teacher education in elementary social studies in more important ways than student testing.

Article
Publication date: 21 February 2020

Xu Zhao, Jingyang Wang, Mengyu Wang, Xuesong Li, Xia Gao and Chunlei Huang

The purpose of this paper is to investigate the literature on the treatment of primary pupils and inspecting the role of environmental psychology, e-learning, learning style and…

Abstract

Purpose

The purpose of this paper is to investigate the literature on the treatment of primary pupils and inspecting the role of environmental psychology, e-learning, learning style and school design on the behavior of students in elementary schools.

Design/methodology/approach

A questionnaire was designed to evaluate the components of the model. Experts with significant experiences in the field of students’ behavior revised the surveys. Data were collected from 400 teachers of the elementary schools in Iran. The SMART-PLS 3.2 and SPSS 22 software package were used in the field of questionnaires’ statistical analysis.

Findings

Findings confirmed the suggested model’s validity for elementary students’ behavior assessment. The consequences of this research illustrated the effect of environmental psychology on the behavior of elementary students. In addition, the authors were concluded that intention to e-learning has a significant role in developing the action and behavior of the elementary students. Moreover, the learning style has an affirmative and considerable impact on the behavior of elementary students. Finally, school design has an affirmative and significant effect on the manner of the elementary students.

Practical implications

The consequences of this research have provided some traces about the basic perspectives, which have to be in the center of attention of administrators. For instance, school design and learning style sound to be a decisive mechanism for improving action and learning behavior. In addition, educational leaders may use the findings to evaluate their school facilities and define where developments will have the most significant impact or planners may use the results to assist architects in the design and construction of new educational services.

Originality/value

This study builds a valuable contribution by focusing on pupil environmental psychology, e-learning, learning style and school design in elementary schools by enlightening the connection between them and students’ manner.

Details

Kybernetes, vol. 50 no. 2
Type: Research Article
ISSN: 0368-492X

Keywords

Article
Publication date: 26 June 2021

Karla Ordaz, Kelvin Tan, Sarah Skett  and Irene Marie Herremans

This study aims to provide insight into the question of whether graduate students who deliver environmental education workshops/residencies to elementary school children will…

Abstract

Purpose

This study aims to provide insight into the question of whether graduate students who deliver environmental education workshops/residencies to elementary school children will develop environmental sustainability leadership qualities in themselves: a goal set in the University of Calgary’s Institutional Sustainability Strategy.

Design/methodology/approach

Survey research was undertaken in a case study setting. The researchers collected and analyzed data related to environmental leadership qualities, using the theory of planned behavior and an adaptation of the competing values framework. Graduate students participating in the co-curricular program responded to questions about the effect that the activity had on their knowledge, awareness and leadership characteristics.

Findings

Graduate students demonstrated considerable leadership potential in environmental sustainability. The survey results showed that their participation in a community educational program impacted their attitudes and awareness favorably in developing stronger competencies for leadership. In addition, they gained real-world knowledge about environmentally sustainable practices and skills to influence pro-environmental behavior changes in the community.

Originality/value

Through a partnership between a non-profit organization and the university, graduate students in an interdisciplinary sustainable energy development program used their formal education and previous work experience to adapt and deliver engaging and educational environmental content to younger children. This informal co-curricular activity brought together local educational institutions, educational content providers, graduate students, and elementary school children in an effective experiential learning platform to develop leadership characteristics both in the graduate students and elementary school children.

Details

International Journal of Sustainability in Higher Education, vol. 22 no. 7
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 7 November 2016

Tien-Yu Hsu, Fan-Ray Kuo, Hsin-Yi Liang and Min-Feng Lee

This paper aims to develop a curriculum-based virtual and physical mobile (CVPM) learning model, which integrates related physical and e-learning resources associated with…

Abstract

Purpose

This paper aims to develop a curriculum-based virtual and physical mobile (CVPM) learning model, which integrates related physical and e-learning resources associated with elementary school curricula and supports elementary education.

Design/methodology/approach

This model provides a highly participative and well-monitored environment with fruitful interactions among students, teachers and museum staff. A practical system was implemented in the National Museum of Natural Science in Taiwan.

Findings

The results show that the proposed model can effectively extend related learning resources to satisfy the requirements of elementary education. In addition, this model can engage students’ self-directed explorations through problem-solving learning content during the learning process.

Research limitations/implications

This learning model was implemented in a one-day theme-based learning activity. Generic learning outcomes and qualitative analysis were used to examine the students’ perceptions and the teachers’ feedback of this learning model, respectively.

Practical implications

The results show that both students and teachers highly appreciated this learning model. The model not only strengthens the connection between museum and elementary curricula but also enhances students’ perceptions and positive attitudes toward natural science courses. Finally, this study offers suggestions for future research.

