Relevant bibliographies by topics / Elementary classroom teachers

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Elementary classroom teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Elementary classroom teachers"

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Griffin, Cynthia C., Martha B. League, Valerie L. Griffin, and Jungah Bae. "Discourse Practices in Inclusive Elementary Mathematics Classrooms." Learning Disability Quarterly 36, no. 1 (2012): 9–20. http://dx.doi.org/10.1177/0731948712465188.

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In this exploratory study, teachers’ use of standards-based, discourse practices and their students’ mathematics learning in inclusive elementary mathematics classrooms were examined. Two beginning teachers (one third-grade teacher, one fourth-grade teacher) and six students identified with disabilities or as low performing in mathematics participated in this study (three students from each classroom). Six classroom observations of teachers took place over 4 months focusing on a subset of indicators associated with Walshaw and Anthony’s framework of mathematics classroom discourse practices. F
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Moon, Jongho, and Dongwoo Lee. "Elementary School Classroom Teachers’ Perceptions of Teaching Physical Education: A Literature Review." Journal of Health, Sports, and Kinesiology 2, no. 2 (2021): 17–21. http://dx.doi.org/10.47544/johsk.2021.2.2.17.

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Elementary school physical education (PE) can play a unique role in providing educational experiences to students and may support physical, cognitive, and social-emotional development (Institute of Medicine, 2013). Studies illustrate that PE programs can improve the possibility of achieving student learning outcomes only when appropriately designed and delivered (Rink & Hall, 2008). Research suggests that students' early experiences with PE are mainly led by elementary school teachers (Kirk, 2005). Globally, in several countries, either classroom teachers (i.e., a teacher who teaches every
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Rezvani, Ehsan, and Abbass Rasekh. "Code-switching in Iranian Elementary EFL Classrooms: An Exploratory Investigation." English Language Teaching 4, no. 1 (2011): 18. http://dx.doi.org/10.5539/elt.v4n1p18.

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This paper presents the results of a small-scale exploratory investigation of code-switching (CS) between English and Farsi by 4 Iranian English foreign language (EFL) teachers in elementary level EFL classrooms in a language school in Isfahan, Iran. Specifically, the present study aimed at exploring the syntactical identification of switches and the functions that the switches served. The data consist of field notes and scripts of audio-recordings of the teachers’ talk collected during classroom observations. The findings suggest that CS is a frequently applied strategy and a valuable resourc
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Sutherland, K. S., M. A. Conroy, B. D. McLeod, K. Granger, M. Broda, and R. Kunemund. "Preliminary Study of the Effects of BEST in CLASS–Elementary on Outcomes of Elementary Students With Problem Behavior." Journal of Positive Behavior Interventions 22, no. 4 (2020): 220–33. http://dx.doi.org/10.1177/1098300719900318.

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Student problem behaviors in early elementary school are associated with fewer learning opportunities, poor relationships with teachers, and academic and behavioral problems, including increased risk of emotional/behavioral disorders (EBDs). This study examined the effect of BEST in CLASS–Elementary (BEST in CLASS-E), a Tier 2 intervention delivered by teachers, on student problem behavior, academic achievement, teacher–student relationships, and classroom quality using a randomized controlled trial design. Participants were 45 kindergarten to grade 3 students identified at risk of development
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Gage, Nicholas A., Terrance Scott, Regina Hirn, and Ashley S. MacSuga-Gage. "The Relationship Between Teachers’ Implementation of Classroom Management Practices and Student Behavior in Elementary School." Behavioral Disorders 43, no. 2 (2017): 302–15. http://dx.doi.org/10.1177/0198742917714809.

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Teachers’ classroom management practices have a direct impact on their students’ probability of success. Evidence-based classroom management practices include (a) active instruction and supervision of students (i.e., teaching), (b) opportunities for students to respond, and (c) feedback to students. In this study, we examined the degree to which teachers implemented evidence-based classroom management practices and whether there was a relationship between use of those teacher behaviors and students’ time engaged in instruction and rate of disruptions. Using latent class analysis, we identified
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Silva, Janelle M. "Critical Classrooms." Urban Education 47, no. 4 (2012): 776–800. http://dx.doi.org/10.1177/0042085912441187.

