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Journal articles on the topic 'Elementary classroom teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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1

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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Aribowo, A., S. Su'ad, and Achmad Hilal Madjdi. "PENGARUH SUPERVISI AKADEMIK DAN PELATIHAN PENELITIAN TINDAKAN KELAS TERHADAP KOMPETENSI PROFESIONAL GURU SEKOLAH DASAR SE-KECAMATAN UNDAAN KABUPATEN KUDUS." Refleksi Edukatika : Jurnal Ilmiah Kependidikan 10, no. 2 (2020): 216–22. http://dx.doi.org/10.24176/re.v10i2.4562.

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The purpose of this study is 1) to know effect of academic supervision on the professional competencies of elementary school teacher, 2) to know the effect of classroom action research training on the professional competencies of elementary school teachers, 3) to know effect of academic supervision and classrooom action research training on the professional competencies of elementary school teacher. The subject of this study werw all elementary school teachers in all subdistrict of Undaan Kudus regency. This study uses a quantitative contribution method with regression analysis techniques. Res

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Yilmaz, Nihal Yildiz. "Students and Teachers’ Metaphors about Classroom Teachers." Journal of Education and Learning 7, no. 1 (2017): 245. http://dx.doi.org/10.5539/jel.v7n1p245.

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The purpose of this study is to identify the metaphors that primary, secondary and high school students and classroom teacher candidates and the classroom teachers have regarding their primary school classroom teachers. The phenomenology pattern as one of the qualitative research methods was used in the research. The study group was determined by the purposeful criterion sampling method. The basic criterion in the research is that the participants are in the final grade of elementary, secondary, high school and are in the undergraduate 3rd and 4th grade students classroom teachers education pr

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Javed, Muhammad Latif, Muhammad Asif Choudhary, and Rashid Ahmad. "Classroom Management Techniques: A Framework to Practice." Review of Applied Management and Social Sciences 2, no. 2 (2020): 83–93. http://dx.doi.org/10.47067/ramss.v2i2.17.

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An effective classroom management is the key to better teaching-learning results and outcomes. It relates to creating a learning environment and focuses on developing an appropriate students’ behavior at early stage of students’ life. The main objective of the study was to analyze the classroom management techniques within the framework, used by elementary school teachers to make the process operative and successful at school level. The framework developed through the elements three main aspects static, dynamic and teachers’ perception about classroom management practices All the teachers teac

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Montejo Rodriguez, Andres Mateo, Karen Daniela Fino Ortiz, and Astrid Ramírez Valencia. "Language classroom practices applied by native speaker teachers in a plurilingual elementary classroom." Revista Boletín Redipe 10, no. 2 (2021): 131–43. http://dx.doi.org/10.36260/rbr.v10i2.1200.

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The need for learning a foreign language in this globalized world has become an essential skill, to the point English is not sufficient, but other foreign languages are required. Colombia has been reshaping its educational curriculum to achieve these foreign language skills. Though there are suggested curriculums for English, the lack of concrete methodologies for Chinese teaching leads to unsuccessful teaching practices. This exploratory case study will observe the first grade Mandarin class in a Colombian private institution whose teachers are native and non-native. There are obstacles in th

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Argiani, Astiti Rahayu, and Slameto Slameto. "SUPERVISI KUNJUNGAN KELAS UNTUK MENINGKATKAN KOMPETENSI PEDAGOGIK GURU SDN CUKIL 01, TENGARAN, KABUPATEN SEMARANG." Kelola: Jurnal Manajemen Pendidikan 2, no. 1 (2015): 1. http://dx.doi.org/10.24246/j.jk.2015.v2.i1.p1-11.

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<p>The problems background in the learning process, teacher and pupils are interpedently connected to one another in the learning classroom process, it is because conversation and encounter process occurred. This learning process is not an uncommon issue. The problems are teacher has not finish classroom materials for the learning process, which cause an impact on the learning process’s implementation, teacher has not developed educational learning’s process, and teacher has not mastered today’s technology. Based on those complications, the best solution is implementing classroom’s visit

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Malin, Sue A. "Classroom Teachers: Elementary to Music Education." Music Educators Journal 75, no. 3 (1988): 30–33. http://dx.doi.org/10.2307/3398074.

