Objective:
This article examines the impact of a universal social-emotional learning program, the Fast Track PATHS (Promoting Alternative Thinking Strategies) curriculum and teacher consultation, ...embedded within the Fast Track selective prevention model.
Method:
The longitudinal analysis involved 2,937 children of multiple ethnicities who remained in the same intervention or control schools for Grades 1, 2, and 3. The study involved a clustered randomized controlled trial involving sets of schools randomized within 3 U.S. locations. Measures assessed teacher and peer reports of aggression, hyperactive-disruptive behaviors, and social competence. Beginning in first grade and through 3 successive years, teachers received training and support and implemented the PATHS curriculum in their classrooms.
Results:
The study examined the main effects of intervention as well as how outcomes were affected by characteristics of the child (baseline level of problem behavior, gender) and by the school environment (student poverty). Modest positive effects of sustained program exposure included reduced aggression and increased prosocial behavior (according to both teacher and peer report) and improved academic engagement (according to teacher report). Peer report effects were moderated by gender, with significant effects only for boys. Most intervention effects were moderated by school environment, with effects stronger in less disadvantaged schools, and effects on aggression were larger in students who showed higher baseline levels of aggression.
Conclusions:
A major implication of the findings is that well-implemented multiyear social-emotional learning programs can have significant and meaningful preventive effects on the population-level rates of aggression, social competence, and academic engagement in the elementary school years.
A close student–teacher relationship is a protective factor for students’ psychological well-being, and it is associated with students’ internalizing and externalizing symptoms, but the mechanism ...underlying this association is unclear. To address this issue, this study investigated the role of children’s hope in the relationship between teachers’ perceived closeness in the student–teacher relationship and children’s internalizing and externalizing symptoms. Participants consisted of 562 Italian students ages 4 to 9 years and 48 Italian teachers ages 26 to 60 years. Results indicated that the children’s hope played the mediating role between closeness and children’s internalizing and externalizing symptoms. Findings, limitations, and suggestions for future research were discussed.
As augmented reality (AR) gains prevalence, various AR exhibits are being installed in science museums. However, few research has thus far examined the extent to which these exhibits can improve ...visitors’ learning. This study qualitatively evaluates the effectiveness of an AR dinosaur exhibit at the Gwacheon National Science Museum in Korea and examines the implications for its improvement. Eight elementary school students experienced the AR dinosaur exhibit, and their reactions were captured by audio and video recordings. Science museum experts were also interviewed to understand the intended affordances of the exhibit. The students’ responses to the intended affordances were examined by analyzing their tour of the AR dinosaur exhibit. We found that the exhibit attracted the visitors by catching their attention. However, they did not pay attention to the exhibition’s primary purpose of improving scientific understanding or reasoning. Some unintended interactions, unrelated to the intended affordances, also emerged. The limitations of the examined AR dinosaur exhibit suggest implications for improving AR exhibits in the future.
Flipped learning is a well-recognized learning mode that reverses the traditional in-class instruction arrangement by delivering learning content outside of the classroom and engaging students in ...more activities in class. However, it remains a challenge for students to comprehend the learning material by themselves, particularly when learning abstract concepts such as in mathematics. In this study, an interactive e-book approach is proposed to support flipped learning. It facilitates and bridges out-of-class and in-class learning by providing support for interactive learning contents presented on mobile devices. To evaluate the effectiveness of the proposed approach, a quasi-experiment was conducted in an elementary school math course. The experimental group students learned with the interactive e-book approach in the flipped learning activity, while the control group students learned with the conventional video-based flipped learning approach. The experimental results indicated that the proposed approach not only promoted the students' self-efficacy for learning mathematics, but also improved their learning achievement; moreover, it was found that the approach benefited the lower self-efficacy more than the higher self-efficacy students. The learning record analysis further confirmed that the lower self-efficacy students spent more time reading the e-books before and in class than the higher self-efficacy students did.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NMLJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
Mental computation strategies in addition on two-digit natural numbers used by preservice elementary teachers are assessed and analyzed in order to examine if in the research literature the mental ...computation strategies used by the students are adequately categorized. A written test is used to gather mental computation strategies used by preservice elementary teachers. The results indicate a few new strategies used by preservice elementary teachers not already covered by the research literature. On the other hand, the results indicate that there is a theoretical need to clarify some of the definitions of mental computation strategies in research literature.
The aim of this study is to analyze the many aspects of learning challenges that elementary school students encounter when learning science. The method of research was descriptive with a qualitative ...focus. All the students in classes IV, V, and VI were employed as research subjects. The researcher served as the instrument in this study, supplemented by interview, observation, and documentation criteria, while data analysis was accomplished through data reduction, presentation, and conclusion. As a result of the research, the largest degree of difficulty encountered by the students was with school facilities and infrastructure, at 96.73%, while the second highest level was with the learning media used by the teachers, at 82.45%. The next highest level was the indication of student interest in science lessons, which had a percentage value of 75%. This was because some students still did not comprehend how science was taught, as indicated by the lowest score of 73.90%. The existence of the challenges in science learning had a significant impact on student interest in learning and understanding level, resulting in a less effective teaching and learning process in the classroom. The solution to the above problems is for the teacher to obtain a better understanding of the students' needs while they are studying, for the teacher to employ a variety of learning media that entice students to learn, and for the principal to provide comprehensive facilities that support positive learning outcomes.