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This article uses data from a 9-month ethnography in California to illustrate how elementary teacher’s decision to reenact Jane Elliott’s “A Class Divided” experiment, in conjunction with an artist-centered multicultural curriculum, shifted classroom conversations to a more critical dialogue of social groups, power, and privilege. Data illustrate how this approach to learning about diversity and difference can facilitate development of students’ critical consciousness at the elementary school level. Student interviews and an interview with the classroom teacher are also used to triangulate fin
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Siti Haryani. "TINJAUAN ASPEK KUALIFIKASI PENDIDIK, PENGUASAAN TEKNOLOGI INFORMASI DAN KOMUNIKASI, SERTA SUPERVISI AKADEMIK TERHADAP KEMAMPUAN MANAJEMEN KELAS PADA GURU SEKOLAH DASAR DI UPT PPD KECAMATAN PUNDONG KABUPATEN BANTUL." Ideguru: Jurnal Karya Ilmiah Guru 4, no. 1 (2019): 94–103. http://dx.doi.org/10.51169/ideguru.v4i1.73.

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The purpose of this study was to determine: (1) the influence of educator qualifications, the mastery of ICT, as well as academic supervision jointly against class management capabilities among elementary school teachers, (2) the effect of educator qualifications on classroom management skills in an elementary school teacher, (3) the effect of mastery of ICT on classroom management skills in an elementary school teacher, and (4) the effect academic supervision of classroom management capabilities at an elementary school teacher. This study applied the quantitative approach using the survey des
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Ghozali, Imam. "Professional Competence of Teachers in Learning Music at Elementary Schools in Pontianak." Harmonia: Journal of Arts Research and Education 20, no. 1 (2020): 84–94. http://dx.doi.org/10.15294/harmonia.v20i1.24932.

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Learning the art of music that has characteristics, special characters, and is carried out within an integrative thematic frame in elementary schools, needs to be supported by the professional competence of classroom teachers. The purpose of this study was to determine the professional competence of classroom teachers in learning music in elementary schools. This paper is the result of interpretive descriptive research with the main data source of classroom teachers, while the source of supporting data are students and principals. Data collection techniques are done by tests, observations, and
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May, Laura A., Diane Truscott, and R. D. Fremeau. "Implicit Theories of Learning as Reflected in One Upper Elementary Teacher's Talk." Australian Journal of Teacher Education 45, no. 11 (2020): 56–72. http://dx.doi.org/10.14221/ajte.202v45n11.4.

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Strong empirical evidence exists indicating language can influence students’ beliefs about ability. Professional literature for teachers offers practical advice on how to adjust their classroom-based talk to support student achievement by orienting students toward an incremental theory of ability. Yet, little empirical work has been done to investigate how teacher talk plays out moment-to-moment within the classroom context. This study reports on a qualitative analysis of one upper elementary teacher's talk with regard to implicit theories of learning. Findings suggest teacher talk is dynamic
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Baker, Valerie A. "Teachers’ Perceptions on Current Piano Use in the Elementary General Music Classroom." Update: Applications of Research in Music Education 35, no. 2 (2016): 23–29. http://dx.doi.org/10.1177/8755123315598558.

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The purpose of this study was to identify teacher opinion of piano use, the amount of piano use, and current purposes for pianos in elementary general music classrooms. A geographically diverse sample of general music teachers ( N = 189) completed a piano use survey. The data indicated that teachers felt piano was an important part of elementary music and that the piano should be used for accompaniment more than any other purpose. Pianos were most commonly used on a weekly basis. Teachers who began piano lessons at a younger age also tended to use more piano in their classrooms. Qualitative st
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Dissertations / Theses on the topic "Elementary classroom teachers"

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Mason, Lindsey Lea. "Teacher Communication in Title I Elementary Music Classrooms: Perceptions of Elementary Music Classroom Teachers." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc407827/.

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The increasing cultural diversity in the United States has brought not only richness, but also complex challenges, to various segments of American society, particularly with regard to public schools. As the student population continues to diversify while teacher population remains predominately White, female, and middle class, teacher awareness in the classroom might be an integral piece to assist students marginalized by stereotypes in feeling more empowered in the school community. Through qualitative data collection and analysis, and framed by Basil Bernstein’s language code theory, this s
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Baser, Gulsoy Vesile Gul. "Elementary Teachers." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613681/index.pdf.

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An explanatory mixed method research design was utilized to examine the elementary teachers&rsquo<br>(classroom teachers) perceptions towards ICT integration in education and its effect on their teaching. In the first phase instruments were translated into Turkish and pilot tested with 282 classroom teachers. For the main study, the survey was distributed to classroom teachers in 90 schools in Ankara. With a 45% percent return rate, 1055 surveys from elementary teachers were used in the quantitative data analysis part. Two simultaneous multiple regression analysis were conducted and the result
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Fielder, Robin L. Shannon David M. "A simulation exercise in decision-making in an elementary classroom." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Summer/doctoral/FIEDLER_ROBIN_45.pdf.

