Relevant bibliographies by topics / Elementary Education and Teaching

Contents

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

Academic literature on the topic 'Elementary Education and Teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 January 2023

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Journal articles on the topic "Elementary Education and Teaching"

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Hansen, Paul, and Judith A. Mulholland. "Caring and Elementary Teaching." Journal of Teacher Education 56, no. 2 (March 2005): 119–31. http://dx.doi.org/10.1177/0022487104273761.

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Jung, Sangwon, and Hocheol Lee. "Exploring Elementary Education Cooperating Teachers’ Experience of Teaching Physical Education Teaching Skills." Korean Journal of the Elementary Physical Education 24, no. 4 (January 31, 2019): 157–78. http://dx.doi.org/10.26844/ksepe.2019.24.4.157.

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Grimes, Kaylee, and Brent Heidorn. "Standards-Based Teaching in Elementary Physical Education." Journal of Physical Education, Recreation & Dance 93, no. 1 (January 2, 2022): 51–54. http://dx.doi.org/10.1080/07303084.2021.2000532.

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공윤경. "Developing Teaching Competencies of Elementary Art Education." Journal of Art Education 52, no. ll (February 2018): 1–29. http://dx.doi.org/10.35657/jae.2018.52..001.

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Painter, Mary. "Teaching Elementary Physical Education: Fundamental Motor Patterns." Adapted Physical Activity Quarterly 5, no. 3 (July 1988): 245–47. http://dx.doi.org/10.1123/apaq.5.3.245.

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Triana, Novita. "English Education at Elementary School in Japan." PREMISE JOURNAL:ISSN online: 2442-482x, ISSN printed: 2089-3345 6, no. 1 (May 11, 2017): 20. http://dx.doi.org/10.24127/pj.v6i1.783.

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This paper aims to discuss the implementation of English education in elementary school in Japan. What challenges faced by the implementation of English education in elementary school. This paper reviewed some articles and book chapter regarding teaching English at elementary school in Indonesia and Japan, and the principles of teaching English to young learners (TYL). First, it provides an overview of the characteristics of young learners and challenges faced by teachers in the teaching English to young learners. Second, it will briefly describe the history of English education in Japan, followed by the discussion of the present implementation of English education at elementary schools. Finally, it relates the discussion of English education at elementary school to Indonesian context.Key Words; English Education, Elementary School, TYL
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Flores, Margaret, Stephanie Morano, Jill Meyer, and Vanessa Hinton. "Teaching Fraction Magnitude to Elementary Students." Journal of Education for Students Placed at Risk (JESPAR) 27, no. 2 (January 3, 2022): 127–46. http://dx.doi.org/10.1080/10824669.2021.2009346.

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Howe, Roger, and Liping Ma. "Knowing and Teaching Elementary Mathematics." Journal for Research in Mathematics Education 30, no. 5 (November 1999): 579. http://dx.doi.org/10.2307/749776.

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Sahputri, Desi Nori, Rian Vebrianto, and Radeswandari Radeswandari. "Systematic Review of Education Games in Science Learning: Teachers and Students of Basic Education." JURNAL PENDIDIKAN SAINS (JPS) 10, no. 1 (June 10, 2022): 45. http://dx.doi.org/10.26714/jps.10.1.2022.45-53.

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The lack of ability of students in learning science in elementary schools and the lack of ability of teachers in providing supportive teaching media according to the characteristics of students who have difficulty causing the learning process cannot achieve the desired results. Thus, it affects the learning process, low learning outcomes, and student’ cognitive abilities. Therefore, this study aims to determine the types of educational game-based teaching media in science learning in elementary schools and the effectiveness of using educational game-based teaching media used in science learning in elementary schools. The method used was a systematic literature review using PRISMA diagrams. The database used for the literature search employed three digital libraries, namely Scopus, Springer Link, and WOS (Web of Science). For the selected literature to be relevant, the searcher used the keyword "educational games." In addition, screening was committed to obtaining scientific article publications from 2016 to 2021, which discussed the use of educational game-based teaching media in science learning in elementary schools. The search results for scientific articles contained 36 articles to be analyzed and synthesized. The analysis technique used was a narrative method by grouping the extracted data. The results of this study showed that the types of educational game-based teaching media used in science learning were the mixing method, literature review, qualitative, and experimental method. The use of multi-representation-based teaching materials has been demonstrated to be effective in the science learning process in elementary schools.
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Jaskulska, Magda. "Teaching gifted students in elementary school." Problemy Opiekuńczo-Wychowawcze 567, no. 2 (March 1, 2018): 20–27. http://dx.doi.org/10.5604/01.3001.0011.7279.

