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Journal articles on the topic 'Educational sociology|Elementary education'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Prus, Robert. "Redefining the Sociological Paradigm: Emile Durkheim and the Scientific Study of Morality." Qualitative Sociology Review 15, no. 1 (May 23, 2019): 6–34. http://dx.doi.org/10.18778/1733-8077.15.1.01.

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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.

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ABDUL GAFUR. "Peran Kepemimpinan Kepala Sekolah Dalammeningkatkan Etos Kerja Guru Pendidikan Agama Islam (Pai) Di Sd Muhammadiyah 2 Sidoarjo." International Journal on Integrated Education 3, no. 4 (July 2, 2020): 86–90. http://dx.doi.org/10.31149/ijie.v3i4.432.

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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.

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Pervova, Galina. "School of self-education reading as a mean of training teacher for professional activities." Tambov University Review. Series: Humanities, no. 182 (2019): 14–20. http://dx.doi.org/10.20310/1810-0201-2019-24-182-14-20.

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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.

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Kristanto, Wisnu. "Javanese Traditional Songs for Early Childhood Character Education." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (April 30, 2020): 169–84. http://dx.doi.org/10.21009/141.12.

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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. Keywords: Early Childhood, Character Education, Javanese Traditional Songs Media References: Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16–25. https://doi.org/10.3102/0013189X11428813 Bates, A. (2016). The management of ‘emotional labour’ in the corporate re-imagining of primary education in England. International Studies in Sociology of Education, 26(1), 66–81. https://doi.org/10.1080/09620214.2016.1175959 Bates, A. (2019). Character education and the ‘priority of recognition.’ Cambridge Journal of Education, 49(6), 695–710. https://doi.org/10.1080/0305764X.2019.1590529 Battistich, V., Schaps, E., Watson, M., Solomon, D., & Lewis, C. (2000). Effects of the Child Development Project on students’ drug use and other problem behaviors. Journal of Primary Prevention, 21(1), 75–99. https://doi.org/10.1023/A:1007057414994 Berkowitz, M. W. (1933). The Science of Character. The Journal of Philosophy, 30(20), 557. https://doi.org/10.2307/2016365 Berkowitz, M. W., & Bier, M. C. (2004). Research Based Character Education. Annals of the American Academy of Political and Social Science, 591(January), 72–85. https://doi.org/10.1177/0002716203260082 Botvin, G. J., Epstein, J. A., Baker, E., Diaz, T., & Ifill-Williams, M. (2013). School-based drug abuse prevention with inner-city minority youth. The Etiology and Prevention of Drug Abuse Among Minority Youth, 6(I), 5–19. https://doi.org/10.4324/9781315827735-6 Carr, D. (2012). Educating the Virtues: Essay on the philosophical psychology of moral development and education. London: Routledge. Cobb, J. (2007). What’ll I do with the baby-o? Nursery rhymes, songs, and stories for babies. Vancouver: BC: Blacksheep Press. Damon, W. (1988). The moral child: Nurturing children’s natural moral growth. New York: Free press. Derlicki, J. (2005). Ethno-pedagogy - the curse or the cure? The role of the school among youth in Nelemnoe (Yakutia). Sibirica, 4(1), 63–73. https://doi.org/10.1080/13617360500070731 Dick, W., & Carey, L. (2009). The Systematic Design of Instruction. New Jersey: Pearson Education. Ecclestone, K. (2012). From emotional and psychological well-being to character education: Challenging policy discourses of behavioural science and “vulnerability.” Research Papers in Education, 27(4), 463–480. https://doi.org/10.1080/02671522.2012.690241 Fleer, M., & Hedegaard, M. (2010). Children’s development as participation in everyday practices across different institutions. Mind, Culture, and Activity, 17(2), 149–168. https://doi.org/10.1080/10749030903222760 Goodman, J. F. (2019). Searching for character and the role of schools. Ethics and Education, 14(1), 15–35. https://doi.org/10.1080/17449642.2018.1537989 Greenberg, M. T., Kusche, C. A., Cook, E. T., & Quamma, J. P. (1995). 