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Davis, Catherine N., and Timothy B. Harris. "Teachers’ Ability to Accurately Identify Disordered Voices." Language, Speech, and Hearing Services in Schools 23, no. 2 (1992): 136–40. http://dx.doi.org/10.1044/0161-1461.2302.136.

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The present study investigated whether or not elementary school classroom teachers can, without special training, consistently identify children with disordered voices. Forty-five elementary school classroom teachers and 64 junior/senior elementary education majors served as subjects. A listening task was devised utilizing 30 audiotaped samples of children’s voices. The subjects were told to listen to each sample and decide if they would refer the child to a speech-language pathologist for a suspected voice problem. Teacher and student data were analyzed separately in four comparisons each: (a

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Sianturi, Murni, and Huei-Hsuan Lin. "Effects of Student's Grade to Teacher's Teaching: a Case Study in an Indigenous Classroom." Journal of Education and Vocational Research 7, no. 4(V) (2017): 6–11. http://dx.doi.org/10.22610/jevr.v7i4(v).1504.

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Abstract: The perspective of teaching in rural area led this study to investigate non-indigenous teacher's teachings in an indigenous classroom of one of rural elementary schools in Hualien, Taiwan. The teacher's views on indigenous students' grade and how it related to the teacherâ€™s teaching were explored also. This study was a case study. Data was collected and analyzed by applying qualitative method. It implemented classroom ethnography approach. It revealed that although the teacher had demonstrated a great deal of passion in teaching indigenous students, involvement the students in some

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Langit-Dursin, Richel. "Incidental Corrective Feedback by Classroom Teachers and Uptake by Bilingual Elementary Students in Teacher-Learner Interactions." Indonesian JELT: Indonesian Journal of English Language Teaching 11, no. 1 (2016): 47–67. http://dx.doi.org/10.25170/ijelt.v11i1.1489.

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The study investigated (1) the relationship between corrective feedback types and errors by bilingual elementary students in speaking; (2) corrective feedback type that leads to high uptake; (3) uptake commonly made by bilingual elementary students in response to incidental corrective feedback; and (4) perspectives of elementary classroom teachers and bilingual young learners on the provision, frequency, and timing of corrective feedback. The qualitative and quantitative research involved classroom teachers from grades 1 to 5 and bilingual elementary students. A total of 20 classroom teachers

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Thaariq, Zahid Zufar At, Lindawati Lindawati, and Ryandini Dwi Puspita. "Profesionalitas Guru Sekolah Dasar dalam menghadapi Ragam Karakteristik Belajar." EduBasic Journal: Jurnal Pendidikan Dasar 2, no. 1 (2020): 61–71. http://dx.doi.org/10.17509/ebj.v2i1.26523.

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This research aimed to review the professionalism of teachers in the face of the learning characters of elementary school students. In the learning process, a teacher's role was critical. Thus, teachers need to be professional in managing learning in the classroom in terms of media management, models and learning resources. This study used mixed methods approach between qualitative and quantitative. This research used online poll instruments and spread to 24 respondents. Respondents were taken from teachers at the elementary school level. The steps in this study were (1) the formulation of the

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Urbina, Angela, and Drew Polly. "Examining elementary school teachers’ integration of technology and enactment of TPACK in mathematics." International Journal of Information and Learning Technology 34, no. 5 (2017): 439–51. http://dx.doi.org/10.1108/ijilt-06-2017-0054.

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Purpose The purpose of this paper is to examine how elementary school teachers integrated technology into their mathematics teaching in classroom settings that were one-to-one computer environments for most of the day. Following a series of classroom observations and interviews, inductive qualitative analyses of data indicated that teachers felt that technology supported students’ mathematics learning and prepared them for their future where technology was important. However, observations indicated that despite teaching in one-to-one environments, students only used technology on rare occasion

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Duquette, Cheryll, and Leah Dabrowski. "A Study of Classroom Inquiry and Reflection Among Preservice Teachers Candidates." Articles 51, no. 1 (2016): 575–95. http://dx.doi.org/10.7202/1037360ar.