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Every human being comes into this world with his or her unique potential. That is why the importance of individualization in education is emphasized so strongly — especially inteaching gifted children. Yet, to begin with, how to define a gifted child? What does it mean? Facing the challenges of the education system, are teachers able to identify gifted students in their classrooms? Can they plan their work so that it simultaneously develops gifted students' abilities and supports them in other areas? The research undertaken attempts to answer these and other questions.
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Dissertations / Theses on the topic "Elementary Education and Teaching"

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Lange, Alissa A., Laura Robertson, Jamie Price, and Amie Dianna Ross Craven. "Teaching Early and Elementary STEM." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-oer/8.

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This Open Access Educational textbook, "Teaching Early and Elementary STEM", was written to support pre-service early childhood and elementary teachers in their journey to become facilitators of science, technology, engineering, and math, or “STEM,” and "integrated STEM" in their future classrooms. Students who read and use this text will deepen their understanding of “STEM” and “integrated STEM,” learn what early childhood and elementary students need to know and be able to do in relation to STEM, and understand ways to create activity plans and implement current research-based approaches to teaching and pedagogy. This text arose out of our Early/Elementary STEM Collaboration project, which started in 2017 with the intention of increasing the quality of teacher preparation in STEM across early childhood and elementary education. The team is composed of math and science education professors, classroom in-service teachers, and pre-service teachers in pre-school through fifth grade. We are driven by the values of collaboration, strengths-based approaches to teaching and learning, constructivist philosophy of teaching and learning, and applied STEM experiences to increase access and equity. Our model of preparing pre-service teachers has been published elsewhere in more detail (Robertson, Nivens, & Lange, 2019). We built this open access product to include the following: 1) completely new content that includes input from our team as well as examples of integrated STEM learning experiences; 2) adaptations of existing resources, and; 3) compilations of existing free resources (e.g., Next Generation Science Standards).
https://dc.etsu.edu/etsu-oer/1007/thumbnail.jpg
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Lange, Alissa A., Laura Robertson, Jamie Price, and Amie Craven. "Teaching Early and Elementary STEM." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etsu-oer/8.

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This Open Access Educational textbook, "Teaching Early and Elementary STEM", was written to support pre-service early childhood and elementary teachers in their journey to become facilitators of science, technology, engineering, and math, or “STEM,” and "integrated STEM" in their future classrooms. Students who read and use this text will deepen their understanding of “STEM” and “integrated STEM,” learn what early childhood and elementary students need to know and be able to do in relation to STEM, and understand ways to create activity plans and implement current research-based approaches to teaching and pedagogy. This text arose out of our Early/Elementary STEM Collaboration project, which started in 2017 with the intention of increasing the quality of teacher preparation in STEM across early childhood and elementary education. The team is composed of math and science education professors, classroom in-service teachers, and pre-service teachers in pre-school through fifth grade. We are driven by the values of collaboration, strengths-based approaches to teaching and learning, constructivist philosophy of teaching and learning, and applied STEM experiences to increase access and equity. Our model of preparing pre-service teachers has been published elsewhere in more detail (Robertson, Nivens, & Lange, 2019). We built this open access product to include the following: 1) completely new content that includes input from our team as well as examples of integrated STEM learning experiences; 2) adaptations of existing resources, and; 3) compilations of existing free resources (e.g., Next Generation Science Standards).
https://dc.etsu.edu/etsu-oer/1007/thumbnail.jpg
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Mittelberg, Julia A. "Challenges elementary teachers face when teaching military-connected students." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/18127.