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. Biosfer, 12(2), 258–276. https://doi.org/10.21009/biosferjpb.v12n2.258-276 Hendrix, R. E., Palmer, K. Z., Tashis, N., & Winner, M. G. (2013). The incredible flexible you: A social thinking curriculum for the preschool and the early elementary years. San Jose: CA: Think Social. Herliyana, & Rosmiati. (2018). Developing the Nationalism Character of Young Learners by Using Songs and Traditional Dances of Indonesia. Proceedings of the International Conference on the Roles of Parents in Shaping Children’s Characters (ICECED), 287–292. Hidayati, I., Handini, M. C., & Karnadi. (2018). Character education on Dendang saluang ( Traditional song Minangkabau ) in Nagari Saribu Rumah. International Journal of Advanced Education and Research, 3(3), 01–05. Ilari, B. (2018). Scaramouche Goes to Preschool: The Complex Matrix of Young Children’s Everyday Music. Early Childhood Education Journal, 46(1), 0. https://doi.org/10.1007/s10643-017-0842-1 Jeynes, W. H. (2019). 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. Childhood Education, 89(5), 315–322. https://doi.org/10.1080/00094056.2013.830907 Lickona, T., Schaps, E., & Lewis, C. (2007). CEP ’ s of Effective Character Education Effective Character Education : Character Education Partnership. Mang, E. (2005). The referent of children’s early songs. Music Education Research, 7(1), 3–20. https://doi.org/10.1080/14613800500041796 Mans, M. (2002). Playing The Music- Comparing Perfomance of Children’s Song and dance in Traditional and Contemporary Namibian Education. In The Arts in Children’s Live (pp. 71–86). Netherlands: Kluwer Academic Publishers. Marshall, P. J., Bouquet, C. A., Thomas, A. L., & Shipley, T. F. (2010). Motor contagion in young children: Exploring social influences on perception-action coupling. Neural Networks, 23(8–9), 1017–1025. https://doi.org/10.1016/j.neunet.2010.07.007 MENTERI PENDIDIKAN NASIONAL. STANDAR PENDIDIKAN ANAK USIA DINI. , PERATURAN MENTERI PENDIDIKAN NASIONAL REPUBLIK INDONESIA NOMOR § (2009). Mullen, G. (2017). 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. R., & Sizer, N. F. (1999). The students are watching: Schools and the moral contract. Boston: Beacon. Smeyers, P., Smith, R., & Standish, P. (2010). The therapy of education: Philosophy, happiness and personal growth. Basingstoke: Palgrave Macmillan. Sukoyo, J. (2016). The Development of Javanesenese Songs Containing Character Values as a Learning Medium of Early Childhood Education. Widyaparwa, 44(1), 1–9. Yang, L. H., Kleinman, A., Link, B. G., Phelan, J. C., Lee, S., & Good, B. (2007). Culture and stigma: Adding moral experience to stigma theory. Social Science and Medicine, 64(7), 1524–1535. https://doi.org/10.1016/j.socscimed.2006.11.013 Zeidler, Dana L; Keefer, M. (2003). the Role of Moral Reasoning on Socioscientific Issues and.

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Parker, Stuart, Amy E. Traver, and Jonathan Cornick. "Contextualizing Developmental Math Content into Introduction to Sociology in Community Colleges." Teaching Sociology 46, no. 1 (June 30, 2017): 25–33. http://dx.doi.org/10.1177/0092055x17714853.

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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.

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Johnston, Joseph B. "The Walking School Bus: Critical Community-Engaged Learning in Action?" Teaching Sociology 48, no. 2 (February 17, 2020): 140–51. http://dx.doi.org/10.1177/0092055x20905645.

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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.