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Anders, Deborah Ann. "Teachers' classroom knowledge as curriculum script." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185646.

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This study was designed to capture and portray a teacher's classroom knowledge as curriculum script. The task framework suggested by Doyle (1980, 1983, 1986) was combined with the descriptions of the activity organization and materials used to convey the content, to examine activities embedded within classroom events in order to determine the patterns which might suggest the content and character of the teacher's knowledge for one content area, mathematics. The teacher taught two math groups each week: a second grade, homogeneous group three days per week, and her combination second and third
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Yalcin, Tugba. "Classroom Teachers And Teacher Educators&#039." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612167/index.pdf.

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This cross sectional survey study examined the perceptions of classroom teachers in urban regions of Kars Province including its towns and teacher educators in Kafkas University about the new elementary school curriculum in Kars Province. It also revealed their perceptions about the strengths and weaknesses of the elementary school curriculum, students&rsquo<br>educational needs from the window of local characteristics of Kars, and classroom teachers&rsquo<br>needs with regard to the new elementary school curriculum. The data were collected from classroom teachers based on the responses they g
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Fultz, Angela S. "Perspectives on Collaboration of Elementary Classroom Teachers and ESL Teachers." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1589995530090615.

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Rodríguez, Haydeé Marie. "Multicultural literature : teachers' beliefs shape teachers' goals and classroom practice /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Aish, Dina. "Teachers' beliefs about creativity in the elementary classroom." Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3631498.

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<p> Creativity is considered to be an essential life skill that should be fostered throughout the educational system. However, public elementary school classrooms in the USA generally do not appear to be creativity-fostering places. A better understanding of teachers' beliefs about creativity would provide valuable insights into their practices in the classroom and facilitate the planning and evaluation efforts to foster creativity in all classrooms. </p><p> Using a validated survey instrument, adapted from the Teachers' Conceptions of Creativity Questionnaire (TCCQ), the researcher collecte
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Temli, Yeliz. "Classroom Teachers&#039." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614213/index.pdf.

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The purpose of the current study was to investigate the classroom teachers&rsquo<br>and science and technology teachers&rsquo<br>views on science and technology curriculum. In this nation-wide study, survey design was utilized. The participants of the study consisted of 960 teachers in 26 provinces across Turkey and 601 of the teachers were classroom teachers and 359 teachers were science and technology teachers. In order to investigate teachers&rsquo<br>views, Teachers&rsquo<br>Views on Science and Technology Curriculum Questionnaire was developed by the researcher. The questionnaire was com
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Jones, Shari 1963. "Teachers' efforts to recruit parents into the classroom as volunteers." Thesis, The University of Arizona, 1994. http://hdl.handle.net/10150/278446.

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This study looked at parent involvement from the teachers' point of view. A survey of 73 teachers in one geographical area of a small city was undertaken to find out if teachers attempt to recruit parents as volunteers, how they recruit them, and the tasks that parent volunteers do. A comparison was made between primary grade teachers and intermediate grade teachers as well as between bilingual and non-bilingual teachers. The results indicate that most of the teachers involved in the study do attempt to recruit parent volunteers, they tend to use similar techniques, and they involve parents in
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Books on the topic "Elementary classroom teachers"

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T, Emmer Edmund, and Worsham Murray E, eds. Classroom management for elementary teachers. 7th ed. Pearson/A and B, 2006.

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Hoffer, Charles R. Music for elementary classroom teachers. Waveland Press, 2005.

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T, Emmer Edmund, ed. Classroom management for elementary teachers. 9th ed. Pearson, 2013.

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Evertson, Carolyn M. Classroom management for elementary teachers. 6th ed. Allyn and Bacon, 2003.

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Evertson, Carolyn M. Classroom management for elementary teachers. 5th ed. Allyn and Bacon, 2000.

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Evertson, Carolyn M. Classroom management for elementary teachers. 8th ed. Pearson/Allyn & Bacon, 2009.

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Elementary classroom teachers as movement educators. 4th ed. McGraw-Hill, 2011.

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Running records: For classroom teachers. Heinemann, 2000.

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Literacy assessment & intervention for classroom teachers. 3rd ed. Holcomb Hathaway, 2011.

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Coons, Mary. The teacher's classroom companion: A handbook for primary teachers. Teachers' Handbooks, 1993.

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Book chapters on the topic "Elementary classroom teachers"

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de Freitas, Maria Isabel Castreghini. "Cartography at Elementary School Level: Continuing Education of Teachers and Experiences in the Classroom." In Lecture Notes in Geoinformation and Cartography. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-19522-8_5.

