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Article
Publication date: 1 March 2011

Steven P. Camicia and Sylvia Read

In a qualitative study, 50 pre-service teachers were partnered with 50 elementary students to write each other in dialogue journals responding to texts on public issues. Based…

Abstract

In a qualitative study, 50 pre-service teachers were partnered with 50 elementary students to write each other in dialogue journals responding to texts on public issues. Based upon our analysis of the journals, written reflections from pre-service teachers, and interviews with the elementary teachers in the project, three findings emerged: student motivation for reading and writing increased, both types of students gained perspective consciousness, and elementary teachers found meaningful ways to integrate social studies with language arts. These findings suggest multiple avenues for future research surrounding dialogue journals, student engagement with public issues texts, and teacher education.

Article
Publication date: 1 July 2008

Brian K. Lanahan and Elizabeth Anne Yeager

The threatened status of social studies instruction in elementary schools demands strong methods instruction to preserve the subject. This threatened status and other factors…

Abstract

The threatened status of social studies instruction in elementary schools demands strong methods instruction to preserve the subject. This threatened status and other factors create issues specific to elementary social studies methods instruction. Moreover, university-level methods instruction can be idiosyncratic due to the various educational and professional backgrounds of the instructors. This study examined individuals serving in the “dual roles” of inservice teacher and elementary social studies methods instructor. While teaching the methods, participants encountered issues related to methods students, the filling of dual roles, and the status of elementary social studies and field placements. In addition, filling these dual roles facilitated their methods instruction through their ability to relate/react to methods students’ experiences and concerns.

Details

Social Studies Research and Practice, vol. 3 no. 2
Type: Research Article
ISSN: 1933-5415

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: 1 July 2014

Deborah L. Morowski and Theresa M. McCormick

This study analyzed the experiences of elementary teachers who engaged in archival research with primary sources, then used their new knowledge and materials to create elementary

Abstract

This study analyzed the experiences of elementary teachers who engaged in archival research with primary sources, then used their new knowledge and materials to create elementary curriculum. The teachers located and identified primary source material then determined its reliability. They placed the source and its author in the correct historical context and evaluated perspectives and biases. By engaging in this process, teachers developed a greater understanding of primary sources, a key component of historical thinking, advancing their subject content and pedagogical knowledge. The teachers developed lessons centered on primary sources rather than using them in a more superficial manner. They came to view primary sources as tools to: develop historical empathy, advance the teaching of multiple perspectives, and construct meaning. Further, they developed meaningful lessons that not only motivate their students, but also enhance their students’ higher order thinking skills and ability to conduct historical research.

Details

Social Studies Research and Practice, vol. 9 no. 2
Type: Research Article
ISSN: 1933-5415

Keywords

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

Book part
Publication date: 8 December 2023

Elaine Chan

The author examines the experiences of learning about Japanese elementary education from the perspective of a Canadian teacher. She suggests through a year-long study in a…

Abstract

The author examines the experiences of learning about Japanese elementary education from the perspective of a Canadian teacher. She suggests through a year-long study in a Japanese third grade classroom that the teaching practices and philosophies underlying curricular and pedagogical decisions made by teachers are shaped by the culture and society of which schools are part, such that learning about Japanese schooling highlights the influence of social, societal, cultural, linguistic factors outside, as well as inside, school. In line with narrative inquiry research practices, the author also acknowledges her own stance as a certified elementary level teacher who was educated and certified in Canada, in contributing to shaping her analysis of teacher knowledge of her teacher participants. She argues that the process of learning about schooling in a country or culture different from the one in which an individual was educated and learned to teach, involves immersing oneself into the research context to learn about the experience from the perspective an insider. Realization of the extent to which this expansive interweaving of school and society is apparent in many aspects of schooling in Japan, in turn, reinforces the idea that this interconnection may also underlie schooling in other societies as well, such that one's experiences in one's own culture may form the foundation for understanding and interpreting knowledge gained about schooling in another culture or community. The notion of cross-cultural teacher knowledge, then, may be grounded in personal and professional experience of teaching and being taught in one's own culture.

Book part
Publication date: 17 December 2003

Sandra K Abell and Katherine S Cennamo

This chapter details our story of developing and using a series of videocases in elementary science teacher preparation. The Reflecting on Elementary Science videocases provide…

Abstract

This chapter details our story of developing and using a series of videocases in elementary science teacher preparation. The Reflecting on Elementary Science videocases provide models of best practices in reform-based elementary science teaching. They reduce the complexity of teaching into a manageable story situated in a specific context, so that preservice teachers can uncover and reflect upon their theories about science learning and teaching. Through an accompanying research program, we have found that the videocases perturb student thinking and catalyze them to think like a teacher as they refine their science education theories.

Details

Using Video in Teacher Education
Type: Book
ISBN: 978-1-84950-232-0

Article
Publication date: 3 August 2023

Kristy A. Brugar

The purpose of this study is to explore decision-making of elementary teachers (n = 5) specific to US/American history content and curricular resources. More specifically for this…

Abstract

Purpose

The purpose of this study is to explore decision-making of elementary teachers (n = 5) specific to US/American history content and curricular resources. More specifically for this study, the author asks the following broad research question: When presented with a collection of social studies instructional resources, how do elementary teachers describe the choices they do make/may make?

Design/methodology/approach

In this comparative case study, fifth-grade teachers were interviewed using verbal protocol methodology, they discussed their curriculum, teaching and instructional decisions as each was presented with history/social studies resources associated with newly adopted state standards.

Findings

Findings indicate these elementary teachers have professional freedom to make instructional decisions in the ways they interpreted the standards, design instruction and select materials for social studies.

Originality/value

This study contributes to and extends the research in elementary social studies. Teachers' voices and decisions are presented as intellectual and pedagogical actions associated with teaching elementary school social studies.

Details

Social Studies Research and Practice, vol. 18 no. 3
Type: Research Article
ISSN: 1933-5415

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

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