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Neustroev, Nikolai, Anna Neustroeva, and Tuyaara Shergina. "Individualization and Ethnopedagogy at Small Elementary Schools." Sibirica 17, no. 3 (December 1, 2018): 92–115. http://dx.doi.org/10.3167/sib.2018.170309.

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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.

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Rupp, Jan C. C., and Rob de Lange. "Social Order, Cultural Capital and Citizenship: An Essay concerning Educational Status and Educational Power versus Comprehensiveness of Elementary Schools." Sociological Review 37, no. 4 (November 1989): 668–705. http://dx.doi.org/10.1111/j.1467-954x.1989.tb00049.x.

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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.

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Yamane, Eiji. "Entrepreneurship Education in the Fifth Grade's Social Studies Unit in Japan." Citizenship, Social and Economics Education 3, no. 2 (June 1998): 94–100. http://dx.doi.org/10.2304/csee.1998.3.2.94.

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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.

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Langenkamp, Amy G., and William Carbonaro. "How School Socioeconomic Status Affects Achievement Growth across School Transitions in Early Educational Careers." Sociology of Education 91, no. 4 (September 23, 2018): 358–78. http://dx.doi.org/10.1177/0038040718802257.

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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.

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Newland, Carlos. "The Estado Docente and its Expansion: Spanish American Elementary Education, 1900–1950." Journal of Latin American Studies 26, no. 2 (May 1994): 449–67. http://dx.doi.org/10.1017/s0022216x00016291.

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Among the most outstanding changes that occurred in Spanish America during the first half of the twentieth century is the transformation in the area of education. Two salient features deserve emphasis. First, this change was quantitative: many more children came to attend school, and a greater proportion of the inhabitants became literate. Second, this increase in schooling came about within a homogeneous institutional framework. It was the Estado Docente – personified in national and provincial governments – which was the principal vehicle for educational services and which determined the contents of the curricula. The purpose of this article is to present a brief sketch of the most significant characteristics of this transformation.

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Buckrop, Jordan, Amy Roberts, and Jennifer LoCasale-Crouch. "Children’s preschool classroom experiences and associations with early elementary special education referral." Early Childhood Research Quarterly 36 (2016): 452–61. http://dx.doi.org/10.1016/j.ecresq.2016.01.016.

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Casanova, Letícia Veiga, and Valéria Silva Ferreira. "A PRODUÇÃO DO CONHECIMENTO SOBRE A RELAÇÃO ESCOLA E FAMÍLIA EM TREZE ANOS DE ANPEd." Roteiro 41, no. 2 (July 14, 2016): 355. http://dx.doi.org/10.18593/r.v41i2.8549.