If we envision a future for Black young learners where their full humanity is honoured and educators facilitate rigorous science, technology, engineering, and mathematics (STEM) learning experiences ...that are justice-focused, "we must disrupt systemic racism now." In this article we discuss how anti-Blackness is pervasive in science and mathematics education, especially for young learners. We also address why teacher educators must disrupt anti-Black racism in our work with elementary teacher candidates and in our research. We argue that to do this work and disrupt anti-Blackness, elementary teacher educators and teacher candidates need "political clarity" (Beauboeuf-LaFontant, 1999). Political clarity is the understanding of how structural and school inequalities work to (re)produce differential learning experiences for minoritized learners. We offer suggestions for how teacher educators can further develop their teacher candidates' political clarity. Drawing upon our prior research, course assignments, and experiences as Black women educators and teacher educators, we share examples of how an individual's political clarity can be developed within science and mathematics methods courses. In doing so, we build upon prior research in STEM teacher education on how teachers come to see teaching as a political act and engage in the hard work of equity-focused STEM teaching.
Sixth-grade students' engagement in academic tasks Parsons, Seth A.; Malloy, Jacquelynn A.; Parsons, Allison Ward ...
The Journal of educational research (Washington, D.C.),
03/2018, Letnik:
111, Številka:
2
Journal Article
Recenzirano
Student engagement is important for teachers and researchers because it is associated with student achievement. Guided by self-determination theory, this year-long case study used observations and ...interviews to examine six students' behavioral, affective, and cognitive engagement in integrated literacy and social studies tasks. Task differences were rated according to the degree to which tasks were authentic, collaborative, challenging, student directed, and sustained. Results demonstrated that, overall, students were more engaged in tasks that include a higher degree of these elements. In particular, students reported that they were engaged in tasks that included collaboration, new learning, and teacher support.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NMLJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
This study aims to describe the digital technology skills of elementary school teachers who had participated in the in-service Teacher Professional Education (PPG) program and find differences in ...participation in the in-service PPG program towards the digital technology skills of elementary school teachers. This type of research was chosen because the data revealed from PPG activities in office had occurred before. The subjects in this study were elementary school teachers in Buleleng Regency who had participated the in-service PPG at Universitas Pendidikan Ganesha and who had never attended in-service PPG. Sampling was done cluster random sampling. The sample of this study was 45 people, with details of 4 people from 9 district clusters. The required data is obtained through a rating scale instrument. Data analysis begins with a descriptive analysis of digital technology skills data for elementary school teachers. The second analysis was carried out using a differential test to find differences in the digital technology skills of elementary school teachers who participated in the in-service PPG program and those who did not. The results showed that the technological skills of elementary school teachers who took PPG in office were in the good to very good category, while those who did not take part were in the moderate to good category. There are differences in the technology skills of SD teachers participating in PPG in office and not participating in PPG in office. In other words, in-service PPG participants do better in digital technology skills compared to non-in-service PPG participants.
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, UILJ, UKNU, UL, UM, UPUK
This study aims to describe the digital technology skills of elementary school teachers who had participated in the in-service Teacher Professional Education (PPG) program and find differences in ...participation in the in-service PPG program towards the digital technology skills of elementary school teachers. This type of research was chosen because the data revealed from PPG activities in office had occurred before. The subjects in this study were elementary school teachers in Buleleng Regency who had participated the in-service PPG at Universitas Pendidikan Ganesha and who had never attended in-service PPG. Sampling was done cluster random sampling. The sample of this study was 45 people, with details of 4 people from 9 district clusters. The required data is obtained through a rating scale instrument. Data analysis begins with a descriptive analysis of digital technology skills data for elementary school teachers. The second analysis was carried out using a differential test to find differences in the digital technology skills of elementary school teachers who participated in the in-service PPG program and those who did not. The results showed that the technological skills of elementary school teachers who took PPG in office were in the good to very good category, while those who did not take part were in the moderate to good category. There are differences in the technology skills of SD teachers participating in PPG in office and not participating in PPG in office. In other words, in-service PPG participants do better in digital technology skills compared to non-in-service PPG participants. Keywords: Digital technology skills. Professional teacher. Elementary school. Este estudo tem como objetivo descrever as habilidades em tecnologia digital de professores do ensino fundamental que participaram do programa de Formação Profissional de Professores (PPG) em serviço e encontrar diferenças na participação no programa PPG em serviço em relação à s habilidades em tecnologia digital do ensino fundamental professores. Este tipo de pesquisa foi escolhido porque os dados revelados das atividades do PPG no escritório já ocorreram antes. Os sujeitos deste estudo foram professores do ensino fundamental em Buleleng Regency que haviam participado do PPG em serviço na Universitas Pendidikan Ganesha e que nunca haviam frequentado o PPG em serviço. A amostragem foi feita por amostragem aleatória por conglomerados. A amostra deste estudo foi de 45 pessoas, com detalhes de 4 pessoas de 9 clusters de distrito. Os dados necessários são obtidos por meio de um instrumento de escala de classificação. A análise de dados começa com uma análise descritiva dos dados de habilidades em tecnologia digital para professores do ensino fundamental. A segunda análise foi realizada por meio de um teste diferencial para encontrar diferenças nas habilidades em tecnologia digital de professores do ensino fundamental que participaram do programa PPG em serviço e daqueles que não participaram. Os resultados mostraram que as habilidades tecnológicas dos professores do ensino fundamental que assumiram o PPG em exercÃcio estavam na categoria bom a muito bom, enquanto os que não participaram estavam na categoria moderado a bom. Existem diferenças nas habilidades tecnológicas dos professores SD que participam do PPG no cargo e não participam do PPG no cargo. Em outras palavras, os participantes do PPG em serviço se saem melhor em habilidades de tecnologia digital em comparação com os participantes do PPG que não estão em serviço. Palavras-chave: Habilidades em tecnologia digital. Professor profissional. Ensino fundamental.
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, UILJ, UKNU, UL, UM, UPUK
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