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Doctor of Philosophy
Curriculum and Instruction Programs
Paul R. Burden
Military-connected students are a highly mobile population who undergo a great deal of stress in their lives. These factors can overflow into life in the elementary classroom, causing challenges for teachers. This study looked at the percieved challenges elementary classroom teachers face when working with military-connected students in one public school district with schools located on a military base and other schools near it. A Likert-type survey of questions was created and administered to teachers using an online survey tool. The survey was sent to elementary teachers working in schools in one public school district in the Midwestern United States with a garnered response rate of 42.2% (n=68). The schools in the district were located in a city near and on a military base. The study used exploratory factor analysis, descriptive statistics, independent samples t-tests, an ANOVA, and step-wise regression analysis procedures to answer the research questions regarding the challenges teachers face when working with military-connected students. The results of the study indicated that the number of years a teacher has been teaching influences their perceptions of challenges regarding military-connected students. In addition, teachers indicated that helping students catch up academically, supporting them emotionally, and family/parent issues are the top challenges when working with elementary military-connected students.
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Swingen, Cynthia Carol. "Elementary preservice teachers' use of dialogic teaching." Thesis, Lewis and Clark College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3665941.

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This instrumental, collective, targeted case study explores decisions elementary preservice teachers make with respect to culturally responsive teaching through the lens of dialogic teaching. Most candidates currently enrolled in elementary teacher education programs in the United States are young, white, and female. Meanwhile, the population of students in U.S. schools grows increasingly diverse, leading to a widening cultural gap between teachers and many of their students. Many preservice teachers opt not to use culturally responsive instructional strategies, particularly those related to communication, also known as dialogic teaching practices, despite research indicating such practices foster improved academic achievement for all students-but especially for students of color who are typically underserved in U.S. schools. Who the preservice teachers are when they enter teacher education programs, their experiences inside and outside of school, plus factors as broad as the context of schooling in the United States to as narrow as the impact of one particular student in a classroom, influence the choices a preservice teacher makes when faced with a lesson to teach, a room full of young children, and a ticking clock. Explicating decisions made by preservice teachers through direct classroom observations, followed by one-on-one interviews, provides a glimpse into factors promoting or inhibiting participants' use of dialogic teaching strategies. This study is part of the larger effort to support student discourse and teacher preparation through the use of one component of culturally responsive instruction as viewed through the lens of dialogic teaching, thus addressing the need to better serve all children in our nation's schools.

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Wagiet, Razeena. "Environmental education : a strategy for primary teacher education." Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1003394.

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This research focuses on environmental education in initial teacher education, and is grounded in three interlinked and widely recognised assumptions. First, that education for sustainable living can assist in resolving some environmental problems that are contributing to the environmental crises of sustainability currently facing South Africa and the rest of the world. Second, that education for sustainable living can assist in the establishment of a new environmental ethic that will foster a sustainable way of living. Third, that teacher education is a vital process for the attainment of both. These assumptions inform the aim of this research, which is to explore the potential for the implementation of education for sustainable living, and to identify a strategy for this, for initial teacher education, for senior primary school student teachers in the Western Cape. The strategy is derived following the grounded theory approach, developed through the case study method. In the process of identifying the strategy, this study establishes that there are challenges at macro, meso and micro levels that are obstructing the changes necessary for education for sustainable living. Change theory provides the basis for explaining these shortcomings, by helping to identify the barriers that might obstruct the realisation of the changes that are necessary for education for sustainable living. These challenges need to be perceived in the light of overcoming three sets of barriers in the way of the potential implementation of education for sustainable living in teacher education. First are those that can be ascribed to the formal education system that, while clinging to Western, Eurocentric values on the one hand, bave also failed to secure a policy for environmental education on the other. Second are the barriers ascribed to the teacher educators themselves, with the whole notion of their powerlessness at its core. Finally, there are the logistical barriers, which encompass, for example, time and financial constraints. With these barriers as a backdrop, to facilitate the incorporation of environmental education into initial teacher education, the study identifies a need for the development of a strategy to secure that education for sustainable living assumes its rightful place in the curriculum for initial teacher education. This framework emerges from the theory grounded in the interviewees' responses during the research, and from the theory grounded in the literature. Central to this framework is for education for sustainable living to contribute to the realisation of real change, change that would further the transformation of our conflict-riddled and inequitable society towards a more democratic and just one. This thesis demonstrates that the realisation of the changes necessary for education for sustainable living demand a reconstruction of current teacher education in order to secure and to sustain an appropriate and sound education ethic to form the basis of a trans formative teacher education curriculum for sustainable living within initial teacher education. Except formal policy, but central to overcoming these barriers, is the need for professional development programmes for teacher educators. A strategy in this regard, is outlined.
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Brownson, Jennifer. "Teaching and Learning in the Co-teaching Model| Analyzing the Cooperating Teacher/Teacher Candidate Co-planning Dialogue." Thesis, The University of Wisconsin - Milwaukee, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10931638.