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<p><strong>Resumo</strong>:<strong> </strong>Neste artigo se objetivou analisar a produção do conhecimento acerca da relação escola e família a partir dos trabalhos comunicados nas reuniões anuais da ANPEd entre o período de 2000 e 2013. A coleta dos trabalhos aconteceu por meio da <em>homepage</em> do evento, em todos os Grupos de Trabalho (GT). Com um <em>corpus</em> de 44 trabalhos, a análise estabeleceu-se em dois momentos. O primeiro, agrupando os trabalhos por GT, o que possibilitou observar a área da Sociologia da Educação com quase metade dos trabalhos. O segundo momento desenvolveu-se a partir da leitura dos trabalhos e reconhecimento da questão central de cada um, levando a quatro categorias definidas a <em>posteriori</em>:<em> </em>interação, representações, políticas educacionais e práticas e perfis familiares. <strong></strong></p><p><strong>Palavras-chave</strong>: Relação família e escola. Ensino Fundamental. Educação Infantil.</p><p><strong>KNOWLEDGE PRODUCTION ON THE SCHOOL AND FAMILY RELATION IN 13 YEARS OF ANPED</strong></p><p><strong>Abstract</strong>:<strong> </strong>In this paper aimed to analyze the production of knowledge about school and family relationship from the reported work at the annual meetings of ANPED in the 2000-2013 period. The collection of works took place through the homepage of the event, in all Working Groups (GT). With a corpus of 44 works, the analysis was established in two moments. The first, by grouping works by GT, which enabled us to observe the area of Sociology of Education with almost half of the work. The second moment was developed from the reading of the works and recognition of the central question of each one, leading to four ex post facto categories: interaction, representations, educational policies and practices and family profiles.<strong></strong></p><p><strong>Keywords</strong>: Family and school relation. Elementary School. Child Education.</p><p><strong>LA PRODUCCIÓN DEL CONOCIMIENTO SOBRE LA RELACIÓN ESCUELA Y FAMILIA EN TREZE AÑOS DE ANPED</strong></p><p><strong>Resumen</strong>:<strong> </strong>Este artículo tiene como objetivo analizar la producción de conocimiento sobre la relación de la escuela y la familia desde presentaciones de artículos en las reuniones anuales de ANPED entre los años 2000 y 2013. La colecta de los datos, se dio a través de la <em>homepage</em> del evento, en todos los Grupos de trabajo (GT). Con un <em>corpus</em> de 44 artículos, el análisis se estableció en dos etapas. La primera, desde la agrupación de las obras por GT, que nos permitió observar el área de la sociología de la educación, con casi la mitad de los artículos. La segunda etapa se desarrolló a partir de la lectura de los artículos y del reconocimiento de la cuestión central de cada uno, lo que lleva a cuatro categorías así definidas: interacción, las representaciones, las políticas educativas y prácticas y perfiles de la familia.</p><p><strong>Palabras clave</strong>:<strong> </strong>Relación<strong> </strong>familia y escuela. Enseño fundamental. Educación Infantil.</p>

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Pellegrini, A. D. "Elementary school children's rough-and-tumble play." Early Childhood Research Quarterly 4, no. 2 (June 1989): 245–60. http://dx.doi.org/10.1016/s0885-2006(89)80006-7.

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Hanselman, Paul. "Do School Learning Opportunities Compound or Compensate for Background Inequalities? Evidence from the Case of Assignment to Effective Teachers." Sociology of Education 91, no. 2 (February 26, 2018): 132–58. http://dx.doi.org/10.1177/0038040718761127.

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Are equal educational opportunities sufficient to narrow long-standing economic and racial inequalities in achievement? In this article, I test the hypothesis that poor and minority students benefit less from effective elementary school teachers than do their nonpoor and white peers, thus exacerbating inequalities. I use administrative data from public elementary schools in North Carolina to calculate value-added measures of teachers’ success in promoting learning, and I assess benefits for different students. Results suggest that differential benefits of effective teachers uniquely exacerbate black–white inequalities but do not contribute to economic achievement gaps. Racial differences are small, on average, relative to the benefits for all groups; are not explained by differences in prior achievement; and are largest for low-achieving students. Teacher-related learning opportunities are crucial for all students, but these results point to a disconnect between typical school learning opportunities and low-achieving minority students.

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Gamliel, Tova. "Education in civic participation: Children, seniors and the challenges of an intergenerational information and communications technology program." New Media & Society 19, no. 9 (March 31, 2016): 1388–405. http://dx.doi.org/10.1177/1461444816639971.

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This article investigates an intergenerational information and communications technology (ICT) program that seeks expressly to enhance children’s civic participation by placing them in mutually educational encounters with seniors. Applying Devine’s model of the interrelationship among structure, power, and agency, it problematizes this goal by analyzing the dialectics of the power relations between seniors and children who maintain a technology-driven relationship. The data were gathered via qualitative participant-observation in two elementary schools. The results reveal clashing implications for children’s empowerment as computer “teachers” and their experiencing of agency. Implementation of Devine’s theoretical model sheds light on the meanings of the stereotyped terms “digital natives” and “digital immigrants,” as well as on the a-stereotyped senior’s identity as “digital consumers.” The conclusions suggest that the technological gap may not be definitive in confirming young people’s supremacy in the generational hierarchy, signaling the need for caution in handling this gap via civic empowerment in an educational setting.

