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Meneguete, Hemilyn da Silva, Nathália Hernandes Turke, and Marinez Meneghello Passos. "EDUCATION OF TEACHERSOF THE INITIAL YEARS OF ELEMENTARY SCHOOL IN THE FACE OF OVERCOMING DIFFICULTIES IN MATHEMATICS." Revista Prática Docente 6, no. 2 (2021): e051. http://dx.doi.org/10.23926/rpd.2021.v6.n2.e051.id1069.
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This research started from the guiding questions: What are the difficulties encountered by teachers of the initial years of Elementary School in the face of the subject of mathematics? How can these difficulties be overcome? Thus, the research aimed to identify the difficulties encountered by teachers in the initial years of Elementary School in relation to the discipline of mathematics, highlighting how they were overcome. The data was collected through the application of a questionnaire to 07 teachers working in the initial years of Elementary School, and was analyzed through Content Analysis. Three categories emerged: (C1) Reports of personal experiences in relation to the subject of mathematics; (C2) Overcoming difficulties in mathematics; (C3) Academic suggestions for teacher education. From the results found, it was noted that in-service education, the exchange of experiences and the availability of materials that address mathematical content are factors that directly affect overcoming the difficulties with the subject.
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Garbacz, S. Andrew, Tiffany Beattie, Julianne Masser, and Dave DeGarmo. "Initial Validation of an Elementary Version of the Positive Family Support Strengths and Needs Assessment." Assessment for Effective Intervention 45, no. 1 (2018): 73–80. http://dx.doi.org/10.1177/1534508418793514.
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The purpose of the present study was to conduct an initial validation of the Positive Family Support–Strengths and Needs Assessment (PFS-SaNA) for elementary school children. The PFS-SaNA is designed as a universal screener wherein parents report on common areas their children may need additional support. Parents of children attending one elementary school participated in two consecutive years. A total of 627 parents of elementary school children participated (Year 1 = 368, Year 2 = 259). Exploratory factor analysis was conducted across Years 1 and 2 and a replicability test compared item loadings from Year 1 and Year 2. Finally, evidence of external validity was examined. Results suggested the PFS-SaNA is unidimensional with findings indicating item loadings replicated from Year 1 to Year 2. Finally, evidence of external validity was found. Implications for the PFS-SaNA as a universal parent screener that can be embedded in a multiple gating risk management strategy in elementary school are discussed.
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Zulhendri, Zulhendri, and Jhoni Warmansyah. "The effectiveness of the Multisensory Method on Early Reading Ability in 6-7 Years Old Children." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 5, no. 1 (2020): 257. http://dx.doi.org/10.31004/obsesi.v5i1.568.
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Early reading is an important primary capital that students have in conducting their academic knowledge, but there are still many elementary school students who have not mastered the skills. Using the right reading method can support children's skills in reading. The purpose of the study is to determine the effectiveness of the Multisensory method on the early reading skills in 6-7 years old children of the State Elementary School 10 Ganting Bigau and the State Elementary School 19 Koto Tuo, the Sulit Air Village, District X Koto diatas, the Regency of Solok. Withdrawal of samples with simple random sampling technique. Data collection is conducted by adapting instruments from ERSI (The Early Reading Screening Instrument). The data analysis technique is an independent T-test that is to see a comparison of differences in the average score. The results showed that the Multisensory method was effective in developing early reading skills in Grade 1 students at elementary school. The use of multisensory reading methods can be an alternative to the choice of reading by the teacher in improving the student's initial reading.
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Pereira, Meira Chaves. "O ensino fundamental de nove anos e a organização curricular para os anos iniciais no Mato Grosso do Sul - The elementary school nine years and organization curriculum for early years in Mato Grosso do Sul." Revista de Gestão e Avaliação Educacional 5, no. 9 (2015): 111. http://dx.doi.org/10.5902/2318133816929.
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Neste trabalho se discute o ensino fundamental de nove anos e a organização escolar para os anos iniciais do ensino fundamental no Brasil. Trata-se de uma reflexão crítica por meio de literatura especializada organizada em três seções. A primeira considera a idade que integra o ensino fundamental a partir da legislação brasileira. Na segunda, analisamos a criança de seis anos no ensino fundamental e a necessária sensibilidade no desenvolvimento de seus saberes e fazeres e, em seguida construímos algumas considerações sobre a organização do currículo para o ensino fundamental de nove anos. O estudo aponta que quanto mais cedo se faz a incursão da criança nos anos iniciais do ensino fundamental, não se pode perder de vista a especificidade da infância em seus tempos, espaços e possibilidades.Palavras-chave: ensino fundamental de nove anos, organização curricular, anos iniciais. THE ELEMENTARY SCHOOL NINE YEARS AND ORGANIZATION CURRICULUM FOR EARLY YEARS IN MATO GROSSO DO SUL AbstractThis paper discusses the fundamental education of nine years and school organization for the early years of elementary school in Brazil. It is a reflexive critical reflection by means of specialized literature organized into three sections. The first considers the age which integrates elementary school from the Brazilian legislation. In the second, we analyze the child of six years in the elementary school and the necessary sensitivity to develop their knowledge and practices and then build some considerations about the Organization of the curriculum for elementary education of nine years. The study brought to light that, the sooner you make the incursion of the child in the early years of elementary school, one cannot lose sight of the specificity of childhood in their times, spaces and possibilities.Key-words: nine-year elementary school, curriculum organization, the initial years.
