Background
Early conduct problems and school failure are prominent risk factors for several adverse outcomes in later life. With the potential of reaching many children at early stages of their life, ...school-based interventions constitute a valuable approach to universal prevention. Good behavior game (GBG) is a promising school-based behavior management program, having shown immediate reductions in conduct problems along with several long-term positive effects. Adapting interventions to new contexts may however affect their effectiveness. The current study aims to evaluate the effectiveness of a Swedish adaption of GBG under pragmatic conditions. The intervention is hypothesized to reduce conduct problems in the classroom (primary outcome). Secondary analyses will investigate changes in conduct problems in common school areas, classroom climate, teacher collective efficacy, on-task behavior, as well as investigating behavioral management practices, implementation, and barriers to implementation.
Methods
This is a cluster-randomized trial with two parallel groups. Schools will be randomized (1,1, stratified by their areas sociodemographic index score) to be provided training in GBG or perform business-as-usual. The intervention and data collection lasts for a school year. Data will be collected at three time points: at baseline in the beginning of the school year (prior to training in GBG), after three months, and after nine months (at the end of the school year; primary endpoint). Data consists of teacher-rated measures of conduct problems, classroom climate, teacher collective efficacy, behavior management practices, and implementation factors, along with demographic factors. In addition, data will be collected by independent and blinded observers using corresponding measures in a subset of randomly chosen classrooms. Procedural fidelity will be rated and collected by GBG-trainers during nine observations throughout the school year. Statistical analysis will include frequentist intention-to-treat analysis, and comparisons of estimates with a corresponding Bayesian model using weakly informative priors. The study has currently completed data collection.
Discussion
This study will provide knowledge in universal prevention and school-based interventions with high reach, as well as specific knowledge concerning the effectiveness of an adapted version of GBG under real-world conditions, along with factors affecting its implementation and effects.
Clinical trial registration
ClinicalTrials.gov
, identifier NCT05794893.
The purpose of this study was to describe the effectiveness of learning using ARCS motivation in Christian Religious Education subjects 1st grade of the elementary school. The design used in this ...study was a quasi experimental design and nonequivalent control group design method with 57 research subjects in 1st grade of Charis Christian Elementary School. Learning models with ARCS motivation design as independent variables and learning outcomes as dependent variables. Through testing the difference between independent samples T-Test between the control class and the experimental class (ARCS), it was proved that there were significant differences in learning outcomes between the experimental class and the control class t (57) = 4,050; p <0.05. Based on the results of the independent sample T-Test analysis, a significant value (Sig. (2 tailed) = 0.000) was obtained between the experimental class and the control class. From the results of this study it could be concluded that the implementation of ARCS motivation design can significantly improve learning outcomes in Christian Religious Education subjects in 1st grade of the elementary school.Abstrak. Tujuan penelitian ini untuk memberikan gambaran efektivitas pembelajaran menggunakan motivasi ARCS pada mata pelajaran Pendidikan Agama Kristen di kelas 1 SD. Rancangan penelitian ini menggunakan quasi experimental design metode nonequivalent control group design dengan subyek penelitian 57 siswa kelas 1 SD Kristen Charis. Model pembelajaran dengan desain motivasi ARCS sebagai variabel bebas dan hasil belajar sebagai variabel terikat. Melalui uji perbedaan independent samples T-Test antara kelas kontrol dan kelas eksperimen (ARCS), terbukti ada perbedaan pada hasil belajar yang signifikan antara kelompok kelas eksperimen dan kelas kontrol t(57) = 4,050; p<0.05. Berdasarkan hasil analisa independent sample T-Test, diperoleh nilai yang signifikan (Sig.(2 tailed)=0.000) antara kelas eksperimen dan kelas kontrol. Dari hasil penelitian ini dapat disimpulkan bahwa penerapan desain motivasi ARCS dapat secara signifikan meningkatkan hasil belajar pada mata pelajaran PAK di kelas 1 SD.
A test of the effectiveness of patterning instruction was conducted with 140 first-graders. First, 383 first-graders from 20 classes were screened on a patterning test. The eight in each class who ...scored worst were given individual 15-minute lessons on patterning or reading or mathematics or social studies three times weekly for a period of 6½ months. Test results for 140 children still available in May showed that the children receiving patterning instruction were generally superior on a patterning test. They also scored significantly higher on the Woodcock-Johnson (W-J) III Mathematics Concepts Scale 18A than children who received mathematics, reading, or social studies lessons. On the W-J III Mathematics Concepts Scale 18B, children who received either patterning or mathematics instruction scored significantly higher than those who received social studies instruction. There were no significant differences on the W-J III Applied Problems Scale 10, nor on three W-J III reading scales. These results suggest that instruction on understanding patterns can substantially improve 1st-graders' understanding of mathematical concepts. Such outcomes may be specific to the sort of children, primarily minority children from diverse ethnic backgrounds, who were participants in this study.
