Journal articles: '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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AlAli, Said F., and Asma K. Al Hosni. "Educational Games in Elementary Education: Unlocking the Potentials." Education, Language and Sociology Research 3, no. 1 (March 6, 2022): p25. http://dx.doi.org/10.22158/elsr.v3n1p25.

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The advent of technology has made big strides in the development of humans’ life in different spheres. The integration of technology in education has introduced other teaching methods that could improve and emulate the traditional way of teaching. The use of educational games is a by-product of integrating technology into teaching to enhance teaching methods and students’ performance. This study, hence, aims to evaluate the effect of using educational games in teaching mathematics to second-graders in a Palestinian school using a quasi-experimental approach. Thirty male and female second-graders from Al Aqsa Integrated School, Kuala Lumpur, were the targeted sample. The sample was divided into an experimental group and a control group. A selected educational game was used to explain mathematics lessons, namely addition within 99 or 999, to the experimental group. The same content was taught to the students in the control group using the traditional method. Findings showed that teaching mathematics via educational games was significantly effective in improving students’ achievement in the experimental group compared to the achievement of their counterparts taught via the traditional method. These findings provide evidence that educational games could substantially improve primary second-grade students’ skills in mathematics compared to the traditional teaching method.

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Jalolov, Sh, and I. Abdiolimova. "Methods of teaching physical education in elementary school." ACADEMICIA: An International Multidisciplinary Research Journal 12, no. 5 (2022): 758–63. http://dx.doi.org/10.5958/2249-7137.2022.00487.6.

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Constantinides, Panos. "Teaching Efficiency or Inefficiency in Elementary Physical Education." European Journal of Sport Sciences 1, no. 4 (July 14, 2022): 6–12. http://dx.doi.org/10.24018/ejsport.2022.1.4.23.

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The school curriculum clearly defines that the main purpose of elementary physical education is to help students develop positive attitudes towards physical education, engage in lifetime physical activity through the development of knowledge and skills, develop an integrated personality and cultivate moral and social values. How close are elementary children to the above purpose? Is this achieved through elementary physical education class? The purpose of the study was to examine the teaching efficiency or inefficiency of classroom teachers when teaching physical education, from the perspective of time. For that purpose, 30 elementary school teachers (18 female and 12 male) from public schools all over Cyprus were randomly selected to participate in this study. Participating teachers were assigned to teach physical education in their schools. Teachers were asked to give 2 dates on which school visits to schools were scheduled to attend their courses and collect data related to their teaching, such as time management, presentation of activities, organization of children and equipment, feedback provided and others. For data collection purposes a previously validated recording instrument designed by Silverman, Subramaniam, & Woods (1998) was used. The teacher behavior instrument required the coder to collect data on both instructional behaviors (e.g., explanation, demonstration, and monitoring) and organizational behaviors (e.g., children organization and equipment organization). In addition, informal semi-structured interviews with the teachers were also conducted, in order to learn about their beliefs about teachers’ behaviors in class and the value they give to them, such as organizational behaviors and others. The descriptive statistical analysis revealed data that show in principle the diversity, from class to class, in the variables that have been studied. The most important factor, however, is the ineffective use of the available class time, which negatively affected the components of a physical education course, such as the consumption of a large part of the time in organizational or other processes while deducting time that could be offered to the children for more physical activity, more efforts, and probably better learning. Data analysis revealed four important themes that should be of concern to those involved with physical education: 1) The need for better time management, 2) The need to improve the teaching and organizational factors of the class, 3) The need for feedback to students during practice time, and 4) The need for final assessment when at the end of the class.

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Masser, Linda S. "Teaching for Affective Learning in Elementary Physical Education." Journal of Physical Education, Recreation & Dance 61, no. 7 (September 1990): 18–19. http://dx.doi.org/10.1080/07303084.1990.10604571.

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Sukartiningsih, Wahyu. "VALIDITY TEACHING MATERIALS OF INDONESIAN EDUCATION IN BEGINNING CLASS OF ELEMENTARY SCHOOL COURSE BASED INTEGRATED SCIENCE AND SOCIAL STUDIES." JETL (Journal Of Education, Teaching and Learning) 1, no. 2 (September 1, 2016): 82. http://dx.doi.org/10.26737/jetl.v1i2.44.