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Schonfeld, David J., Ellen C. Perrin, Marcia Quackenbush, Linda L. O’Hare, Donald R. Showalter, and Domenic V. Cicchetti. "Success by Regular Classroom Teachers in Implementing a Model Elementary School AIDS Education Curriculum." In AIDS Education. Springer US, 1996. http://dx.doi.org/10.1007/978-1-4757-9122-8_27.

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Fricke, Katharina, Isabell Van Ackeren, Alexander Kauertz, and Hans E. Fischer. "Students’ Perceptions of their Teachers’ Classroom Management in Elementary and Secondary Science Lessons and the Impact on Student Achievement." In Interpersonal Relationships in Education. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-939-8_11.

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Philippou, Stavroula. "Tracing Disciplinarity in the History Classroom: The Cases of Two Elementary School Teachers Amid Curriculum Change in the Republic of Cyprus." In The Palgrave Handbook of History and Social Studies Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37210-1_17.

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Larsen, Ditlev. "Pre-service Teacher Preparation for L2 Writing: Perspectives of In-service Elementary ESL Teachers." In Second Language Writing in Elementary Classrooms. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137530981_10.

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Huang, Pao-Chu, Li Yue, and Hsuan-Pu Chang. "Elementary School Teachers’ Attitudes Toward Flipped Classrooms." In Lecture Notes in Electrical Engineering. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3648-5_40.

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Martin, Christie Lynn, Kristin E. Harbour, and Drew Polly. "Transitioning the Elementary Mathematics Classroom to Virtual Learning." In Handbook of Research on the Global Empowerment of Educators and Student Learning Through Action Research. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6922-1.ch015.

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In this chapter, the authors explore the experiences of K-12 teachers as they navigated an abrupt transition from a traditional face-to-face mathematics classroom to virtual learning. The authors used a survey to ask teachers to explain what effective mathematics instruction meant for their classroom. Their responses most closely aligned with four of the National Council of Teachers of Mathematics (NCTM) effective practices. The survey continued to prompt teachers to share their concerns for the transition, the most effective virtual tools they implemented, support they received, how their virtual classrooms would influence their return to face, and where they needed more support. The authors offer recommendations for supporting teachers as the virtual classroom currently remains in place for many and for transitioning back to the traditional face-to-face classroom. Technology use and digital competence continues to expand in K-12 education.
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Dreon, Oliver, Jennifer Shettel, and Kevin M. Bower. "Preparing Next Generation Elementary Teachers for the Tools of Tomorrow." In Advancing Next-Generation Teacher Education through Digital Tools and Applications. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0965-3.ch008.

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This chapter examines the results from ongoing research of an authentic, problem-based learning (PBL) project. Embedded in an instructional technology course, the project was designed to help preservice teachers develop technological pedagogical content knowledge (TPACK) necessary to successfully incorporate digital tools and applications in elementary classrooms (Harris, Mishra, &amp; Koelher, 2009). The project partnered the preservice teachers with local elementary school classrooms where they served as instructional designers to develop digital media in support of a flipped classroom initiative. Results indicate that the semester-long PBL-based assignment significantly impacted the preservice teachers' TPACK development in several critical areas and can serve as a model for advancing next generation teacher education. Overarching themes that emerged and recommendations for future research are offered as well.
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Garrett, Matthew L., and Joshua Palkki. "Honoring Gender Diversity in Music Classrooms." In Honoring Trans and Gender-Expansive Students in Music Education. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197506592.003.0005.

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In this chapter, attention is given to specific ideas that school music teachers can use to honor TGE students. Examples for sharing and displaying TGE-inclusive names, pronouns, and titles are presented within a variety of music classroom contexts. The authors describe how school music teachers can select inclusive classroom curricular materials by reviewing them for bias against gender diversity, by incorporating inclusion in elementary classroom discourse, and by working to avoid gender stereotypes in instrumental music settings. Further discussion focuses on the need for age-appropriate interactions with children, the implications of gendered vernacular language in classrooms settings, and considerations for music teacher-educators working with pre-service teachers at the college level.
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Vogt, Spencer, and Sara A. Westerlin. "Technology Integration in the Early Elementary Classroom." In Handbook of Research on Empowering Early Childhood Educators With Technology. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6888-0.ch003.

