Academic literature on the topic 'Educational sociology|Elementary education'

Whereas Emile Durkheim (1858-1917) has long been envisioned as a structuralist, quantitative, and positivist sociologist, some materials that Durkheim produced in the later stages of his career—namely, Moral Education (1961 [1902-1903]), The Evolution of Educational Thought (1977 [1904-1905]), The Elementary Forms of the Religious Life (1915 [1912]), and Pragmatism and Sociology (1983 [1913-1914]) attest to a very different conception of sociology—one with particular relevance to the study of human knowing, acting, and interchange. Although scarcely known in the social sciences, Emile Durkheim’s (1993 [1887]) “La Science Positive de la Morale en Allemagne” [“The Scientific Study of Morality in Germany”] is an exceptionally important statement for establishing the base of much of Durkheim’s subsequent social thought and for comprehending the field of sociology more generally. This includes the structuralist-pragmatist divide and the more distinctively humanist approach to the study of community life that Durkheim most visibly develops later (1961 [1902-1903]; 1977 [1904-1905]; 1915 [1912]; 1983 [1913-1914]) in his career.

The teacher is the transformational media of all the knowledge needed by students. In addition, the role of teachers is very much needed especially in Islamic-based schools that always pay attention and prioritize students to continue their studies in college. To get closer and to build with high enthusiasm for the achievement of the priorities above, the researcher conducted research at second grade of Elementary School in Sidoarjo by knowing more about the leadership style of the principal in improving the work ethic of Islamic Education teachers. This study is entitled "The leadership role of school principals in improving the work ethic of Islamic Religious Education teachers at second grade of Elementary School in Sidoarjo". This research is a qualitative study, through a phenomenological approach that is a qualitative research approach rooted in philosophical and psychological and focuses on human life experiences (sociology) that produce descriptive data in the form of written or oral data from observable people's behavior. The form of research is descriptive qualitative research, namely research that describes an object relating to the problem conducted without asking research variables.The results of research on the role of principals in improving the work ethic of teachers of Islamic Education are as follows: (1) as educators: principals must have the right strategy to improve the work ethic of teachers and professional educators. (2) as a manager at school: the task of the manager is to plan something that can improve the work ethic of the teachers of Islamic Education and the quality of education, in addition the manager also organizes educational resources that have not been organized in order to unite in implementing education and control the implementation of educational outcomes . (3) as a motivator: the principal has a very close relationship with various activities in the school, such as providing motivation and encouragement, so the teacher is more disciplined and has a work spirit.

At the Derzhavin Tambov State University, on the basis of which the regional branch of the Russian Reading Association was opened (the head of the local branch is Doctor of Sociology, professor of Derzhavin Tambov State University N.A. Stefanovskaya), relevant project “School of self-education reading” has been implemented for several years. Classes at this school are a necessity for all university employees: the project meets the needs of students’ academic work, research and pedagogical practice of graduate students and teachers, as well as intellectual amateur inquiries in the acquisition of cognitive and fiction literature for everyone who wants to improve reading skills. We disclose the experience of organizing work with student readers at the Theory and Methods of Pre-School and Elementary Education Department of Derzhavin Tambov State University. We reveal means and methods of reading activity of future teachers, the issues of reading circle formation and reader’s interests. We pay particular attention to the study of the motivation development of children and teenagers to read, which is one of the main skills of the future teacher. We name the sources of modern literary education of students and their teachers. The conclusions of the article are related to the transformation of educational reading into the process of improving the reading culture at all levels of reading.