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The aim of the research is to develop teaching materials of Indonesian education in beginning class of elementary school course based integrated science and social studies based Scientific Approach to optimize students competence in Elementary School Teacher Education Department. The specific objective of the first study to explain the validity of teaching materials of Indonesian education in beginning class of elementary school course based integrated science and social studies based Scientific Approach to optimize students competence in Elementary School Teacher Education Department. This study consists of two main steps: Firstly, to design teaching materials refers to the 4-D model of development; Secondly, to explain validity the teaching materials. Data collection techniques is questionaire. The research instrument consisted of Questionaire respon. Data from this study were analyzed by descriptive statistics, such as score of quesionaire Response students and lecturer. The results showed that the teaching materials of Indonesian education in beginning class of elementary school course based integrated science and social studies based Scientific Approach to optimize students competence in Elementary School Teacher Education Department was valid.

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Matias, Maria Auxiliadora de Freitas Bastos, Fúlvia Carolina Alves Correa, Maria da Rosa Capri, and Estaner Claro Romão. "SUSTAINABILITY IN ELEMENTARY EDUCATION." International Journal for Innovation Education and Research 8, no. 4 (April 1, 2020): 258–73. http://dx.doi.org/10.31686/ijier.vol8.iss4.2287.

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This work reports a didactic experience through the assumptions of Project-Based Learning, Interdisciplinarity and Significant Learning in the teaching-learning process in years initials of Elementary School, using the Design Science Reseach methodology. The study contextualizes the reflection about the necessary promotion of sustainable actions with the intention of mitigating environmental impacts. The general aim is to associate the concerns related to the Environment with the construction of events (Science Fair) and promote the integration between the curricular components and the school community. The analysis of the data showed that the student has a greater participation and involvement in daily activities when he builds his own knowledge. It can be concluded that the results obtained in this work prove the effectiveness of the adopted methodologies, which consequently contributed to the achievement of the proposed aims.

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Arnone, Kathryn Annie, and Deborah Hanuscin. "An Exploratory Cross-Sectional Survey Study of Elementary Teachers’ Conceptions and Methods of STEM Integration." Journal of Research in STEM Education 4, no. 2 (December 1, 2018): 159–78. http://dx.doi.org/10.51355/jstem.2018.43.

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Because elementary teachers are typically responsible for teaching all subjects, there is a unique opportunity for integrative approaches to teaching iSTEM Education at the elementary level (Becker & Park, 2011). However, there is a need for professional development if teachers are to be successful in teaching iSTEM Education (NRC, 2011), as elementary teachers may lack strong content knowledge in STEM disciplines (Ginns & Watters, 1995; Trygstad, 2013; Honey et al., 2014; Fulp, 2002; Ma, 1999; Hanover, 2012). Elementary teachers are prepared as generalists--they take few courses in STEM content, and experiences with iSTEM Education in their teacher preparation programs are rare (Fulp, 2002). Beyond the need for professional development related to STEM content knowledge, however, we know very little about the unique needs of elementary teachers regarding instructional approaches to iSTEM Education. This study examines and describes the ways in which elementary teachers conceptualize iSTEM Education and the integrative approaches they use when teaching STEM content, with the intent to inform the development of elementary specific iSTEM Education professional development.

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Kilic, Gulsen Bagci, and Mehtap Cakan. "Peer Assessment of Elementary Science Teaching Skills." Journal of Science Teacher Education 18, no. 1 (February 16, 2007): 91–107. http://dx.doi.org/10.1007/s10972-006-9021-8.

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Evans, Charles S. "Teaching a Global Perspective in Elementary Classrooms." Elementary School Journal 87, no. 5 (May 1987): 545–55. http://dx.doi.org/10.1086/461516.

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Trškan, Danijela, and Špela Bezjak. "Teaching History and Civic Education in Slovenia." El Futuro del Pasado 12 (July 21, 2021): 123–58. http://dx.doi.org/10.14201/fdp202112123158.

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The article explains how civic education is included in the subject of history in elementary and secondary schools in Slovenia. History is a compulsory subject taught in elementary and secondary schools and plays an important role in the cultural, social and political education of young people – young citizens. The analysis of current history curricula indicates that they contain civic and patriotic elements in the general and specific objectives and learning outcomes, as well as in the content. The analysis of selected history textbooks shows that Slovenian textbooks include more European history than Slovenian history. The article explains what social and civic competences can be developed and fostered in the subject of history and how elementary and secondary school students can use various examples from the past to develop a positive attitude towards Slovenian identity and the protection of Slovenian cultural heritage, a respectful attitude towards human rights and democratic citizenship, towards different cultures, religions and nations, and responsible socio-political activity. It has been noted that history teachers have many opportunities to teach students the relevant values of democratic citizenship and to enable them to know and understand themselves as individuals and as members of the local and global communities. However, more attention should be paid to contemporary Slovenian history and active citizenship.

