Search results for: Elementary school students
Page 2/4 34 items
This study attempts to understand the roles and discourse of preservice teachers engaged in literature discussion with elementary students through e-mail exchanges. After local fourth graders chose books from a list appropriate for their reading ability, they were paired with a preservice teacher for an online experience involving email exchanges about the book. Thematic qualitative analysis indicated that the preservice teachers took on different roles when interacting with young students and those roles seemed associated with the kind and success of the discussion that ensued.
Updated: May. 27, 2013
The authors explored pupils’ understanding of chemical change. This change was investigated in relation to two cognitive variables: logical thinking and field-dependence/field-independence. The participants were 99 sixth-grade elementary school pupils, which were involved in two different tasks related to combustion. The findings provide empirical evidence that the above individual differences have an effect on pupils’ understanding the phenomenon of chemical change at that critical age.
Updated: Apr. 23, 2013
The authors describe the dynamic discourse interactions between a teacher and her students in a third-grade science classroom. The authors focused on how the teacher and students initiate, prompt, respond, and provide feedback; use questioning and power strategies; and how questions are associated with power dynamics. Results revealed that teacher talk was twice as frequent as students’ talk; questions were primarily closed-ended and task-oriented; and students asked few questions. The teacher exercised power by keeping activities organized and conventional, and utilizing subject matter.
Updated: Mar. 21, 2013
This article describes the Economic and Social Research Council-based research project. This project examines the ways in which Lyotard’s performative practices affect the identities of primary school learners and how they are constructed by Key Stage exam process. This project also examines performative progression through a system of learning targets. The project uses a Foucauldian approach to show how learners are influenced by performativity discourses and how they take part in constructing these performative identities.
Updated: Nov. 28, 2012
Increasing Teachers’ Metacognition Develops Students’ Higher Learning during Content Area Literacy Instruction: Findings from the Read-Write Cycle Project
This article describes one aspect of the Read-Write Cycle (RWC) Project. This article focuses on the RWC Project’s effect on teachers’ metacognition about their own practice leading to upper elementary grade students’ higher learning by developing students’: (1) metacognition and reflection; (2) exploration and depth in content domains; and (3) integration of literacy in content areas. This study pointed to three key areas in which teachers’ metacognition about their own practice lead to an increase in higher order thinking in their respective classrooms.
Updated: Oct. 16, 2012
The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement: A Meta-Analytic Approach
The authors investigated the associations between affective qualities of teacher–student relationships (TSRs) and students’ school engagement and achievement by using a meta-analytic approach. Overall, associations of both positive and negative relationships with engagement were medium to large, whereas associations with achievement were small to medium.
Updated: Apr. 24, 2012
In this article, a survey focusing on primary schools in Scotland established the extent to which some form of ability grouping has emerged within classes dealing with children from 5 to 12 years of age. Teaching in these schools was considered to be more direct and interactive with more time available for individual support. This article highlights the significance of personal constructs of ability when setting is applied.
Updated: Feb. 07, 2012
The current study examined the effectiveness of a supervised mentoring program on the academic achievement of low‐income students in Seoul, South Korea. When compared to the control group, both elementary and middle school students exposed to the mentoring program improved in mathematic and reading comprehension. These findings provide support for mentoring programs as a means to reduce resource inequity in low‐income school districts.
Updated: Jul. 05, 2011
Elementary Students’ Scientific Epistemological Beliefs in Relation to Socio-Economic Status and Gender
The current study explored students’ scientific epistemological beliefs in relation to socio-economic status (SES) and gender. Eight grade Turkish elementary school students participated in the study. The analysis indicated that students with a working mother and educated parents as well as greater number of books at home together with a separate study room are more likely to have tentative views and less likely to have fixed views about science compared to students with unemployed mother, uneducated parents, less books at home, and no separate study room.
Updated: May. 19, 2011
This pre-post multiple-case case study explores elementary school science teachers’ practices and their students’ actions. The study focuses on naturally occurring ordinary events and builds a description of how the strands of proficiencies are being developed. The results of cross-case analyses suggest that while the participating teachers do engage their students in activities and exercises that contribute to the development of all four strands of science proficiency; the nature, duration, and distribution of these activities varied.
Updated: Dec. 21, 2010