This study examined the roles of speech perception and phonological processing in reading and spelling acquisition for native and nonnative speakers of English in the 1st grade. The performance of 50 ...children (23 native English speakers and 27 native Korean speakers) was examined on tasks assessing reading and spelling, phonological processing, speech perception, and receptive vocabulary at the start and end of the school year. Korean-speaking children outperformed native English speakers on each of the literacy measures at the start and end of 1st grade, despite differences in their initial phonological representations and processing skills. Furthermore, speech perception and phonological processing were important contributors to early literacy skills, independent of oral language skills, for children from both language groups.
9 testswere performed to check whether there are statistically significant differences among the seven countries studied. The countries with the best results are those where children are more ...autonomous, with a more active lifestyle. In terms of anthropometry, we did not get results with great differences. But we have learned, the countries who have more hour of PE during the year, have best results.
Problem Situation: Literacy has an important place in people's academic and social life. The initial literacy process is important for both the learner and the teacher. There are several methods of ...teaching initial literacy. The new curricula that is being implemented in Turkey assumes the sound based sentence method in the teaching of reading and writing. This method has certain positive and negative effects on teachers, pupils and parents. Identifying and evaluating these effects may be useful in revealing the functioning of the sound based sentence method.Purpose of the Study: The study aimed to identify and evaluate the positive and negative aspects of using the sound based sentence method in the initial literacy process, according to the views of elementary first grade teachers.Method of the Study: In order to identify the views of first grade teachers on the sound based sentence method, the qualitative “single holistic case design” was used. This design is used to reveal whether or not an accepted situation works.Population and Sample: The population of the study comprises the first grade teachers from the elementary schools located in central Denizli. The sample was selected by using the “maximum variability sampling” method used in qualitative research. The participants were first grade teachers working at lower, middle and upper socioeconomic level elementary schools in central Denizli (n=41).Data Collection Instrument: In order to identify the views of first grade teachers on the sound based sentence method, a semi-structured interview form designed by the researchers was used. Content analysis was performed on the qualitative data set that emerged as a result of the interviews. Reliability was secured by examining the consistency between codes identified by two of the researchers.Data Collection and Analysis: Open coding was used for data analysis. Data obtained from teacher interviews were analyzed to reveal codes, which were then combined to form themes (categories). Findings and Results: The in-service SBSM training that teachers received was not satisfactory for them. Owing to their personal experience over the years, the teachers thought themselves adequate in SBSM. On the other hand, they believed SBSM reduced the speed of reading comprehension. Pupils have difficulty in joining up words and guidebooks do not meet regional needs.
It is very important for teaching the concept of Ataturk to have textbooks that are appropriate for development of pupils aged 6-7 and to have material and application-oriented instructional ...conditions. In this regard, concept of Ataturk is taught by the prospective preschool teachers in 1st Grades while by prospective classroom teachers in pupils aged 6 through original instructional designs developed by the prospective teachers on their own. Activities carried out in the classroom showed similarity because of the closeness of the ages and developmental characteristics of the age group of 6-7 years.
Administered a parent questionnaire on home educational environment and measures of early literacy, oral language ability, motor skills, and individual abilities related to reading achievement for ...543 Austrialian Ss (mean age 5 yrs 3 mo) when they began kindergarten. Reading achievement measures were administered individually to Ss during the final 6 wks of kindergarten and again at the end of Grade 1. Results show that the strongest predictors of reading achievement were tasks tapping phonological processing skills, interdigital dexterity, and familiarity with the alphabetic code of English script. Individual attributes accounted for 63% of the variance in reading achievement at the end of kindergarten and 59% at the end of Grade 1. A short-set of 5 predictors (phoneme segmentation, letter copying, sex, letter names, and sentence memory) is suggested as a screening test for the early identification of reading-disabled Ss. When the effect of ability composition of S's class and school was assessed, it accounted for 9% of kindergarten and 6% of Grade 1 reading achievement variance. Peer ability was as strong a predictor of individual reading achievement as was individual ability. (50 ref)
This study discusses the measures to support the Smooth Succession of 1st grade expert skills by the Ministry of Health Labour and Welfare. It was found from a comparative study of the vocational ...ability development measures that the measures to support the Smooth Succession of 1st grade expert skills contributed the evaluation and the analysis of 1st grade expert skills. It is necessary to consider "the clarification of 1st grade expert skills needed", "the evaluation and the certification of 1st grade expert skills", "the analysis of 1st grade expert skills needed" when the new measures will be designed.
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