Character education in early childhood is not new, and character education is also not just a transfer of knowledge, but something that needs to be built early on through various stimula- tions. This study aims to develop the character of early childhood through audio-visual media with traditional Javanese songs. Using educational design-based research to develop audio-visual media from traditional songs, this media was tested in the field with an experimental design with a control group. Respondents involved 71 kindergarten students from one experimental class in one control class. The data revealed that character education in children shows the average value of the experi- mental class is higher than the control group, this means character education in children can be built through traditional songs. Further research can be done to improve the character of early childhood through a variety of media that interests children. 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Promoting emotional competence in school-aged children: The effects of the PATHS curriculum. Development and Psychopathology, 7(1), 117–136. https://doi.org/10.1017/S0954579400006374 Hanna, W. (2014). A Reggio-Inspired Music Atelier: Opening the Door Between Visual Arts and Music. Early Childhood Education Journal, 42(4), 287–294. https://doi.org/10.1007/s10643-013-0610-9 Harahap, N., Kahar, I. A., & Nasution, L. H. (2018). Preservation of lullabies songs in forming character based on local wisdom. International Journal of Linguistics, Literature and Culture, 5(1), 32–42. https://doi.org/10.21744/ijllc.v5n1.479 Hariswari, K. P., & Iswidayanti, S. (2019). Catharsis : Journal of Arts Education Gending Rare : Its Potential As A Character Education Media Based on Local Authority in Denpasar City. 8(3), 352–362. Hariyadi, S., Tamalene, M. N., & Hariyono, A. (2019). Ethnopedagogy of the osing tribe folk song: exploration and formation of biology learning character. 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A Meta-Analysis on the Relationship Between Character Education and Student Achievement and Behavioral Outcomes. Education and Urban Society, 51(1), 33–71. https://doi.org/10.1177/0013124517747681 Kotsonis, A. (2020). What can we learn from Plato about intellectual character education? Educational Philosophy and Theory, 52(3), 251–260. https://doi.org/10.1080/00131857.2019.1631157 Kurniawati, Y., Pranoto, S., & Hong, J. J. (2014). Developing Early Childhood’s Character Through Javanesenese Traditional Game. Indonesian Journal of Early Childhood Education Studies, 3(1), 68–72. https://doi.org/10.15294/ijeces.v3i1.9477 Lee, A. (2016). Implementing character education program through music and integrated activities in early childhood settings in Taiwan. International Journal of Music Education, 34(3), 340–351. https://doi.org/10.1177/0255761414563195 Lee, G. L. (2013). Re-emphasizing Character Education in Early Childhood Programs: Korean Children’s Experiences. 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More Than Words: Using Nursery Rhymes and Songs to Support Domains of Child Development. Journal of Childhood Studies, 42(2), 42. https://doi.org/10.18357/jcs.v42i2.17841 Mutema, F. (2008). Shona Traditional Children ’ s Games and Play : Songs as Indigenous Ways of Knowing. English, 2(4), 189–203. Nakashima, D., Prott, L., & Bridgewater, P. (2000). Tapping Into the World’s Wisdom. UNESCO Sources, 1–24. Nyota, S., & Mapara, J. (2008). Shona Traditional Children ’ s Games and Play : Songs as Indigenous Ways of Knowing. English, 2(4), 189–203. Rogoff, B., Moore, L., Najafi, B., Dexter, A., Correa-Chávez, M., & Solís, J. (2007). Children’s development of cultural repertoires through participation in everyday routines and practices. Handbook of socialization (In J. E. G). New York: Guilford Press. Selasih, N. N., & Sudarsana, I. K. (2018). Education Based On Ethnopedagogy In Maintaining And Conserving The Local Wisdom: A Literature Study. Jurnal Ilmiah Peuradeun, 6(2), 293–306. Sizer, T. 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Across community colleges in the United States, most students place into a developmental math course that they never pass. This can leave them without the math skills necessary to make informed decisions in major areas of social life and the college credential required for participation in growing sectors of our economy. One strategy for improving community college students’ pass rate in developmental math courses is the contextualization of developmental math content into the fabric of other courses. This article reviews an effort to contextualize developmental math content (i.e., elementary algebra) into Introduction to Sociology at Kingsborough Community College and Queensborough Community College, both of the City University of New York, during the spring 2016 semester. Data from a pretest/posttest control-group design implemented across the two campuses reveals the significance of this strategy for some sociology students’ grasp of discrete mathematical skills and success in developmental math.