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ABSTRACT TEACHING AND LEARNING IN THE CO-TEACHING MODEL: ANALYZING THE COOPERATING TEACHER/TEACHER CANDIDATE CO-PLANNING DIALOGUES by Jennifer Brownson The University of Wisconsin-Milwaukee, 2018 Under the Supervision of Drs. Hope Longwell-Grice and Linda Post Planning is a central component of the teaching experience in which the teacher draws on curriculum and pedagogy as well as learners and their context. Planning is also a teacher standard at both the state and national level (WI DPI Teacher Standards, InTASC, 2013). For teacher candidates (TCs), an opportunity to learn to plan occurs during the student teaching experience, and the planning session can reveal how the TC and cooperating teacher (CT) choose to meet the academic, social and emotional needs of their students (John, 2006). The power in the planning session has traditionally rested in the hands of CTs (Anderson, 2007); they make the decisions about what to teach and how to teach it, which may not provide the TC with enough opportunities to learn how to plan.

The co-teaching for student teaching model has shown promise in terms of increased agency for TC’s when making decisions in the classroom, including opportunities to share reasons for choices of pedagogy and curriculum, and identify problems and solve them together. While in the co-teaching model for student teaching the CT and TC have been found to have more shared power, (Bacharach, Heck & Dahlberg, 2010; Gallo-Fox & Scantlebury, 2015), there is little research about how CTs and TCs plan for lessons in the co-teaching model, much less on how power is distributed between CTs and TCs during the co-planning session. The dilemma of the distribution of power for the CT and TC in the planning session, and how they participate in the planning session, was explored in this study. The purpose of this collective case study was to reveal and investigate the discourses CTs and TCs create in a co-planning session within the co-teaching model to explore the potential for engaging both participants to use their imaginations and create together, challenging the TC and CT to rethink and/or expand on ideas for planning; and talking about/creating/questioning/challenging each other when planning lessons that provide an equitable education for students.

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Jimerson, Diont'e Lashaun. "Technology Impacts on Teaching Third Grade Math Using iPads." Thesis, Northcentral University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10980258.

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This research study focused on how technology-based tools have changed the 21st century education arena in elementary school mathematics classes. The research highlighted the inner city schools where many students in the class are achieving below state standards set for third grade level. The research question asked to what extent do students have a higher level of engagement in math classes in which iPads and other technologies are used? Technology continued to advance in 21st century classrooms where students are daily participants in teaching and learning with acquired experience using technology tools to accelerate their learning experience. Children are technology users with a passion for texting, web surfing, playing interactive games, social media, and more. The research methodology was data collection of achievement levels, using a quantitative method. The quantitative process for the research project supplemented the greater understanding of student achievement growth from integrated iPads in a third-grade math class in inner city schools in Chicago. The test was completed by the students, and the scores were automatically updated on the public website. The students had two hours to complete the test, and the students’ information was kept confidential. The students that were taught using technology outscored the students that were not taught using technology. The recommendation was to implement technology in all schools and create a challenging curriculum. The final recommendation for teaching with technology included the beneficial factors.

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Gorham, Jennifer Jones. "Examining culturally responsive teaching practices in elementary classrooms." Thesis, The University of North Carolina at Chapel Hill, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3562901.

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This qualitative study examines the enactment of culturally responsive teaching practices (Gay, 2010) within two African American elementary teachers' classrooms. Teacher interviews, classroom observations, and classroom documents were collected and analyzed to examine the supports and barriers these teachers encountered as they attempted to enact culturally responsive teaching practices. The descriptive case study reveals that both teachers engage culturally responsive teaching in similar ways. However, the difference in school context makes this effort more challenging for one teacher than another. Barriers included institutional requirements, classroom disruptions, student issues, and teacher isolation. Additionally, by implementing a collaborative coaching model as part of the study design, I briefly explored the role a teacher educator might play in supporting practicing teachers' engagement of culturally responsive teaching. Based on the findings, school structures are critiqued and suggestions for developing systems to support the enactment of culturally responsive teaching practices are introduced.