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This chapter highlights technology integration, particularly its growing popularity in early elementary circles in the United States. Issues and solutions are explored regarding how early elementary (PK-3) teachers can integrate technology into the classroom setting. Topics focus on professional development (PD) in the technological pedagogical content knowledge (TPACK) and substitution augmentation modification redefinition (SAMR) frameworks. Proper technology integration discussions include content areas like mathematics, literacy, and social-emotional learning. Further research is needed to fully understand effective technology integration in early elementary settings, especially in public school systems in the U.S.
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Conference papers on the topic "Elementary classroom teachers"

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Chen, Fei-Ching. "Teachers' Reluctance in a BYOD Elementary Classroom." In 2019 8th International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2019. http://dx.doi.org/10.1109/iiai-aai.2019.00060.

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Whiting, Jennifer K., Zachary R. Jensen, Timothy W. Leishman, Mark L. Berardi, and Eric J. Hunter. "Classroom acoustics for vocal health of elementary school teachers." In 169th Meeting of the Acoustical Society of America. Acoustical Society of America, 2015. http://dx.doi.org/10.1121/2.0000074.

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Liang, Su. "Group Formation-Finding-Your-Matching-Card in a Collaborative Learning Classroom." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12786.

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This paper presents a non-traditional strategy of group formation that engages students in utilizing prior learned knowledge to solve problems at a collaborative learning classroom. Through the grouping process students communicate mathematical thinking with their peers and physically moving around to find their matching cards and group parteners. The grouping process warms up students to launch an active learning mode. Although the grouping method was implemented in the mathematics content course for preservice elementary teachers and the capstone course for preservice secondary mathematics t
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Arrington, Nancy McBride. "Examining Preservice Teachers’ Self-Efficacy for Enhancing Literacy of Diverse Learners through Music." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5415.

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The sense of efficaciousness for teaching diverse learners was examined with twenty-four pre-service teachers concurrently enrolled in a junior-level Creative Arts methods course and a field experience course with placements in K-2 general education classrooms. The pre-service teachers participated in music and literacy activities in their university class, then planned and implemented standards-based music activities in literacy lessons with their young students. Both quantitative and qualitative data were collected, including a teacher self-efficacy scale, an attitude survey, written reflect
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Abad, Alida, and Maria Rassetto. "A different approach fot training student teachers using Communication and Information Technology (ICT)." In HEAd'16 - International Conference on Higher Education Advances. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2879.

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The aim of this research is to contribute to find new ways of teaching using the opportunities that Communication and information technology(ICT) give today. This contribution proposes a teaching strategy that allows students to think in a creative way and integrate technology in elementary school. This strategy consist in making the teacher student think themselves as inventors, detecting a need in society, designing and developing an invention that has not been yet patented. Creating marketing strategies for selling the product and presenting all this work in class for peers and teachers to
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Rahman, Rafika Nur, Rahmad Husein, and Meisuri. "Speech Function of Teachers and Students’ Utterances in Classroom Interaction at The Elementary School." In Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/aisteel-19.2019.140.

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Dobie, Tracy Elyse, Lauren Barth-Cohen, Rachel Francom, Kevin Greenberg, and José Gutiérrez. "Pre-service elementary teachers navigating tensions related to classroom social dynamics through hypothetical teaching scenarios." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-251.

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Baya'a, Nimer, and Wajeeh Daher. "Mathematics teachers' readiness to integrate ICT in the classroom: The case of elementary and middle school Arab teachers in Israel." In 2012 International Conference on Interactive Mobile and Computer Aided Learning (IMCL). IEEE, 2012. http://dx.doi.org/10.1109/imcl.2012.6396470.

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Naway, Fory, Ikhfan Haris, and Yulin Nue. "The influence of teachers’ leadership and classroom climate on students’ achievement motivation." In Proceedings of the 1st International Conference of Science and Technology in Elementary Education, ICSTEE 2019, 14 September, Makassar, South Sulawesi, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.14-9-2019.2290060.

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Bartus, Greg A., and Frank T. Fisher. "Barriers and Opportunities to the Acquisition of Systems Thinking Skills for K-12 Teachers." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-67146.

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Conceptual and pedagogical barriers in post-secondary education inhibit student preparedness in system thinking skills (STS) critical for success in the workplace. To improve instruction in systems and sustainable engineering skills at the undergraduate level it is instructive to look at STS barriers and opportunities K-12 teacher’s face when they take part in a systems engineering (SE) project. This case study presents our approach to instructing K-12 educators about systems engineering through the design of a wind farm. Demographics of the 35 participants in this NSF-sponsored program who ar
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Reports on the topic "Elementary classroom teachers"

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Model program for the recruitment and preparation of high ability elementary mathematics/science teachers: A collaborative project among scientists, teacher educators and classroom teachers. Office of Scientific and Technical Information (OSTI), 1993. http://dx.doi.org/10.2172/10106703.

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