The U.S. K–12 public education system is fundamentally unequal. What efforts can facilitate students to become deeply immersed in the realities of the system and to embody the need for social change? This article investigates scaffolded, semester-long writing assignments to demonstrate patterns in the three tenets of critical community-engaged learning (authentic relationship development, reducing power differentials, social change orientation). The assignments come from three cohorts of a Sociology of Education course in which undergraduates spent early mornings walking with elementary school children. As efforts were made to deepen the community-engaged partnership, there is corresponding evidence in (1) the ways students humanized social problems through authentic relationship development, (2) the ways they detailed moments of youth-led activities in which power differentials were diminished, and (3) how students’ reflective thoughts more frequently focused upon social change.

The article discusses professional teaching training for tutoring and primary education at a small-scale rural school, where there are prolific opportunities for individualizing the educational process and creating conditions that foster personal development of primary schoolchildren. Educational quality is indicated by the formation of ethnocultural identity and ethnic self-knowledge; this is the basis for the development of harmonious interethnic relations in multicultural societies. The article presents a model for the development of ethnopedagogical competence in the primary school teacher, the ethnopedagogy of the educational process, and the formation of the pan-Russian civic identity as a condition for the successful implementation of the new primary school standards.

The question of whether education should be seen as an instrument of social order is an old topic in the social sciences. There exist several theories concerning this question. Two of these rival theories are dealt with in this paper. On the basis of each, historical data have been looked at anew and empirical research has been carried out into the prevailing conditions in the Netherlands. On the basis of the first theory, which was inspired by Bourdieu and which concerns economic, cultural (including educational) and social capital, data on the Dutch history between the seventeenth and the nineteenth centuries have been reanalysed with respect to the attitude of the diverse sections of the dominant class towards culture in general and the university in particular. Dutch history can be regarded as a national variant of the universal tensions between ‘culture’ and ‘knowledge’ and between ‘culture’ and ‘economics’ in human societies. On the basis of Bourdieu's theory it is assumed that under the prevailing social conditions elementary schools will differ in ‘educational status’ in the schools market. Empirical investigation confirms this hypothesis. The ‘educational status’ of elementary schools mediates (reproduces) almost all of the influence of the childrens' social background on their school career, and reinforces this influence. On the basis of the second theory, which is based on the work of Meyer, Boli and Ramirez, data on the Dutch history in the Enlightenment period have been reanalysed with respect to the rise of mass education. These historical data give substantial evidence to the theory that the construction of the nation-state is of decisive importance for the rise of mass education. Our empirical investigation, however, does not confirm the hypothesis that in the actual situation elementary schools differ in ‘comprehensiveness’. Neither schools nor parents are oriented towards integration. Rather, the contrasts seem to be getting sharper in the 1980s and the schools as well as the social classes seem to be distancing themselves further from each other. Various sections of the dominant class are busy strengthening their position of power in education. In short, the use of schools to constitute citizens does not lessen the pressure towards differentiation. Thus, the theory of Boli and Ramirez explains the rise of mass education, but cannot explain its social class bound form, a fact that can be explained very well by Bourdieu's theory. Therefore the theories of both Bourdieu and Boli and Ramirez should be regarded not as rivalizing, but as complementary.

As a part of the national curriculum in Japanese elementary schools, there is a social studies unit entitled ‘manufacturing industries in Japan’ in the fifth grade. This unit is mandatory as are other units in this subject. There is a nationwide non-government educational group, which is pursuing problem-solving social studies education. Some teachers from a prominent elementary school who belong to the group have developed and practised lessons teaching ‘manufacturing industries in Japan’. They commonly stressed the entrepreneurship of a manager of a medium size manufacturing company in the school district. They also stressed that the manager adopted innovative management strategies and industrial technologies. In the lessons students learned entrepreneurship and gained economic awareness. The author shows the processes and the economic educational meanings of the lessons.

