Search results for: Elementary school students
Page 3/4 34 items
The authors reviewed all peer-reviewed studies with participants from preschool to Grade 8 for this meta-analysis of morphological interventions. Results indicate that (a) morphological instruction benefits learners, (b) it brings particular benefits for less able readers, (c) it is no less effective for younger students, and (d) it is more effective when combined with other aspects of literacy instruction. Implications of these findings are discussed in light of current educational practice and theory.
Updated: Nov. 02, 2010
This article reviews research on the achievement outcomes of reading programs for all elementary children, Grades K through 5, applying consistent methodological standards to the research. The scope of the review includes four types of approaches: reading curricula, instructional technology, instructional process programs, and combinations of curricula and instructional process. The review concludes that instructional process programs designed to change daily teaching practices have substantially greater research support than programs that focus on curriculum or technology alone.
Updated: Mar. 02, 2010
Do They Really Need to Raise Their Hands? Challenging a Traditional Social Norm in a Second Grade Mathematics Classroom
In an attempt to examine dialogue within a second grade classroom, students were encouraged to participate in whole-class mathematics discussions without raising their hands before speaking. Beneficial social and socio-mathematical norms developed in place of this traditional social norm. Effects of this change on the dialogue and written mathematical explanations of a class of second grade students are described.
Updated: Jan. 12, 2010
The author examines responses of prospective teachers to a visual representation task and, in turn, their examination of elementary school students' responses to mathematical tasks. The analysis revealed the initial tendency of prospective teachers to create pictorial representations. It also highlights the importance of looking beyond the pictures created to how prospective teachers use mathematical models. Findings suggest that analyzing representations helps prospective teachers (and teacher educators) rethink their teaching practices.
Updated: Dec. 24, 2009
Situating Pre-service Reading Teachers as Tutors: Implications of Teacher Self-efficacy on Tutoring Elementary Students
This study examined the impact of high teacher efficacy on tutoring elementary students in reading. The research also examined whether high efficacy was correlated with reading strategy use. The Teacher Sense of Efficacy Scale (TSES) was adapted to create a reading-specific teacher efficacy scale. The findings suggest that pre-service teachers' efficacy did not affect their reading strategy use while tutoring elementary students.
Updated: Dec. 07, 2009
This article begins with an overview of elementary social studies, considering its purposes and goals. The article then considers different approaches and focusing on the approach recommended by the authors. This approach features units on cultural universals, organized around powerful ideas developed with emphasis on their connections and applications. Then, the article describes how an exemplary elementary teacher implements these units in her classroom. The authors conclude that it is important to include social studies as a basic curriculum strand right from the beginning of schooling.
Updated: Dec. 01, 2009
This paper describes how a blogging exchange between pre-service teachers and elementary school children was used as part of a social studies pedagogy course. The objective of this exchange was to develop the pre-service teachers’ understanding of children’s differing learning needs, interests and learning styles while the children were immersed in developing subject-specific content knowledge. The experience was mutually beneficial for both the children and the pre-service teachers. Recommendations include increased emphasis on training both pre-service teachers and children on how to use blogs and how to frame questions and responses prior to incorporating a blogging experience.
Updated: Nov. 16, 2009
In this article, the authors focus on three classrooms and the ways the teachers asked questions to help students make public and extend their mathematical thinking. The authors detail teachers’ questions and how they relate to students’ making explicit their complete and correct explanations. This study shows that teachers’ questions can position the student thinking in relation to the mathematics in ways that support student understanding.
Updated: Nov. 04, 2009
This exploratory feasibility study assesses a mindfulness program in a fifth-grade classroom. The goal of the study was to help children understand and access their own mindfulness within the classroom setting without instruction by teachers and without using meditation techniques. Participants were 24 children of low socioeconomic status (SES) from urban areas in Fairfield County, Connecticut, who attended a summer program. The mindfulness program was feasible, and overall improvements in attention were evident.
Updated: Oct. 19, 2009
The study examines the use of video clips from teachers’ own classrooms as a resource for investigating student mathematical thinking. Three dimensions for characterizing video clips of student mathematical thinking are introduced: the extent to which a clip provides windows into student thinking, the depth of thinking shown, and the clarity of the thinking. 26 video clips were rated as being low, medium, or high on each dimension. The analysis suggests that the relationship between the video clip dimensions is most important in predicting whether a video clip will support in-depth conversations of student thinking on the part of teachers.
Updated: Sep. 15, 2009