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Ryan, Thomas G. "Action Research as Pre-Service Teacher Inquiry Physical Education." IJAR – International Journal of Action Research 17, no. 2 (September 14, 2021): 154–70. http://dx.doi.org/10.3224/ijar.v17i2.04.

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The newest Canadian Elementary Health and Physical Education (2019) provincial curricula promotes inquiry as a pedagogical mode. AR complements this inquiry mode of instruction with its grounding in experience and practice which infuses educational roles. AR as practice-based inquiry helps new educators identify and reveal resolutions; however, first a need to want to improve needs to be identified, before next steps are taken. AR has the potential to open doors of perception, trigger new insights, and cultivate teacher development within teacher training and beyond while in-service. Admittedly, teachers change, no matter how incrementally, which permeates professional development, as witnessed in over 100 years of action research drawn upon herein. Extant AR literature is grounded in the educational development of participants as they teach. Development in AR is not actually a problem needing investigation; instead it remains a possibility that needs recursive attention to ensure it exists within the training of educators globally. Herein AR is illustrated via narrative accounts that reflect experiences while teacher training in an Ontario Faculty of Education programme.

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Owens, Jayanti. "Early Childhood Behavior Problems and the Gender Gap in Educational Attainment in the United States." Sociology of Education 89, no. 3 (June 22, 2016): 236–58. http://dx.doi.org/10.1177/0038040716650926.

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Why do men in the United States today complete less schooling than women? One reason may be gender differences in early self-regulation and prosocial behaviors. Scholars have found that boys’ early behavioral disadvantage predicts their lower average academic achievement during elementary school. In this study, I examine longer-term effects: Do these early behavioral differences predict boys’ lower rates of high school graduation, college enrollment and graduation, and fewer years of schooling completed in adulthood? If so, through what pathways are they linked? I leverage a nationally representative sample of children born in the 1980s to women in their early to mid-20s and followed into adulthood. I use decomposition and path analytic tools to show that boys’ higher average levels of behavior problems at age 4 to 5 years help explain the current gender gap in schooling by age 26 to 29, controlling for other observed early childhood factors. In addition, I find that early behavior problems predict outcomes more for boys than for girls. Early behavior problems matter for adult educational attainment because they tend to predict later behavior problems and lower achievement.

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Gallagher, Kathleen Cranley, Kirsten Kainz, Lynne Vernon-Feagans, and Kelley Mayer White. "Development of student–teacher relationships in rural early elementary classrooms." Early Childhood Research Quarterly 28, no. 3 (2013): 520–28. http://dx.doi.org/10.1016/j.ecresq.2013.03.002.

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Ansari, Arya, and Robert C. Pianta. "The role of elementary school quality in the persistence of preschool effects." Children and Youth Services Review 86 (February 2018): 120–27. http://dx.doi.org/10.1016/j.childyouth.2018.01.025.

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Bickel, Donna DiPrima, Naomi Zigmond, and Joseph Strayhorn. "Chronological age at entrance to first grade: Effects on elementary school success." Early Childhood Research Quarterly 6, no. 2 (June 1991): 105–17. http://dx.doi.org/10.1016/0885-2006(91)90001-2.

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Yang, Mi-Youn, Erin Harmeyer, Zibei Chen, and Blaine Masinter Lofaso. "Predictors of early elementary school suspension by gender: A longitudinal multilevel analysis." Children and Youth Services Review 93 (October 2018): 331–38. http://dx.doi.org/10.1016/j.childyouth.2018.08.008.

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23

Cho, Minhae, Heejung Yun, and Wendy Haight. "Courtesy stigma from the perspectives of elementary school educators in South Korea." Children and Youth Services Review 119 (December 2020): 105573. http://dx.doi.org/10.1016/j.childyouth.2020.105573.