Our study investigates how changing socioeconomic status (SES) composition, measured as percentage free and reduced priced lunch (FRL), affects students’ math achievement growth after the transition to middle school. Using the life course framework of cumulative advantage, we investigate how timing, individual FRL status, and legacy effects of a student’s elementary school SES composition each affect a student’s math achievement growth. We advance research on school transitions by considering how changing contexts affect achievement growth across school transitions. Furthermore, we improve on school context research by measuring the ways that SES compositions across school transitions may be interconnected. Using state administrative panel data for third through eighth graders from 2009 to 2015, we use fixed effects to estimate math achievement growth by the end of eighth grade. Findings suggest that a student’s elementary SES composition has a legacy effect on middle school achievement growth net of his or her own achievement growth and middle school SES composition. In addition, SES composition effects differ depending on the timing of exposure and a student’s individual FRL status. Our study has important implications for both educational transition research and school effects research, which are discussed.

Purpose: The purpose of this mixed-methods phenomenological study was to describe elementary school general education teachers’ perceptions of how their efficacy, as teachers, was affected by their experiences in implementing the PBIS framework. This study also sought to determine a better understanding of the skills necessary to impact all students while increasing teachers’ efficacy and their ability to carry out their obligations in facilitating student academic success and student discipline.

Methodology: Consistent with a mixed-methods approach, the instruments used in this study collected descriptive data and perceptual data from a group of elementary general education teachers from Riverside County, California. Through an electronic format, two different surveys were administered to participating elementary school teachers. In addition, principals of participating PBIS elementary schools referred teachers from their sites to participate in semistructured interviews.

Findings: Findings showed that the implementation of PBIS had positive effects on teachers’ efficacy, thus affecting their classroom experiences and student conduct. To understand teachers’ perceptions of how the implementation of PBIS was affecting their efficacy, the researcher first had to understand the teachers’ perceptions of how PBIS was being implemented at their sites. Findings demonstrated that teachers did not have a clear understanding of PBIS. However, teachers did understand and used the strategies learned through the implementation of PBIS. They included the opportunity to model, practice, and apply appropriate behavior and the strategies.

Conclusions: Teachers perceived that they were able to influence the three domains of teacher efficacy—student engagement, instructional strategies, and classroom management—and the skills within each; learn the strategies and supports to redirect student behavior; and influence classroom management. Findings from this study also revealed that teachers could redirect student behaviors by providing students with clear expectations, praise, positive student recognition, and rewards.

U.S. merchants and traders helped sustain Spanish imperial commercial networks in Venezuela and the Spanish Caribbean. Shipping foodstuffs, arms, re-exported European manufactures, and slaves to the Spanish colonies were profitable enterprises for neutral U.S. traders. Through private negotiations and even Spanish-government contracts, partnerships between Venezuelan and U.S. merchants provided the shipping tonnage and merchandise that Spanish officials and colonial elites needed most to maintain their rule and to fend off the challenges of economic and environmental crises, slave conspiracies, and revolutionary plots before 1810.

The enrollment and engagement of middle-class families in historically low-income urban public schools can generate school improvements, including increased resources and expanded extracurricular programming. At the same time, prior research has highlighted the marginalization of low-income parents as one consequence of middle-class parent involvement. However, there is a limited understanding of the factors that contribute to parents’ central or peripheral positions within school-based parent networks in this context. Drawing on theoretical literature on social capital and social networks, this case study combines quantitative methods including social network analysis and regression-based analyses with ethnographic methods to examine the school-based social networks of kindergarten parents in a Philadelphia public school experiencing an increase in the engagement and enrollment of middle- and upper middle-class parents. I explore how school-based social networks matter to parents’ access to information, advice, and social opportunities and how these networks are shaped by parents’ informal participation in school-based events and formal participation in parent organizations.