Originality/value

This study develops a CVPM learning model which integrates elementary school courses to satisfy the requirements of elementary education and meet museums’ educational strategies for schools. The practical learning system and services have been successfully implemented and are widely available to elementary schools in Taiwan.

Details

The Electronic Library, vol. 34 no. 6
Type: Research Article
ISSN: 0264-0473

Keywords

Article
Publication date: 5 September 2016

Roxanne M. Mitchell, Brenda J. Mendiola, Randall Schumacker and Xaviera Lowery

The purpose of this paper is to use SEM to explore the effects of enabling school structure (ESS) and academic optimism (AO) on school achievement (SA).

1444

Abstract

Purpose

The purpose of this paper is to use SEM to explore the effects of enabling school structure (ESS) and academic optimism (AO) on school achievement (SA).

Design/methodology/approach

A sample of 58 urban schools, including 42 elementary schools and 16 middle schools in a southeastern district in the USA were included in this study. Structural equation modeling was used to test the effects of three exogenous predictor variables (ESS, elementary status, and socio-economic status (SES)) on a latent mediating variable (AO) and a latent dependent variable (academic achievement).

Findings

Findings confirm that three factors; collective efficacy, faculty trust in clients, and academic emphasis come together to create the general latent construct referred to as AO by Hoy et al. (2006). Findings also support the importance of ESS in establishing a culture of AO. Together ESS, AO, elementary school level, and SES explained 77 percent of the variance in SA, with AO having the most significant effect above and beyond the effects of SES.

Research limitations/implications

This study was based on a sample of schools in the Southern portion of the USA. Findings may not be generalizable to other areas. The lack of availability of individual student achievement data prevented the use of hierarchical linear modeling.

Practical implications

Findings from this study point to the importance of administrators establishing flexible rules and regulations and engaging in a leadership style that is collaborative. It appears that ESS not only promotes the establishment of AO but contributes to increased SA and is likely to be critical for upper levels of schooling.

Social implications

Reform efforts need to involve parents and community members. AO may provide an appropriate lens to further explore parent and community perceptions of reform efforts and relationships with administrators and teachers. ESS may assist in creating the structures necessary for increased parent and community involvement as well as increased perceptions of AO.

Originality/value

This study is one of only three studies known to explore the effects of ESS on AO and is one of the first known studies to explore these effects in a middle school setting.

Details

Journal of Educational Administration, vol. 54 no. 6
Type: Research Article
ISSN: 0957-8234

Keywords

Book part
Publication date: 1 August 2004

Jill Jakulski and Margo A. Mastropieri

The purpose of this chapter is to present a summary of the literature related to homework. First, information on the search procedures is provided, including the criteria for…

Abstract

The purpose of this chapter is to present a summary of the literature related to homework. First, information on the search procedures is provided, including the criteria for inclusion in this review. Second, a historical overview of homework in the United States is provided, including definitions and major changes in public opinion over time. The third section addresses the difficulties experienced by students with emotional disabilities in regard to homework. The fourth section reviews the homework policies presently in place at local school districts across the U.S. The fifth section discusses the effects of homework when basic classroom strategies, cooperative homework teams, self-management and goal setting, and assignment completion strategies are used. The sixth section describes the homework practices used, as reported by teachers and students. The seventh section describes the problems experienced by students with disabilities, from the perspective of teachers, parents, and students. A final section describes the kinds of problems associated with home-school communication.

Details

Research in Secondary Schools
Type: Book
ISBN: 978-0-76231-107-1

Book part
Publication date: 14 November 2014

Allan Wigfield, Amanda Mason-Singh, Amy N. Ho and John T. Guthrie

We describe the development and various implementations of a reading comprehension instruction program called Concept-Oriented Reading Instruction (CORI). CORI was designed to…

Abstract

Purpose

We describe the development and various implementations of a reading comprehension instruction program called Concept-Oriented Reading Instruction (CORI). CORI was designed to enhance students’ reading motivation and reading comprehension, and has been implemented at both elementary and middle school, with a particular focus on science information text reading.

Design/methodology/approach

We overview Guthrie and Wigfield’s (2000) reading engagement model, which provides CORI’s theoretical framework. Then we present the major implementation of CORI at elementary school and middle school.

Findings

CORI teachers in elementary school focused on five teaching practices to foster motivation: (1) providing thematic content goals; (2) optimizing choice; (3) hands-on activities connected to reading; (4) providing interesting texts; and (5) fostering collaboration. Teachers also taught six reading strategies recommended by the National Reading Panel. Results of several studies showed that CORI students had higher reading motivation and better reading comprehension than students receiving only strategy instruction or traditional reading instruction. We next describe three implementations of CORI at middle school. The motivational instructional practices at this level included (1) thematic contact goals; (2) emphasizing the importance of reading; (3) showing how reading is relevant to student lives; (4) fostering collaboration; (5) optimizing choice; and (6) enabling success. Results of several studies again documented CORI’s success at boosting students’ motivation and comprehension.