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The purpose of this study was to explore the experiences of four preservice teachers who used classroom inquiry and reflection to solve problems when implementing differentiated instruction in elementary classrooms during a practicum. Data from classroom observations, individual reflections, and discussions with a teacher educator were analyzed inductively. The findings show that the preservice teachers were able to describe their situations and reflect individually and collaboratively to analyze and resolve problems related to instruction, discipline, and student learning. The results extend

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McArthur, Sherell A. "“It’s like Black and White!”: Critical Media Literacy and Social Justice in the Elementary Classroom." International Journal of Critical Media Literacy 1, no. 1 (2019): 118–27. http://dx.doi.org/10.1163/25900110-00101010.

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In the current sociopolitical climate, children, often, bear witness to the levels of vitriol in this country. It has become more imperative that elementary classroom teachers disrupt normative discourses. Therefore, the author suggests critical media literacy as a significant pedagogical practice to utilize in order to do so. In this article, the author articulates the importance of employing critical media literacy in the elementary classroom to deconstruct the diversity of tense relations in the u.s. and provide a language for students to articulate their identities and experiences. Through

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Bisard, Walter. "Cratering in the Classroom." International Astronomical Union Colloquium 105 (1990): 148–52. http://dx.doi.org/10.1017/s0252921100086607.

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The SEMS Project (Science Education in Middle School) in Michigan is a cooperative science education improvement effort by several universities, hundreds of school districts, and the state department of education. Upper elementary and middle/junior high school teachers have been targeted for improvement of science instruction. Although the initial area of focus included teachers of grades five through nine, the project has been successfully extended to early elementary grades. While there are many excellent teachers at these grade levels, research findings indicate that 49 per cent of all midd

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Kwok, Andrew. "Relationships Between Instructional Quality and Classroom Management for Beginning Urban Teachers." Educational Researcher 46, no. 7 (2017): 355–65. http://dx.doi.org/10.3102/0013189x17726727.

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This mixed-methods study explores the differences in 1st-year urban teachers’ classroom management beliefs and actions. The teachers in this study were in their first year of teaching in an urban context concurrent with their participation in a teacher education program offered at a large public university. Using program-wide surveys of 89 elementary and secondary teachers and qualitative data from five case participants, this study explores teachers’ behavioral, academic, and relational beliefs and how these beliefs shape the actions used in managing their classrooms. Specifically, the partic

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Hivner, Elizabeth A., Alicia M. Hoke, Erica B. Francis, Erik B. Lehman, Grace W. Hwang, and Jennifer L. Kraschnewski. "Training teachers to implement physical activity: Applying social cognitive theory." Health Education Journal 78, no. 4 (2019): 464–75. http://dx.doi.org/10.1177/0017896918820558.

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Objective: To evaluate the impact of three types of social cognitive theory (SCT)-based elementary school classroom physical activity (PA) training on teachers’ implementation rates, attitudes, knowledge and behaviour. Design: Key stakeholder focus groups informed development of phase II which took the form of a randomised controlled trial of three different intensities of teacher training to conduct classroom-based PA sessions. Setting: The study was conducted over one school year (2016–2017), across four elementary schools in the USA. Methods: Researchers delivered professional development t

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Kaswari, Kaswari, Tahmid Sabri, Mastar Asran, and Endang Uliyanti. "Workshop of Classroom Action Research with The Elementary School Teachers." JPKM (Jurnal Pengabdian Kepada Masyarakat) UNTAN 1, no. 1 (2018): 19. http://dx.doi.org/10.26418/jpkm.v1i1.18.