Four key findings emerge. First, informal participation in school events is not associated with an increase in network centrality. Second, formal participation in parent organizations is related to network centrality. In particular, the networks of parents who participate in these organizations include other parents who are well-connected themselves and parents who participate in parent organizations also have greater access to network resources overall. Finally, consistent with prior research on parent involvement, findings indicate that middle- and upper-middle class parents are more likely to participate in parent organizations than low-income parents. Findings suggest that while race or class-based social position may influence parent networks in some ways, participation in parent organizations plays a greater role in the connectedness of parents’ ties and parents’ access to network resources. Implications for this research suggest the need examine practices for family and community engagement in schools and how parent organizations might be made more accessible to and inclusive of low-income parents, parents of color, and limited English-speaking parents. Furthermore, this research provides support to arguments made in prior research concerning the complexity and challenge of relying on middle-class parent involvement as a mechanism of school reform.

Students receiving special education services for an emotional and/or behavioral disorder (EBD) have shown minimal gains academically and behaviorally in longitudinal studies conducted since the 1980’s (Bradley, Doolittle, & Bartolotta, 2008). The purpose of this study was to investigate the functional relation of a self-monitoring strategy with a cross-aged peer-mentoring intervention on the disruptive behaviors of elementary students with EBD who struggle to regulate their behaviors in the classroom. This study used a multiple-baseline across participants and changing conditions combined design to investigate the functional relation of self-monitoring with a cross-age peer mentor component for students with EBD. The results from this study did not indicate a functional relation between the use of a self-monitoring checklist and the use of a self-monitoring checklist with a cross-age peer mentoring component. However, there were promising components to continue to build on intervention research for students with EBD.

Bullying prevention in schools has arguably met with limited success in the United States. Diversity negatively impacts the success of bullying prevention programs. Furthermore, researchers do not agree upon intervention timing and appropriate grade-level to implement bullying prevention and social-emotional learning and skill-building programs. Urban schools faced with high poverty have an increased need for bullying prevention programs to alleviate bullying and aggression. The purpose of this study was to test for significant differences between urban elementary schools after a treatment group participated in a targeted bullying prevention and social skill-building program and to test for grade-level differences from fall to spring using a quantitative causal-comparative design. The sample included four urban schools in Ohio with 24 grade-levels and six time points each. The data generated were analyzed retrospectively in a causal-comparative research design. A two-way mixed ANOVA BBW was conducted on the summary totals of the number of students disciplined for bullying and aggression using six time points with three for fall or before treatment and three for spring or after treatment comparing a treatment group to a control group. Significant differences were not found between control and treatment or between grade groups (p > .05). Bullying and aggression started the school year and ended the school year slightly higher in the 4-6^th grade group. Significant differences were found from fall to spring (F (5,16) = 7.704, p = .001). Overall the study findings indicate the targeted bullying prevention and social-skill building program did not result in reducing bullying and aggressive behavior in the sample population.

This year-long research investigated fathers' involvement in 1 public elementary school in southern California that served an ethnic diverse and lower socioeconomic population. This case applied Epstein's 6 typologies to analyze the perceptions of 112 fathers and 132 mothers utilizing a 35-item validated questionnaire, followed by long interviews of fathers, school administrators, and teachers in addition to researcher's field notes.

Compared to prior studies, findings revealed that fathers and mothers reported that fathers' involvement in parenting and home learning was high. Responding to "all the time" and "sometimes," 91% of the fathers indicated they attended extracurricular activities; 87% participated in PTA activities; 86% attended parent-teacher conferences; 82% monitored or assisted with homework; 82% offered study space; 81% regularly purchased supplies; 75% provided computer and technology equipment; and 80% celebrated academic achievement. Utilizing 2 chi-square analyses to survey data, these findings applied to fathers who were employed (71%) or unemployed (29%) as well as to higher-educated fathers (community college degree and above) and fathers with a high school diploma or less (p > .05).

Applying a chi-square analysis to survey data, fathers' and mothers' perceptions were similar (p > .05) except volunteering, fathers indicating higher involvement. However, 88 to 100% fathers responded to "not at all" or "a few times" on the items in this typology, a low level of involvement. All groups of respondents reported fathers' low involvement in school decision-making and community collaboration activities.