Originality/value

The studies carried out show the success of CORI and the paper closes with suggestions about the next steps for the program.

Open Access
Article
Publication date: 2 February 2021

Wellington Williams

Disruptive students in the classroom can affect classroom dynamics and individual teacher-student interactions. The purpose of this qualitative research study was to discover…

Abstract

Disruptive students in the classroom can affect classroom dynamics and individual teacher-student interactions. The purpose of this qualitative research study was to discover perceptions female teachers harbor toward misbehaving African-American elementary school males. The study incorporated a narrative inquiry to investigate perceptions female teachers have toward African-American male elementary school students. The research project involved a purposeful sample of eight female elementary teachers, four African-American teachers and four Caucasian teachers from one public school district in the southeastern United States. The female teachers reflected on their lived experiences and perceptions derived from experiences and encounters they have with African-American elementary school males. Data collection from the study occurred through individual responses from a survey and follow-up telephone interviews. From teacher's descriptions of perceived successes and failures, coded commonalities in reports, labeled themes, conclusions, and recommendations resulted from data collection and analysis. The findings revealed some African-American male elementary school students misbehave in the classroom and others do not. The term “misbehave” is based upon the experiences and type of interactions and exchanges teachers had with African-American male students in the classroom and African-American males outside the school environment. Gender, culture, and language may factor in creating effective teacherstudent interactions to enable better relationships and student outcomes.

Details

Emerald Open Research, vol. 1 no. 14
Type: Research Article
ISSN: 2631-3952

Keywords

Article
Publication date: 4 January 2013

Toshiya Chichibu and Toshiyuki Kihara

The purpose of this paper is to clarify the lesson study (LS) processes and evaluate their effectiveness in Japanese elementary and secondary (middle and high) schools, through a…

1315

Abstract

Purpose

The purpose of this paper is to clarify the lesson study (LS) processes and evaluate their effectiveness in Japanese elementary and secondary (middle and high) schools, through a school survey by the National Institute for Educational Policy Research of Japan (NIER).

Design/methodology/approach

The authors randomly selected 1,000 elementary schools and 1,000 middle schools and 500 high schools in Japan. Survey items are methods of LS, and indicators of building professional learning communities (PLC) through LSs, close communication between teachers, high quality instruction by teachers, and test scores of students of the school.

Findings

Based on the school survey in elementary and middle schools, almost all schools set up a school‐wide committee, a research theme, and a schedule for LS, and LSs were implemented as part of a school‐wide lesson study from which an action research report is produced. On the other hand, in high schools, almost all the schools implemented LSs, but each LS is independent and implemented specifically for the professional development of the individual teacher who undertakes the research lesson. The authors consider LS as a way to facilitate a PLC in the school. There are correlations between the methods of LS and the indicators of a PLC in elementary and middle schools. However, the effectiveness of LS differs between elementary and middle schools. With respect to the research theme and the organization and discussion of lesson plans, LS methods in middle schools are developed into LS methods in elementary schools. The LS methods may be developed gradually both in elementary and middle schools.

Originality/value

Statistical data of LS in Japanese elementary and secondary schools are presented for the first time, demonstrating the effectiveness of LS.

Details

International Journal for Lesson and Learning Studies, vol. 2 no. 1
Type: Research Article
ISSN: 2046-8253

Keywords

Article
Publication date: 1 July 2012

Audrey C. Rule, Sarah E. Montgomery, Denise A. Tallakson, Mary K. Stichter, Allison Barness and Katie M. Decker

This study of 65 elementary school teacher candidates enrolled in social studies methods classes examined attitudes toward currently contentious curriculum issues before and after…

Abstract

This study of 65 elementary school teacher candidates enrolled in social studies methods classes examined attitudes toward currently contentious curriculum issues before and after participation in a practicum experience teaching an arts-integrated unit on Africa. These curriculum issues included arts-integrated project-based learning versus narrower skill-based lessons; the importance of creativity, leadership, organizational, and affective skills; and student-centered versus teacher-centered instruction. Attitudes were measured by teacher candidates placing themselves on each of ten continuums between endpoints representing opposing curriculum approaches and responding to open-ended questions. Statistically significant pre-post differences with medium effect sizes occurred on three of the continuums indicating that teacher candidates now placed greater value on arts-integrated curricula to teach social studies content; recognized that choice motivates students; and expressed more enjoyment of planning complex, long-term, student-centered projects. They recognized deep conceptual learning and engagement of elementary school students during the student-centered arts-integrated lessons but noted that the time and effort of complex project work were barriers to implementation. Social studies methods teachers need to involve teacher candidates in field experiences that offer authentic arts- integrated student-centered project work to allow them to adopt curriculum stances not experienced as elementary school students.

Details

Social Studies Research and Practice, vol. 7 no. 2
Type: Research Article
ISSN: 1933-5415

Keywords

1 – 10 of over 12000