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The purpose of this community service activity is to provide training for elementary school teachers about classroom action research design techniques for elementary school teachers to do classroom action research in school or in their respective duties. Community service activities implemented are expected to provide benefits in the effort of teachers improve the quality of their understanding of classroom action research, so as to improve their skills in conducting research activities. By understanding and skills in conducting research, a teacher can improve and improve the quality of learni

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Smith, Audrey G., Mary J. Sandage, David D. Pascoe, Laura W. Plexico, Italo R. Lima, and Guanqun Cao. "Elementary School Teachers' Vocal Dose: Muscle Bioenergetics and Training Implications." Journal of Speech, Language, and Hearing Research 60, no. 7 (2017): 1831–42. http://dx.doi.org/10.1044/2016_jslhr-s-16-0193.

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PurposeTranslating exercise-science methodology for determination of muscle bioenergetics, we hypothesized that the temporal voice-use patterns for classroom and music teachers would indicate a reliance on the immediate energy system for laryngeal skeletal-muscle metabolism. It was hypothesized that the music-teacher group would produce longer voiced segments than the classroom teachers.MethodUsing a between- and within-group multivariate analysis-of-variance design (5 classroom teachers; 7 music teachers), we analyzed fundamental-frequency data—collected via an ambulatory phonation monitor—fo

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Marmoah, Sri, and Markus Sujarwo. "Hubungan Kualitas Kehidupan Kerja Dengan Keterampilan Mengelola Kelas Guru Sekolah Dasar." JTP - Jurnal Teknologi Pendidikan 21, no. 2 (2019): 135–49. http://dx.doi.org/10.21009/jtp.v21i2.11429.

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Quality of work-life is the employees’ feeling or perception of being comfortable with their work. The objective of the present study was to determine the quality of work-life, classroom management skill, and the relationship between the quality of work-life and classroom management skill to elementary school teachers. This study uses a quantitative-correlational approach. The research subjects were 29 teachers from Pambudi Luhur elementary school in Surakarta, consisting of 14 female and 15 male teachers. Data collection in this study used a rating scale. Data analysis using product moment fo

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Endriani, Endriani, and Fefi Yulita. "ACADEMIC SUPERVISION IN IMPROVING TEACHERS’ SKILLS DURING THE LEARNING PROCESS AT ELEMENTARY SCHOOL." JURNAL PAJAR (Pendidikan dan Pengajaran) 5, no. 5 (2021): 1475. http://dx.doi.org/10.33578/pjr.v5i5.8515.

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The principal has an obligation to be able to improve the quality of teacher in the learning process at school. Based on the observations, it was found that the number of learning processes carried out by elementary school teachers at schools were not in accordance with the characteristics of elementary school students, so that improvements were needed to improve the skills of these teachers. The purpose of this study was to determine the improvement of teachers’ skills in the learning process at elementary schools through academic supervision activities. This research was a classroom action r

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McMillan, James H., Steve Myran, and Daryl Workman. "Elementary Teachers' Classroom Assessment and Grading Practices." Journal of Educational Research 95, no. 4 (2002): 203–13. http://dx.doi.org/10.1080/00220670209596593.

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Prelip, Michael, Jennifer T. Erausquin, Wendelin Slusser, et al. "Role of Classroom Teachers in Nutrition and Physical Education." Californian Journal of Health Promotion 4, no. 3 (2006): 116–27. http://dx.doi.org/10.32398/cjhp.v4i3.1963.

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Nutrition education and physical education in schools is increasingly being explored as a way to prevent childhood overweight and to promote healthy eating and physical activity habits behaviors. Classroom teachers are often responsible for providing this education. The current study examined the roles and perspectives of elementary school teachers regarding student nutrition, nutrition education, and physical education. Data is from a 2001-2002 study of the Los Angeles Unified School District (LAUSD) Nutrition Network. Analyses were based on 78 structured interviews with elementary school tea

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McLaughlin, Jeff. "The Pedagogical Beliefs of Pre-Service and In-Service Teachers." International Journal of Teacher Education and Professional Development 4, no. 1 (2021): 1–16. http://dx.doi.org/10.4018/ijtepd.2021010101.