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Kunoff, Sharon, and Sylvia Pines. "Teaching Elementary Probability through Its History." College Mathematics Journal 17, no. 3 (May 1986): 210. http://dx.doi.org/10.2307/2686977.

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Kunoff, Sharon, and Sylvia Pines. "Teaching Elementary Probability Through its History." College Mathematics Journal 17, no. 3 (May 1986): 210–19. http://dx.doi.org/10.1080/07468342.1986.11972958.

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Wainwright, Barbara A., and Homer W. Austin. "A PERSPECTIVE ON TEACHING ELEMENTARY STATISTICS." PRIMUS 7, no. 2 (January 1997): 164–74. http://dx.doi.org/10.1080/10511979708965857.

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Andriievska, V. M. "Theoretical-methodological foundation of technology advanced elementary mathematics education." CTE Workshop Proceedings 4 (March 21, 2017): 201–5. http://dx.doi.org/10.55056/cte.350.

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The aim of the study is to examine the theoretical and methodological basis of informatization of elementary mathematics education. Objectives of the study is the analysis of perspective directions of development of modern primary education, in particular, information elementary mathematics education, updating of didactic possibilities of information and communication technologies as a tools of teaching mathematics in the modern elementary school. The object of research is elementary mathematics education. The subject of research is theoretical-methodological foundation of technology advanced elementary mathematics education. The work is devoted to the problem of modernization of the existing system of elementary mathematics education. During the study established that the education іnformatization is a process of progressive socio-economic changes caused by the demands of modernity. Informatization of primary education is one of the areas of the public policy of informatization of education in Ukraine and provides, in particular, possession by students at a sufficient level of ability to be critical of information, process it, use the information for an adequate solution to the problems of everyday life. Mastering the techniques of mental activity of younger students with such characteristics is advantageously carried out in the teaching of mathematics in the mode of non-standard motivational approach – the use of ICT. Refined didactic potential of ICT for the teaching of mathematics in the modern elementary school. Results of the study is planned to summarize for recommendations on the training of future elementary school teachers to use ICT as a means of teaching mathematics.

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Suzana, Yenny, Sabaruddin Sabaruddin, Suesthi Maharani, and Zainal Abidin. "MATHEMATICS LEARNING THROUGH CHARACTER EDUCATION BASED ON INTEGRATED THEMATIC LEARNING: A DEVELOPMENT OF LEARNING MATERIALS." Infinity Journal 10, no. 2 (August 11, 2021): 301. http://dx.doi.org/10.22460/infinity.v10i2.p301-318.

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This research is to develop mathematics teaching materials that are integrated with elementary school thematic learning. The purpose of the development is to obtain mathematics teaching materials that prioritize the local wisdom of the Acehnese people. This teaching material is helpful for fifth-grade elementary school students in which there are character values for learning mathematics. This study uses a qualitative descriptive research method with the ADDIE model development research design. This research focuses on analyzing elementary school teachers who face the problem of integrated mathematics-based character education in thematic learning, then making initial designs and developing character education-based mathematics teaching materials that are integrated into the learning theme. The results showed that character education-based mathematics teaching materials were compatible with elementary students' thematic learning. Mathematics teaching materials focused on solving math problems for elementary students, integrating character values in mathematics with various themes in thematic learning by integrating each mathematics material into themes. The mathematics teaching materials developed were designed with various activities related to daily activities with straightforward language to be understood and made into a mathematical model.

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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 is the need to develop and sustain communities in which teachers value opportunities to critique their classroom practices.

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Robison, Tiger. "Male Elementary General Music Teachers." Journal of Music Teacher Education 26, no. 2 (July 24, 2016): 77–89. http://dx.doi.org/10.1177/1057083715622019.

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The purpose of this study was to describe the essence of being a male elementary general music teacher (MEGMT). I sought answers for two research questions. First, what are the perceived uniquely male experiences in elementary general music teaching? Second, in what ways might gender be a consideration in the preparation of elementary general music teachers? I conducted semistructured interviews of ten current MEGMTs in one New England state. After three cycles of coding, I found four emergent themes: (a) perceived uniquely male issues in teaching, (b) the hiring process and early years, (c) workplace gender issues, and (d) urban teaching overall. These findings both corroborated and contradicted those of the limited studies about MEGMTs, yielding support to investigate MEGMTs’ multifaceted essence further.