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Morgan, Paul L., George Farkas, Yangyang Wang, Marianne M. Hillemeier, Yoonkyung Oh, and Steve Maczuga. "Executive function deficits in kindergarten predict repeated academic difficulties across elementary school." Early Childhood Research Quarterly 46 (2019): 20–32. http://dx.doi.org/10.1016/j.ecresq.2018.06.009.

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Tomaso, Cara C., Tiffany James, Jennifer Mize Nelson, Kimberly Andrews Espy, and Timothy D. Nelson. "Associations between preschool sleep problems and observed dimensions of elementary classroom engagement." Early Childhood Research Quarterly 57 (2021): 251–59. http://dx.doi.org/10.1016/j.ecresq.2021.06.009.

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AL-EMYAN, MOZFI M., ZIAD S. ABU-HAMATTEH, and FAROOQ A. AL-AZZAM. "Jordanian Employment in the Aqaba Labor Market." International Journal of Middle East Studies 39, no. 4 (October 30, 2007): 525–27. http://dx.doi.org/10.1017/s0020743807071024.

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This table shows the employment of Jordanians across industrial, educational, and occupational groups as a percentage of total employment in 2003. Note that the three major industries (in order) are public administration/social services; trade, including hotels and restaurants; and manufacturing. Almost 50 percent of Jordanian workers had less than a secondary education, and almost 50 percent of all employees fell into three occupational groups: service, shop, and market sales; craft and related trades; and elementary occupations.

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Valiente, Carlos, Julia H. Parker, Jodi Swanson, Robert H. Bradley, and Brittany M. Groh. "Early elementary student-teacher relationship trajectories predict girls’ math and boys’ reading achievement." Early Childhood Research Quarterly 49 (2019): 109–21. http://dx.doi.org/10.1016/j.ecresq.2019.05.001.

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Chen, Si, Chen Zhao, Yan Cao, Chen Chen, Catherine E. Snow, and Mai Lu. "Long-term effects of China’s One Village One Preschool program on elementary academic achievement." Early Childhood Research Quarterly 49 (2019): 218–28. http://dx.doi.org/10.1016/j.ecresq.2019.06.010.

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Mouratidou, Katerina, Vassilis Barkoukis, Panayotis Zahariadis, and Athina Arampatzi. "Evaluation of students’ social ability: Greek version of checklists for aggressive behaviour and social insecurity in elementary education." Social Psychology of Education 10, no. 4 (November 13, 2007): 495–508. http://dx.doi.org/10.1007/s11218-007-9036-9.

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Schiff, Miriam, and Berta BarGil. "Children with behavior problems: improving elementary school teachers’ skills to keep these children in class." Children and Youth Services Review 26, no. 2 (February 2004): 207–34. http://dx.doi.org/10.1016/j.childyouth.2004.01.009.

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Moses, Mindi, and Anne Williford. "Individual indicators of self-reported victimization among elementary school-age students: A latent class analysis." Children and Youth Services Review 83 (December 2017): 33–40. http://dx.doi.org/10.1016/j.childyouth.2017.10.006.

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32

Hernández, Maciel M., Carlos Valiente, Nancy Eisenberg, Rebecca H. Berger, Tracy L. Spinrad, Sarah K. VanSchyndel, Kassondra M. Silva, Jody Southworth, and Marilyn S. Thompson. "Elementary students’ effortful control and academic achievement: The mediating role of teacher–student relationship quality." Early Childhood Research Quarterly 40 (2017): 98–109. http://dx.doi.org/10.1016/j.ecresq.2016.10.004.

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Pace, Amy, Rebecca Alper, Margaret R. Burchinal, Roberta Michnick Golinkoff, and Kathy Hirsh-Pasek. "Measuring success: Within and cross-domain predictors of academic and social trajectories in elementary school." Early Childhood Research Quarterly 46 (2019): 112–25. http://dx.doi.org/10.1016/j.ecresq.2018.04.001.