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The Teacher Self Inventory is an instrument for measuring aspects of teachers' beliefs and self-perceptions. Using this instrument, the perceptions and beliefs of elementary classroom teachers and pre-service (undergraduate) teachers were assessed. In addition, semi-structured interviews were conducted with volunteers from both the in-service and pre-service groups. The main goal of this mixed-methods study was to explore various dimensions of teachers' beliefs and also to compare practicing (in-service) elementary classroom teachers' responses and reflections to those of pre-service teachers.

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Cousik, Rama. "Cultural and functional diversity in the elementary classroom: strategies for teachers." Journal for Multicultural Education 9, no. 2 (2015): 54–67. http://dx.doi.org/10.1108/jme-03-2015-0010.

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Purpose – This paper aims to discuss current issues and provide suggestions for solutions. Today’s classrooms across schools in the USA are increasingly diverse. This diversity encompasses students from a myriad of cultural and linguistic and backgrounds’ academic performance levels. Teacher training programs and schools are making efforts to enhance teacher knowledge in regards to this cultural and functional diversity. Problems continue to exist because it is challenging to clearly perceive the connections between the two and identify cultural basis for school performance. Design/methodology

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Abu Al Rub, Majedah Fawzi. "Teachers beliefs and technology use in kindergarten and elementary classrooms." World Journal on Educational Technology 7, no. 3 (2015): 149. http://dx.doi.org/10.18844/wjet.v7i3.158.

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<p>With the increased availability of technology in today’s schools, concerns arise over whether teachers are effectively incorporating technology tools into their instruction in order to advance student learning and engagement. This project was designed to examine the types of educational technology practices that kindergarten and elementary teachers in Denver, Colorado, USA, implement in their classrooms and their beliefs concerning the implementation of educational technology in their classrooms.</p><p>Teacher participants were interviewed to evaluate the types of technolo

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Melville, Wayne, Ann Kajander, Donald Kerr, and Jennifer Holm. "Uncertainty and the Reform of Elementary Math Education." ISRN Education 2013 (March 28, 2013): 1–8. http://dx.doi.org/10.1155/2013/845164.

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This paper investigates the notion of uncertainty as elementary teachers engage in conversations intended to develop their understanding and implementation of reform-based mathematics teaching. Using a narrative methodology, several sources of teacher uncertainty are investigated: teaching and learning, the subject, and improving one’s own teaching. The data analysis indicates two important findings. The first is the importance of substantive and syntactic subject knowledge as a necessary foundation for teachers to understand uncertainty in terms that renew their classroom practice. The second

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Kaiser, Elizabeth. "One Point of View: Calculators in the Classroom." Arithmetic Teacher 39, no. 2 (1991): 6. http://dx.doi.org/10.5951/at.39.2.0006.

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As we adopt the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989), we can expect to make more use of calculators in elementary school classrooms. This technology allows students to think about and solve problems without the burden of tedious written computations. Teachers will realize the importance of using calculators in elementary classrooms as they see students of all abilities regularly attempt higher levels of problem solving with increasing confidence. Students deserve the opportunity to learn to use calculators in their classroom and real-life situations. My experi

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Chróinín, Déirdre Ní, and Mary O’Sullivan. "Elementary Classroom Teachers’ Beliefs Across Time: Learning to Teach Physical Education." Journal of Teaching in Physical Education 35, no. 2 (2016): 97–106. http://dx.doi.org/10.1123/jtpe.2015-0030.

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This longitudinal research explored beginning elementary classroom teachers’ beliefs about learning to teach physical education (PE) across time. Understanding how beliefs shape the process of learning to teach PE can inform the design of more impactful physical education teacher education (PETE). We mapped beliefs over six years including the three years of an undergraduate elementary teacher education program and the first three years teaching in schools through reflective writing tasks and semistructured interviews. Across time these beginning teachers believed that learning to teach PE req

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Aprina, Naomi Dwi, and Erna Andriyanti. "Teachers’ Questions in Elementary School English Learning: Types and Functions." Indonesian Journal of EFL and Linguistics 5, no. 2 (2020): 339. http://dx.doi.org/10.21462/ijefl.v5i2.287.