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Xiang, Ping, Susan Lowy, and Ron McBride. "The Impact of a Field-Based Elementary Physical Education Methods Course on Preservice Classroom Teachers’ Beliefs." Journal of Teaching in Physical Education 21, no. 2 (January 2002): 145–61. http://dx.doi.org/10.1123/jtpe.21.2.145.

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The present study focused on preservice classroom teachers’ beliefs about elementary physical education and the impact of a field-based elementary physical education methods course on their beliefs. Participants (N = 97) completed questionnaires at the beginning and at the end of the course. Results indicated that the preservice classroom teachers held similar beliefs about the values and purposes of elementary physical education as were shared by physical education professionals. The methods course had a positive impact on the participants’ beliefs but no impact on their disposition toward teaching elementary physical education. Teaching physical education in an elementary school setting and observing physical education classes were the two most important components of the course that contributed to changes in the participants’ beliefs.

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Wu, Fei, Ashley Phelps, Michael Hodges, Yiqiong Zhang, Xiaofen D. Keating, and Yiqiong Zhang. "Preparing Preservice Teachers via Teaching Methods Courses: A Literature Review." Journal of Teaching in Physical Education 41, no. 2 (April 1, 2022): 322–31. http://dx.doi.org/10.1123/jtpe.2021-0050.

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Purpose: To review past research on teaching methods courses with preservice physical education teachers and preservice elementary classroom teachers. Method: This study was guided by the 2017 National Standards for Initial Physical Education Teacher Education. A thorough literature search was conducted using online databases, and a total of 28 articles were selected for review. Results: About two thirds of the reviewed studies were related to elementary methods courses, and 10.7% of the studies were quantitative. Perceptions and confidence in teaching physical education were the focus of studies for preservice elementary classroom teachers, while pedagogical knowledge development and restructuring was the primary emphasis for preservice physical education teachers via elementary methods course. Research on the secondary methods course yielded no salient themes. Conclusions: Research on the topic has been incongruent with the national standards. More experimental and quantitative studies are needed in the future.

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Lee, Josephine Mijin. "Claims of Entitlements in Elementary EFL Co-teaching." English Teaching 76, no. 3 (September 30, 2021): 63–84. http://dx.doi.org/10.15858/engtea.76.3.202109.63.

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Berlin, Rebekah, Peter Youngs, and Julie Cohen. "How Elementary Teaching Candidates’ Learning Opportunities Are Associated with Their Knowledge, Self-Efficacy, and Beliefs." Teachers College Record: The Voice of Scholarship in Education 123, no. 7 (July 2021): 1–30. http://dx.doi.org/10.1177/016146812112300702.

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Background/Context Many elementary teacher education programs seek to prepare candidates to enact ambitious mathematics instruction that supports students in engaging in rigorous, conceptually rich mathematics tasks. Extant literature suggests that preparedness to engage in ambitious elementary mathematics instruction is multifaceted and includes teaching candidates’ mathematical knowledge for teaching (MKT), self-efficacy with regard to teaching mathematics, and pedagogical beliefs about mathematics. Prior research has produced findings that provide discrete, and at times conflicting, information about teacher preparation. Purpose/Objective/Research Question/Focus of Study This study examined how elementary candidates’ learning opportunities in mathematics content courses, mathematics methods courses, and student teaching were moderated by their reports about the quality of their experiences in courses and field placements to seem to affect their MKT, self-efficacy, and beliefs. Population/Participants/Subjects The study participants were 220 elementary teaching candidates who were in their final year of teacher preparation at four universities in three states. Research Design We employed multivariate path analysis, an approach that is purposefully designed to probe heterogeneity in teaching candidates’ experiences in courses and clinical placements. Data Collection and Analysis We administered two surveys to each study participant: an elementary teaching candidate survey, which included measures of mathematics teaching self-efficacy and pedagogical beliefs about mathematics, and an MKT survey. Findings/Results The number of mathematics content courses that elementary candidates took was positively associated with their MKT and mathematics teaching self-efficacy only when they also reported having positive experiences learning mathematics. When candidates reported increased opportunities to engage with representations, decompositions, and approximations of mathematics teaching practices in mathematics methods courses, this was associated with higher MKT scores and pedagogical beliefs about mathematics. When candidates reported that their cooperating teacher was a high-quality mentor, increased opportunities to observe, attempt, and receive feedback on mathematics teaching practices during their field experience were associated with mathematics teaching self-efficacy and pedagogical beliefs about mathematics. Conclusions/Recommendations The findings from this multivariate path analysis, which account for both the reported quantity and the perceived quality of elementary teaching candidate experiences, may shed light on conflicting findings in prior literature. There is little agreement in extant literature about associations between facets of teacher preparation and candidate knowledge, self-efficacy, or beliefs. Explaining the positive associations in some samples and lack of associations in others may have more to do with the quality of teaching candidate experiences than with whether a candidate was exposed to a particular opportunity to learn.