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34

Hai, Audrey Hang, Cynthia Franklin, Allan Hugh Cole, Lisa S. Panisch, Yueqi Yan, and Kristian Jones. "Impact of MindUP on elementary school students’ classroom behaviors: A single-case design pilot study." Children and Youth Services Review 125 (June 2021): 105981. http://dx.doi.org/10.1016/j.childyouth.2021.105981.

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35

Hibel, Jacob, and Daphne M. Penn. "Bad Apples or Bad Orchards? An Organizational Analysis of Educator Cheating on Standardized Accountability Tests." Sociology of Education 93, no. 4 (June 1, 2020): 331–52. http://dx.doi.org/10.1177/0038040720927234.

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Using an explanatory sequential mixed-methods design, we analyze quantitative administrative and survey data and qualitative archival data to examine the organizational character of standardized test cheating among educators in Georgia elementary schools. Applying a theoretical typology that identifies distinct forms of rule breaking in bureaucratic organizations, we find that teacher-focused, individual-level explanations for cheating are inadequate, particularly in the context of large-scale cheating outbreaks. Our findings suggest cheating scandals tend to arise when rule-breaking decisions shift toward higher levels of the educational bureaucracy, and school and district leaders enact multiple strategies to motivate coordinated cheating efforts among lower-level educators. In these scenarios, a “bad apples” explanation focused on rogue teachers fails to account for the systematic organizational underpinnings of standardized test cheating. We describe the institutional and organizational predictors of organized adult cheating on standardized tests, and we conclude with a discussion of our findings’ implications for education policy and research.

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Lv, Bo, Lijie Lv, Chuanliang Bai, and Liang Luo. "Body mass index and academic achievement in Chinese elementary students: The mediating role of peer acceptance." Children and Youth Services Review 108 (January 2020): 104593. http://dx.doi.org/10.1016/j.childyouth.2019.104593.

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37

Lehrl, Simone, Katharina Kluczniok, and Hans-Guenther Rossbach. "Longer-term associations of preschool education: The predictive role of preschool quality for the development of mathematical skills through elementary school." Early Childhood Research Quarterly 36 (2016): 475–88. http://dx.doi.org/10.1016/j.ecresq.2016.01.013.

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38

Lee Van Horn, M., and Sharon L. Ramey. "A new measure for assessing developmentally appropriate practices in early elementary school, A Developmentally Appropriate Practice Template." Early Childhood Research Quarterly 19, no. 4 (October 2004): 569–87. http://dx.doi.org/10.1016/j.ecresq.2004.10.002.

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39

Twardowska-Staszek, Estera, Izabela Zych, and Rosario Ortega-Ruiz. "Bullying and cyberbullying in Polish elementary and middle schools: Validation of questionnaires and nature of the phenomena." Children and Youth Services Review 95 (December 2018): 217–25. http://dx.doi.org/10.1016/j.childyouth.2018.10.045.

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Cook, Kyle DeMeo, Rebekah Levine Coley, and Kathryn Zimmermann. "Who benefits? Head start directors' views of coordination with elementary schools to support the transition to kindergarten." Children and Youth Services Review 100 (May 2019): 393–404. http://dx.doi.org/10.1016/j.childyouth.2019.03.021.

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41

Santos, Gilda, David P. Farrington, Cândido da Agra, and Carla S. Cardoso. "Parent-teacher agreement on children’s externalizing behaviors: Results from a community sample of Portuguese elementary-school children." Children and Youth Services Review 110 (March 2020): 104809. http://dx.doi.org/10.1016/j.childyouth.2020.104809.

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42

Reza, Md Hasan, Nicole F. Bromfield, Shirin Sultana, and Md Mustafizur Rahman Khan. "Child maltreatment in Bangladesh: Poverty, social class, and the emotional abuse of elementary school children by teachers." Children and Youth Services Review 116 (September 2020): 105195. http://dx.doi.org/10.1016/j.childyouth.2020.105195.