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Question types usually used in classroom learning are display questions and referential questions. Many teachers mostly used display questions in their classroom learning. However, studies showed that display questions limit the students’ opportunity to produce the language. Therefore, this present study aimed to analyse the contribution of teacher questions’ types in English classroom learning to classroom interaction. The participants of this qualitative study were three sixth grade English teachers from three different Islamic schools in Yogyakarta. The data were collected through classroom

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Isnanto, Isnanto, Samsi Pomalingo, and Meldiana N. Harun. "STRATEGI PENGELOLAAN KELAS DI SEKOLAH DASAR." JURNAL PENDIDIKAN GLASSER 4, no. 1 (2020): 7. http://dx.doi.org/10.32529/glasser.v4i1.392.

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The Objective of this research was to explore teacher’s role in maximizing the potency of the class; factors inhibiting classroom management; teacher’s efforts in coping with issues of classroom management; and classroom management strategies. This case study was conducted at elementary school of SDN 83 Kota Tengah Gorontalo City, and employed a qualitative approach. The data were collected from technical and source triangulations. The result shows that in classroom management, the teacher serves as a counselor, motivator, facilitator, demonstrator, and evaluator. Therefore, the teacher was ab

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Kurtzman, Barbara. "Bringing Mindfulness to the K-6 Classroom." LEARNing Landscapes 10, no. 2 (2017): 23–29. http://dx.doi.org/10.36510/learnland.v10i2.797.

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In this interview, elementary school teacher and mindfulness coach Barbara Kurtzman discusses how she brought mindfulness in the class, starting in Cycle 1 and then with the whole elementary school. Her interest in mindfulness began as a personal journey which she wanted to share with her students. She explains that taking only a few minutes a day helps her and her students to be more focused on the task at hand. She has found that her students also use mindfulness outside of her classroom. She finishes by giving advice to teachers who are interested in including mindfulness in their classroom

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Janney, Rachel E., and Martha E. Snell. "How Teachers Include Students with Moderate and Severe Disabilities in Elementary Classes: The Means and Meaning of Inclusion." Journal of the Association for Persons with Severe Handicaps 22, no. 3 (1997): 159–69. http://dx.doi.org/10.1177/154079699702200304.

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This ethnographic study investigated the ways general and special educators went about including students with moderate and severe developmental disabilities in five elementary classrooms. Interpretations suggest that all teachers shared a common goal of including the focus students as members of their classroom groups, and had devised an unwritten agreement specifying the modifications that would and would not be made. The modifications made to teachers' roles, classroom routines, and instructional activities are described. Discussion focuses on the assimilationist approach to diversity evide

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Wessel-Powell, Christy, Beth Anne Buchholz, and Cassie J. Brownell. "Polic(y)ing time and curriculum: how teachers critically negotiate restrictive policies." English Teaching: Practice & Critique 18, no. 2 (2019): 170–87. http://dx.doi.org/10.1108/etpc-12-2018-0116.

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Purpose The purpose of this paper is to theorize teacher agency as enacted through a P/policymaking lens in three elementary classrooms. Big-P Policies are formal, top-down school reform policies legislated, created, implemented and regulated by national, state and local governments. Yet, Big-P policies are not the only policies enacted in literacies classrooms. Rather, little-p policies or teachers’ local, personal and creative enactments of their values and expertise are also in play in daily classroom decisions. Little p-policies are teachers doing their best in response to their students a

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Allison, Pamela C. "Classroom Teachers’ Observations of Physical Education Lessons." Journal of Teaching in Physical Education 9, no. 4 (1990): 272–83. http://dx.doi.org/10.1123/jtpe.9.4.272.

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Elementary school classroom teachers continue to have primary responsibility for teaching elementary physical education. As a group, they have received little attention concerning their development of pedagogical skills in physical education. Accordingly, the purpose of this study was to describe what preservice classroom teachers observe and what perceptual processes they employ while observing physical education field lessons. The participants were seven junior elementary education majors who observed two physical education classes. Data were collected using the techniques of thinking aloud

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Nzeyimana, Jean Claude, and Kizito Ndihokubwayo. "Teachers’ role and learners’ responsibility in teaching and learning science and elementary technology in Rwanda." African Journal of Educational Studies in Mathematics and Sciences 15, no. 2 (2019): 1–16. http://dx.doi.org/10.4314/ajesms.v15i2.1.