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Gonzales, Christina R. "Thematic approach to teaching reading and environmental education kindergarten-sixth grade." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/739.

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Ibrahim, Md Nasir. "The development of value awareness through art education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0022/MQ50524.pdf.

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Books on the topic "Elementary Education and Teaching"

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Cianca, Sherri. Teaching Elementary STEM Education. New York, NY: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429054976.

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Rethinking elementary education. Milwaukee, WI: Rethinking Schools, 2012.

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Supporting primary teaching and learning: Teaching assistants. Northwich: Critical Publishing Ltd, 2015.

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Andra, Johnson, and National Art Education Association, eds. Art education : elementary. Reston, VA: National Art Education Association, 1992.

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D, Sorochan Walter, ed. Teaching elementary health science. 3rd ed. Boston: Jones and Bartlett, 1989.

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Peters, Joseph M. Science in elementary education. 9th ed. Upper Saddle River, N.J: Merrill, 2002.

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C, Gega Peter, ed. Science in elementary education. 9th ed. Upper Saddle River, N.J: Merrill, 2002.

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Culbreth, Ada B. Burson. Memories of teaching. New York: Vantage Press, 1995.

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1937-, Chapman Joy, ed. Valued children, informed teaching. Buckingham [England]: Open University Press, 1998.

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Elementary learning and teaching resources. [Edmonton]: Alberta Education, 1995.

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Book chapters on the topic "Elementary Education and Teaching"

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Cianca, Sherri. "STEM Education." In Teaching Elementary STEM Education, 24–35. New York, NY: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429054976-2.

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Williams, Clay. "Chinese Elementary Education." In Teaching English Reading in the Chinese-Speaking World, 39–58. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0643-2_3.

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Cianca, Sherri. "Introduction." In Teaching Elementary STEM Education, 1–23. New York, NY: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429054976-1.

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Cianca, Sherri. "Priority Standards." In Teaching Elementary STEM Education, 36–60. New York, NY: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429054976-3.

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Cianca, Sherri. "Unpack Content Standards." In Teaching Elementary STEM Education, 61–92. New York, NY: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429054976-4.

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Cianca, Sherri. "STEM Learning Practices." In Teaching Elementary STEM Education, 93–142. New York, NY: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429054976-5.

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Cianca, Sherri. "STEM Transdisciplinary Integration." In Teaching Elementary STEM Education, 143–73. New York, NY: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429054976-6.

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Cianca, Sherri. "Planning STEM Tasks." In Teaching Elementary STEM Education, 174–206. New York, NY: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429054976-7.

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Cianca, Sherri. "STEM as Pedagogy." In Teaching Elementary STEM Education, 207–36. New York, NY: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429054976-8.

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Friebroon Yesharim, Mor, and Mordechai Ben-Ari. "Teaching Robotics Concepts to Elementary School Children." In Robotics in Education, 77–87. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62875-2_7.

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Conference papers on the topic "Elementary Education and Teaching"

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Chamani, A., F. Ahmadi, Boonchoat Paosawatyanyong, and Pornrat Wattanakasiwich. "The Elementary Teaching of String Theory." In INTERNATIONAL CONFERENCE ON PHYSICS EDUCATION: ICPE-2009. AIP, 2010. http://dx.doi.org/10.1063/1.3479879.

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Williams, Chad, Emtethal Alafghani, Antony Daley, Kevin Gregory, and Marianella Rydzewski. "Teaching programming concepts to elementary students." In 2015 IEEE Frontiers in Education Conference (FIE). IEEE, 2015. http://dx.doi.org/10.1109/fie.2015.7344134.

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Anne, Ritter. "Mindfulness in Elementary Schools." In 3rd International Conference on Research in Education, Teaching and Learning. Acavent, 2020. http://dx.doi.org/10.33422/3rd.icetl.2020.02.30.

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Pongračić, Luka. "Motivation Factors for Elementary School Students." In International Virtual Conference on Education, Teaching and Learning. GLOBALKS, 2020. http://dx.doi.org/10.33422/ivcetl.2020.05.163.