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43

Duran, Chelsea A. K., Anthony Byers, Claire E. Cameron, and David Grissmer. "Unique and compensatory associations of executive functioning and visuomotor integration with mathematics performance in early elementary school." Early Childhood Research Quarterly 42 (2018): 21–30. http://dx.doi.org/10.1016/j.ecresq.2017.08.005.

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44

Bachman, Heather J., Leanne Elliott, Paul W. Scott, and Monica G. Navarro. "Latino children’s academic and behavioral trajectories in early elementary school: Examining home language differences within preschool types." Early Childhood Research Quarterly 52 (2020): 138–53. http://dx.doi.org/10.1016/j.ecresq.2018.04.005.

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45

Ristić Dedić, Zrinka, and Boris Jokić. "Croatian Pupils' Perspectives on Remote Teaching and Learning during the COVID-19 Pandemic." Drustvena istrazivanja 30, no. 2 (July 20, 2021): 227–47. http://dx.doi.org/10.5559/di.30.2.03.

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On March 16th 2020, the Croatian government mandated a nationwide closure of schools and introduced remote teaching and learning in response to the COVID-19 pandemic. The present study explores the perspectives of pupils in the 7th grade of elementary education regarding this period of remote teaching and learning. The study aims to examine the level and determinants of pupils' satisfaction with newly implemented practices and to explore their perception of remote teaching and learning in comparison to classroom practices. An online survey was conducted with 920 pupils from 23 elementary schools in Zagreb between May 25th and June 6th 2020. The results indicate average satisfaction levels and a weak ability of the model to predict pupils' satisfaction based on a set of individual pupil characteristics. Pupils' interest in using digital devices and fathers' educational status were the only significant predictors of satisfaction. On average, pupils perceived remote teaching and learning as unfavourable in terms of quality, task load and effort in comparison to classroom practices. There was, however, a small cluster of pupils (15%) who associated remote teaching and learning with higher-quality practices.

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Park, Sira, Susan I. Stone, and Susan D. Holloway. "School-based parental involvement as a predictor of achievement and school learning environment: An elementary school-level analysis." Children and Youth Services Review 82 (November 2017): 195–206. http://dx.doi.org/10.1016/j.childyouth.2017.09.012.

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Kim, Helyn, Anthony I. Byers, Claire E. Cameron, Laura L. Brock, Elizabeth A. Cottone, and David W. Grissmer. "Unique contributions of attentional control and visuomotor integration on concurrent teacher-reported classroom functioning in early elementary students." Early Childhood Research Quarterly 36 (2016): 379–90. http://dx.doi.org/10.1016/j.ecresq.2016.01.018.

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Kim, Chong Min, and Jeon-Yi Lee. "Effects of South Korea’s educational welfare priority project on elementary- and middle-school students’ changes in self-esteem and adaptation to school life." Children and Youth Services Review 109 (February 2020): 104618. http://dx.doi.org/10.1016/j.childyouth.2019.104618.

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Kayama, Misa, Wendy Haight, May Lee Ku, Minhae Cho, and Hee Yun Lee. "Perspectives of elementary school educators in Japan, South Korea, Taiwan and the US on disability, stigmatization and children's developing self." Children and Youth Services Review 70 (November 2016): 403–18. http://dx.doi.org/10.1016/j.childyouth.2016.10.009.

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Lee, Meng-Jung, Wen-Chi Wu, Hung-Chieh Chang, Hsing-Jung Chen, Wen-Shan Lin, Joyce Yen Feng, and Tony Szu-Hsien Lee. "Effectiveness of a school-based life skills program on emotional regulation and depression among elementary school students: A randomized study." Children and Youth Services Review 118 (November 2020): 105464. http://dx.doi.org/10.1016/j.childyouth.2020.105464.

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