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Eş, Hüseyin. "CONCEPTS OF VEGETABLE AND FRUIT IN PRESCHOOL AND ELEMENTARY EDUCATION." Journal of Baltic Science Education 13, no. 5 (December 25, 2014): 709–25. http://dx.doi.org/10.33225/jbse/14.13.709.

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The purpose of this study was to investigate the way the concepts of fruit and vegetable are presented in teaching materials, used in pre-school education and in the textbooks of life sciences and science and technology courses in elementary education, in addition to the students and teachers’ knowledge and opinions related to these concepts. Qualitative research techniques were used in this study. The sample of the study comprises the students receiving education in pre-school and elementary education and the teachers serving at these levels. 258 students and 83 teachers took part in this study. A survey, which was developed by the researcher, including two forms, was administered. Teaching materials in pre-school education and course books in elementary education were also used as data sources. When the research findings are considered, it stands out that these concepts have different definitions in different fields and thus, they have no common definitions. This situation seems to have been reflected in the teaching materials used both in pre-school and elementary education. Also, it is seen that there are important differences between teachers’ opinions about these concepts. Key words: concept learning, concepts of fruit and vegetable, science education, teaching materials.

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Rink, Judith E., and Tina J. Hall. "Research on Effective Teaching in Elementary School Physical Education." Elementary School Journal 108, no. 3 (January 2008): 207–18. http://dx.doi.org/10.1086/529103.

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Chang, Seung Ho, and Jihyun Lee. "Teaching Striking Skills in Elementary Physical Education Using Woodball." Journal of Physical Education, Recreation & Dance 88, no. 8 (October 6, 2017): 21–27. http://dx.doi.org/10.1080/07303084.2017.1356767.

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Alkhateeb, Haitham M. "Elementary Education Student Attitudes to Teaching Mathematics: TABLE 1." Comprehensive Psychology 3 (January 2014): 10.IT.3.6. http://dx.doi.org/10.2466/10.it.3.6.

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Melville, Scott. "Teaching and Evaluating Cognitive Skills in Elementary Physical Education." Journal of Physical Education, Recreation & Dance 56, no. 2 (February 1985): 26–28. http://dx.doi.org/10.1080/07303084.1985.10604208.

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Rust, Frances. "Supporting teaching across the elementary curriculum." Teachers and Teaching 15, no. 3 (June 2009): 333–36. http://dx.doi.org/10.1080/13540600903056684.

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Shin, Myeong-Kyeong. "How Pre-service Elementary Teachers Depict Science Gifted Education." Korean Science Education Society for the Gifted 14, no. 2 (August 31, 2022): 73–81. http://dx.doi.org/10.29306/jseg.2022.14.2.73.

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This study aims to explore how pre-service elementary teachers perceive the science gifted education. Teachers’ perceptions of students impact their decision on how they practice instruction in their classrooms. The issue of how to respond to the gifted students’ various academic needs within academically diverse classrooms is one of the central challenges of teaching. The purpose of this study was to determine the perceptions of undergraduate- elementary education majors at an elementary teacher education university. The 49 pre-service teachers who enrolled in the science gifted education course were involved in the survey. According to the finding of this survey, pre-service elementary teachers perceived that an effective way to identify gifted students is hardly to look for students with the highest grades. They depicted that in teaching gifted students, all students won’t need to use the same processes and don’t have to generate the same projects as well. They have a quite proper attitudes towards the science gifted education in general. However the pre-service teachers showed low confidence in teaching the science gifted students. The implications of the study concerning needs of gifted elementary teachers were discussed.