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Amanullah, Kashif. "Teaching Programming to School Children Using Elementary Patterns." In 2019 IEEE Frontiers in Education Conference (FIE). IEEE, 2019. http://dx.doi.org/10.1109/fie43999.2019.9028653.

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Sukma, Elfia, Ritawati Ritawati, Rahmatina Rahmatina, and Ari Suriani. "Problems in Language Teaching in Elementary School." In Proceedings of the International Conference on Language, Literature, and Education (ICLLE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iclle-18.2018.8.

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Supena, Asep, Deane Umboh, Deysti Trifena Tarusu, and Jeane Kalengkongan. "Learning Strategies in Elementary Schools During COVID-19 Pandemic in North Sulawesi." In International Conference on Teaching and Science Education. RSF Press & RESEARCH SYNERGY FOUNDATION, 2020. http://dx.doi.org/10.31098/ictase.v1i1.14.

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Andonovska-Trajkovska, Daniela, Dean Iliev, and Tatjana Atanasoska. "METHODOLOGY OF TEACHING POETRY WRITING IN THE ELEMENTARY CLASSROOM." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1165.

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Lu, Xuelian. "Innovative Thinking of Elementary Course Teaching in University." In 2015 International Conference on Management Science and Innovative Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/msie-15.2015.1.

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Putra, Arda Purnama, and Iqlima Pratiwi. "Virtual Reality-Based Teaching Materials in Elementary Schools." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.060.

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Reports on the topic "Elementary Education and Teaching"

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Ferner, Bernd. Elementary Teacher Candidates' Images of Mathematics, Diverse Students, and Teaching: An Exploratory Study With Implications for Culturally Responsive Mathematics Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1097.

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Jiménez-Parra, José Francisco, Sixto González-Víllora, and Alfonso Valero-Valenzuela. The evolution of the Teaching Personal and Social Responsibility from a contextual to a transcontextual model. A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0031.

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Review question / Objective: The aim of this research was to identify and analyze the advances produced during the last 6 years in intervention studies based on the Model of Personal and Social Responsibility (TPSR) both in the subject of physical education and in any other area of knowledge within the school context. To conduct this study, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed (Moher et al., 2015) and the question was elaborated in the PICO format: (P) Participants or Problem (eg children, adolescents, Elementary, secondary, country), (I) Intervention (eg units, lessons, quantitative, qualitative or mixed research), (C) Comparators (“Teaching Personal and Social Responsibility”, “Education”), and (O) Outcomes (eg personal and social responsibility, motivation, prosocial behaviors, basic psychological needs, perception of students and teachers).
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3

Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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Bassi, Marina, Costas Meghir, and Ana Reynoso. Education Quality and Teaching Practices. Cambridge, MA: National Bureau of Economic Research, October 2016. http://dx.doi.org/10.3386/w22719.

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5

Marnet, Oliver. Reflections on Teaching in Higher Education. Bristol, UK: The Economics Network, February 2007. http://dx.doi.org/10.53593/n185a.

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6

Tofaris, Elizabeth, Tristan McCowan, and Rebecca Schendel. Reforming Higher Education Teaching Practices in Africa. REAL Centre, University of Cambridge and The Impact Initiative, March 2020. http://dx.doi.org/10.35648/20.500.12413/11781/ii348.

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7

Gross, Larry. Teaching visual awareness to general education students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3250.

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8

Woodburn, Cynthia, and Nancy Zumoff. PascGalois Mathematics for Elementary Education Classroom Resources. Washington, DC: The MAA Mathematical Sciences Digital Library, July 2008. http://dx.doi.org/10.4169/loci002638.

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9

Schoen, Robert C., Xiaotong Yang, Sicong Liu, and Insu Paek. Psychometric report on the Knowledge for Teaching Elementary Fractions test administered to elementary educators in six states in fall 2016. Florida State University Libraries, May 2018. http://dx.doi.org/10.17125/fsu.1531453537.

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Schoen, Robert C., Xiaotong Yang, and Insu Paek. Psychometric report on the Knowledge for Teaching Elementary Fractions test administered to elementary educators in six states in spring 2017. Florida State University Libraries, August 2018. http://dx.doi.org/10.17125/fsu.1537295574.

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