Regarding communication, fathers indicated that they desired direct communication from the school such as e-mail blasts, text messages, and focused notices related to their child. Since fathers indicated that 32.0% were divorced or separated and almost half of the participating mothers were single, targeted communication to fathers as well mothers is necessary to encourage father involvement. School personnel reported communication is primarily sent to one set of parents as accurate 2-parent information is difficult.

The study provides recommendations to stimulate father engagement, such as staff should connect with fathers during child pick-up and after-school activities. Also, staff should create a father-friendly school environment and offer focused, task-oriented opportunities to involve fathers as well as social activities that attract mothers.

Keywords: father involvement, parent-school communication, family involvement, parenting.

School records of 421 third grade students from regular classrooms in six Tucson Unified School District elementary schools were examined. Two schools were selected to represent each of three populations: middle class, working class, and desegragated populations. Nine measures were obtained: (1) gender, (2) ethnicity, (3) number of parents living with the student, (4) parents, employment status, (5) number of siblings, (6) number school transfers, (7) distance between home and school, (8) students, grade awarded by teacher, and (9) number of school absences. School absences fell into three categories, based on reasons for the absences: health, personal, and unexcused. Structural equations analysis was used to model the causal relationships between the family and school variables and school absences. Two latent variables (factors) were proposed to explain the relationships between the family variables and the school characteristics. The family factor characterized the dichotomy between socially-advantaged and disadvantaged families. Socially-advantaged families were primarily white with two employed parents. Socially-disadvantaged families were overwhelmingly minorities headed by a single parent. The school factor also characterized social circumstances: advantaged schools were middle class, white, high-achieving, high parental involvement, and no social programs. As social class decreased, the schools became increasingly minority, low-achieving, low parental involvement, and had social programs. Socially-advantaged circumstances promoted better attendance. Students from socially-advantaged homes and school had fewer health and unexcused absences as compared to disadvantaged students. Advantaged family circumstances promoted advantaged school circumstances. However, middle class homes with single incomes promoted better school involvement by the parents. Students from segregated schools and single income families had more personal absences (family trips). These families appear to take more vacations during the school year. Finally, students with numerous health absences were likely to have more personal and unexcused absences. The results of this study suggested that different avenues need to be taken to promote the attendance of students from disadvantaged families and schools.

This experimental study examined the effects of different methods of training and verbal cognitive ability on second-grader's acquisition of social problem-solving skills and teacher-rated behavioral adjustment. Subjects were assigned by classroom to either classroom training only, classroom training with parent training, classroom training without parent training (those parents who were offered training but did not participate) or control. The 25-lesson Rochester Social Problem-Solving curriculum was taught three times per week for nine weeks by classroom teachers and a four session parent training component was taught by mental health prevention staff members and this researcher. Consistent with previous research, classroom instruction in Social Problem-Solving produced significantly greater increases in problem-solving skills for subjects in the classroom training, classroom training/parent training and classroom/no parent training groups than for subjects in the control group. In addition, all treatment groups improved on both behavioral adjustment variables while the control group scores decreased. Significant pre to post results were also seen on the problem variable for subjects in the classroom and classroom/parent training groups while similar gains were seen on the competency variable for subjects in the classroom training group. No correlation was discovered between social problem-solving skills and verbal cognitive ability, however a significant correlation was evident between the problem-solving and behavioral adjustment variables.;The significant cognitive problem-solving skills/behavioral adjustment relationship was believed due to the use of experienced teachers, the use of dialoguing by teachers and the age of the students.;The lack of consistent improvement of subjects cognitive and behavioral skills as the result of different training methods is thought to be due to the shortness of parental training, the need for increased behavioral practice and the brief time between the completion of training and posttreatment assessment.;Suggestions for further research in social problem-solving include an examination of subjects sociodemographic characteristics and the set of cognitive problem-solving skills as they relate to students adjustment, the generalization of cognitive and behavioral skills beyond training, the development of alternative and more psychometrically sound instruments to measure this construct, and improved methods for parent training. Finally, implications for education and counseling are explored.