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Williams, Joanna P., Kristen D. Lauer, Kendra M. Hall, Kathleen M. Lord, S. Sonia Gugga, Sung-Jee Bak, Pamela R. Jacobs, and John S. deCani. "Teaching elementary school students to identify story themes." Journal of Educational Psychology 94, no. 2 (2002): 235–48. http://dx.doi.org/10.1037/0022-0663.94.2.235.

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Howard, Jessica. "Teachers and Teaching: On Teaching, Knowledge, and "Middle Ground"." Harvard Educational Review 59, no. 2 (July 1, 1989): 226–40. http://dx.doi.org/10.17763/haer.59.2.l341028l2v675t46.

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Teachers often feel poised between dynamic forces in the classroom as they struggle to meet the needs of both individual students and the group, to promote children's self-knowledge as well as their knowledge of the curriculum. Here Jessica Howard, a teacher at the Prospect School,a private elementary school in rural Vermont, re-examines this dialectic. She describes how she,as a teacher, creates the "middle ground," a time and place that pulls together the disparate elements of classroom life, where children can make new and richer sense of themselves and the world.

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Menglimamat O’gli, Panjiyev Jo’raqul. "USE OF CREATIVE METHODS OF TEACHING STUDENTS TO READ IN THE PROCESS OF LITERACY TEACHING." European International Journal of Multidisciplinary Research and Management Studies 02, no. 10 (October 11, 2022): 305–9. http://dx.doi.org/10.55640/eijmrms-02-10-57.

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this article presents creative methods of teaching elementary school students to read in the process of literacy training in the period when the current process of globalization and reform of society requires serious changes in the education system, types of reading and didactic tools were used.

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Peterson, Penelope L. "The California Study of Elementary Mathematics." Educational Evaluation and Policy Analysis 12, no. 3 (September 1990): 241–45. http://dx.doi.org/10.3102/01623737012003241.

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The purpose of the California Study of Elementary Mathematics is to examine the effects of state education reform in elementary mathematics curriculum on teaching and learning in elementary mathematics classrooms. In this article, we describe the methodology used in the study. We begin by providing an overview of the state policy that is aimed at realizing anew vision of mathematics teaching and learning. Then we describe participants and data collection procedures at each of four levels—state, school district, school, and classroom (teachers and students). We conclude with a description of methods used to collect the classroom-level data from which we constructed the cases in this issue.

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Humphries, Charlotte, and Madge Ashy. "‘The confidence I needed’: elementary education majors' perceptions of teaching physical education." Teacher Development 10, no. 2 (July 2006): 179–96. http://dx.doi.org/10.1080/13664530600773200.

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Kuebel, Christa R. "Preparedness of Instrumental Music Majors Teaching Elementary General Music." Journal of Research in Music Education 67, no. 3 (June 14, 2019): 304–22. http://dx.doi.org/10.1177/0022429419850110.

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The purpose of this multiple-case study was to examine the career development, choices, and goals of elementary general music teachers who identified as instrumental majors during their undergraduate degree programs. Data collection included a questionnaire, interviews, participant journals, and observation field notes; data were organized using the theoretical framework of social cognitive career theory. Themes are presented in two categories: internal influences (self-efficacy and perceived differences between elementary music and instrumental music) and external influences (economy, undergraduate preparation, and working in elementary general music). Implications regarding the development of self-efficacy and preparation for teaching outside of one’s specialization are discussed.

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Truelove, Stephanie, Brianne A. Bruijns, Andrew M. Johnson, Shauna M. Burke, and Patricia Tucker. "Factors that Influence Canadian Generalist and Physical Education Specialist Elementary School Teachers’ Practices in Physical Education: A Qualitative Study." Canadian Journal of Education/Revue canadienne de l'éducation 44, no. 1 (March 31, 2021): 202–31. http://dx.doi.org/10.53967/cje-rce.v44i1.4425.

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Interviews were conducted with 16 elementary school teachers across Canada (eight generalists and eight physical education [PE] specialists) to explore their experiences when instructing PE. Questions were phrased to encourage exploration of the perspectives of generalists and specialists, with a particular focus on teaching philosophy, barriers faced while instructing PE, facilitators and resources that enhance PE instruction, and the teachers’ self-efficacy when teaching PE. Generalists noted perceived lack of time, inadequate facilities and equipment, insufficient training, lack of knowledge, and low self-efficacy as barriers. Conversely, specialists noted that their advanced training, professional development opportunities, high self-efficacy, and technology use positively supported their teaching practices. Keywords: physical education, elementary school, generalist, specialist, physical activity

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Umurzakov, Bakhtiyor N., and Laylo B. Umurzakova. "THE USE OF GAMING TECHNOLOGIES IN THE MUSICAL EDUCATION OF PRIMARY SCHOOL STUDENTS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 03, no. 03 (March 1, 2022): 13–16. http://dx.doi.org/10.37547/pedagogics-crjp-03-03-04.