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The aim of the present study is to reveal teachers’ role in teaching and learners’ responsibility in learning Science and Elementary Technology in Rwanda. The source of information is the classroom observation (Upper Primary) from 6 schools purposively selected in Kayonza District. The Flanders Interaction Analysis Categories System analysis research tools revealed that: The instructors’ role in the learning was found, information giver. Teachers had low facilitation to learning and were deciding alone on the content to be taught; concerning the learners’ responsibility and their encouragement

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IKIP PGRI Semarang, Djariyo, Joko Suliyanto, Mudzanatun IKIP PGRI Semarang, Fine Reffiane, and Iin Purnamasari. "PELATIHAN PENULISAN KARYA ILMIAH UNTUK MENINGKATKAN KETERAMPILAN MENULIS BAGI GURU SEKOLAH DASAR DI KOTA SEMARANG." E-DIMAS 2, no. 1 (2011): 13. http://dx.doi.org/10.26877/e-dimas.v2i1.94.

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Abstract ?é?á It is fact, there are still a few of elementary teachers write an article in newspapers or present their article in regional / nasional seminar. Consequently, they will face obstacles in increasing their grade. Based on the survey, we found that many elementary teachers in Semarang still have no idea in how to make a good article. Also, there is no Journal for elementary teachers as a media for them in delivering their articles in order to have some credits. Based on that case, team of community service try to give them some trainings; how to design a classroom research, and how

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Abu Al Rub, Majedah Fawzi. "Teachers beliefs and technology use in kindergarten and elementary classrooms." World Journal on Educational Technology 7, no. 3 (2015): 149. http://dx.doi.org/10.18844/wjet.v7i3.202.

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With the increased availability of technology in today’s schools, concerns arise over whether teachers are effectively incorporating technology tools into their instruction in order to advance student learning and engagement. This project was designed to examine the types of educational technology practices that kindergarten and elementary teachers in Denver, Colorado, USA, implement in their classrooms and their beliefs concerning the implementation of educational technology in their classrooms.Teacher participants were interviewed to evaluate the types of technology they utilize in their les

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Propst, Tonya Gray. "The Relationship between the Undergraduate Music Methods Class Curriculum and the Use of Music in the Classrooms of In-Service Elementary Teachers." Journal of Research in Music Education 51, no. 4 (2003): 316–29. http://dx.doi.org/10.2307/3345658.

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The purpose of this study was to determine which experiences in undergraduate elementary music methods curricula were the strongest predictors of the amount of time elementary classroom teachers used music weekly in their classrooms. A discriminant analysis procedure was used to determine whether the variable clusters considered simultaneously were significant predictors of the amount of time elementary classroom teachers ( n = 297) use music in their classrooms. Of the three variable cluster groupings, two were found to contribute uniquely to the definition of the discriminant function. More

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Whitin, David J. "Problem Posing in the Elementary Classroom." Teaching Children Mathematics 13, no. 1 (2006): 14–18. http://dx.doi.org/10.5951/tcm.13.1.0014.

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Guha, Smita. "Integrating Computers in Elementary Grade Classroom Instruction—Analyses of Teachers' Perceptions in Present and Preferred Situations." Journal of Educational Computing Research 24, no. 3 (2001): 275–303. http://dx.doi.org/10.2190/69w7-hptu-wmqv-m8p3.

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This study explored elementary grade teachers' personal experience with instructional computing and the role of computers they would like to see in classroom instruction. One hundred forty-nine teachers from 15 elementary schools randomly chosen from two counties in western New York participated in the study. Teachers answered a survey questionnaire on their training and knowledge in computers, their comfort level in using computers for teaching, and computer usage in classroom instruction. The teachers also answered to what extent do they prefer to receive more training, be more comfortable u

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