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Planinšec, Jurij, and Črtomir Matejek. "Poučevanje predmeta šport z vidika kompetenc razrednih učiteljev." Revija za elementarno izobraževanje 13, no. 4 (2020): 413–28. http://dx.doi.org/10.18690/rei.13.4.413-428.2020.

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The Physical Education Teaching in Terms of the Elementary Teachers' Competencies. The main aim of this study was to find out how elementary teachers evaluate their competence for teaching Physical Education (PE) regarding seniority and physical activity involvement. The study was conducted on a non-randomized sample of 220 elementary teachers teaching PE. The results show that the highest assessed competences include the ability to plan, organize, implement and evaluate sports lessons. Teachers rated as lowest those competencies related to integrating and working with children with special needs in PE lessons.

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Lloyd, Cynthia B., and Augustus Abbey. "Teaching Elementary Accounting To Non-Accounting Majors." American Journal of Business Education (AJBE) 2, no. 2 (March 1, 2009): 23–30. http://dx.doi.org/10.19030/ajbe.v2i2.4033.

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A central recurring theme in business education is the optimal strategy for improving introductory accounting, the gateway subject of business education. For many students, especially non-accounting majors, who are required to take introductory accounting as a requirement of the curriculum, introductory accounting has become a major obstacle for achieving their goal of obtaining undergraduate degree in business. This paper reviews a variety of common but underutilized strategies for presenting learning opportunities to non-accounting majors in their first accounting course. Effective teaching methodologies that will promote active learning to help non-accounting majors develop interest in accounting and enhance their critical thinking skills in the acquisition of accounting knowledge are explored. Included in this review are discussions about the adjustments that can be made relative to class size and individuality in the early pre-course stages. Teaching strategies such as the use of remedial modules, case studies, hands-on student participation opportunities, within or separate from the classroom lecture, mini-quizzes, and mnemonics are discussed. Guidance is offered to accounting academics who wish to fulfill their responsibility to students in the most difficult, rule-dominated, math-oriented, and consequently, high risk course of introductory accounting.

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Henderson, Gail E., Pamela Beach, and Andrew Coombs. "Financial Literacy Education in Ontario: An Exploratory Study of Elementary Teachers’ Perceptions, Attitudes, and Practices." Canadian Journal of Education/Revue canadienne de l'éducation 44, no. 2 (June 30, 2021): 308–36. http://dx.doi.org/10.53967/cje-rce.v44i2.4249.

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Politicians are pushing school boards to do more to ensure students leave school with the financial literacy skills they will need to navigate an increasingly complex financial marketplace. Financial literacy education must start early to achieve this goal, yet there has been very little Canadian research on financial literacy education at the elementary level. This exploratory study used an anonymous, online survey to gain a preliminary understanding of full-time Ontario elementary teachers’ perceptions, attitudes, and practices with respect to financial literacy education. Respondents overwhelmingly favour teaching financial literacy in elementary school. Almost half of respondents currently incorporate financial literacy into their classroom practice. These teachers rely primarily on free, online resources. With respect to barriers to teaching financial literacy, respondents cited the lack of an appropriate curriculum and lack of support from schools and school boards. Respondents identified professional development as the main type of support they would like to see schools and school boards provide to support them in teaching financial literacy going forward. Keywords: financial literacy, financial education, elementary teachers

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Hargreaves, Andy. "Emotional Geographies of Teaching." Teachers College Record: The Voice of Scholarship in Education 103, no. 6 (December 2001): 1056–80. http://dx.doi.org/10.1177/016146810110300606.

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This paper introduces a new concept in educational research and social science: that of emotional geographies. Emotional geographies describe the patterns of closeness and distance in human interactions that shape the emotions we experience about relationships to ourselves, each other, and the world around us. Drawing on an interview-based study of 53 elementary and secondary teachers, the paper describes five emotional geographies of teacher-parent interactions—sociocultural, moral, professional, physical, and political—and their consequences.

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Journal articles on the topic 'Elementary Education and Teaching'

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