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Kurz, Débora Luana, Everton Bedin, and Claudia Lisete Oliveira Groenwald. "The Teaching of Natural Sciences in the Early Years of Elementary School to Educate a Scientifically Literate Individual." Acta Scientiae 23, no. 1 (2021): 53–79. http://dx.doi.org/10.17648/acta.scientiae.6204.
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Background: One of the challenges in pedagogical practice in science in the initial years of elementary school (EF) is focused on developing objects of knowledge with an emphasis on scientific literacy. Objective: To investigate how the pedagogical practices of teachers of the 1st and 2nd grades of the elementary school contribute to promoting access and the development of scientific knowledge to educate a scientifically literate individual. Design: Ethnographic case study, through triangulation of data in a qualitative research perspective. Setting and Participants: Seven basic education women teachers who work in three different schools in the municipality of Vera Cruz/RS participated. Data collection: Observation and description in a logbook, questionnaires and interviews with teachers, as well as one student’s notebook and the official school document (Pedagogical Political Project). Results: The promotion of subsidies for access and mediation of scientific knowledge in teaching actions, although a significant portion of teachers has little corroborated the education of a scientifically literate individual. Conclusions: There must be actions aimed at continuing teacher education to favour significant school environment changes.
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Goodman-Scott, Emily, Beth Doyle, and Pamelia Brott. "An Action Research Project to Determine the Utility of Bully Prevention in Positive Behavior Support for Elementary School Bullying Prevention." Professional School Counseling 17, no. 1 (2013): 2156759X1301700. http://dx.doi.org/10.1177/2156759x1301700101.
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A trio of researchers presents a case study from a practical, participatory action research project to demonstrate how one school district implemented a school-wide bullying prevention initiative for all elementary schools based on Bully Prevention in Positive Behavior Support (BP-PBS). The purpose of this manuscript is to discuss the process of creating a district-wide bullying initiative, including the initial years of implementation, to assist other school counselors and districts in their bullying prevention efforts. The researchers briefly describe the initiative, the action research process, and reflect on results from the project.
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Saleem, Ayesha, Yaar Muhammad, and Sajid Masood. "Classroom Management Challenges and Administrative Support in Elementary Schools: Experiences of Novice Public-School Teachers." UMT Education Review 3, no. 2 (2020): 29–46. http://dx.doi.org/10.32350/uer.32.02.
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The purpose of this study was to explore classroom management challenges that novice teachers experienced in their early years of profession. Moreover, this study explored the administrative support novice teachers received from school administration concerning classroom management. We drew on interview data to explore novice teachers' experiences who had less than three years of experience during their first job in public elementary schools. The data were collected through semi-structured interviews with a purposive sample of ten novice teachers. Thematic analysis was used to analyze the experiences of novice teachers. The analysis came up with four themes: Responsive administration, helping hands, struggling with workload, and supportive principal.The study's findings revealed that most of the teachers faced over-crowded classes and a high workload in their initial time. Most of the teachers had received support from the administration; however, the administration was helpless regarding many challenges that the novice teachers faced in their early years. Many administrators did not help the novice teachers’ deal with over-crowded classrooms, the extra workload in the form of periods per week, and the management of students' behaviors.
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Saleem, Ayesha, Yaar Muhammad, and Sajid Masood. "Classroom Management Challenges and Administrative Support in Elementary Schools: Experiences of Novice Public-School Teachers." UMT Education Review 3, no. 2 (2020): 29–46. http://dx.doi.org/10.32350/uer.32.02.
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The purpose of this study was to explore classroom management challenges that novice teachers experienced in their early years of profession. Moreover, this study explored the administrative support novice teachers received from school administration concerning classroom management. We drew on interview data to explore novice teachers' experiences who had less than three years of experience during their first job in public elementary schools. The data were collected through semi-structured interviews with a purposive sample of ten novice teachers. Thematic analysis was used to analyze the experiences of novice teachers. The analysis came up with four themes: Responsive administration, helping hands, struggling with workload, and supportive principal.The study's findings revealed that most of the teachers faced over-crowded classes and a high workload in their initial time. Most of the teachers had received support from the administration; however, the administration was helpless regarding many challenges that the novice teachers faced in their early years. Many administrators did not help the novice teachers’ deal with over-crowded classrooms, the extra workload in the form of periods per week, and the management of students' behaviors.
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Magelinskaitė-Legkauskienė, Šarūnė, Visvaldas Legkauskas, and Albina Kepalaitė. "Development of Elementary School Social Competence Questionnaire and Analysis of Its Psychometric Characteristics." Pedagogika 127, no. 3 (2017): 132–47. http://dx.doi.org/10.15823/p.2017.44.
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While social competence is widely studied, relatively few studies are aimed at investigating social competence at elementary school years. Furthermore, social competence tends to be dependent on social and cultural context; hence instrument developed in one country may require significant adaptations in other countries. Thus, the purpose of the present study was to develop a Lithuanian questionnaire for assessment of social competence at elementary school.
 Individual items for the Elementary School Social Competence Questionnaire were drawn from the Early Developement Instrument (Janus et al., 2007), the Social Emotional School Readiness Scale (Bustin, 2007), and the Social Competence Inventory (Rydell et al., 1997). The study was conducted in two waves. In the first wave subjects were 437 first graders (198 boys and 239 girls) from Lithuania. In the second wave, which took place a year after, 192 boys and 228 girls participated.
 The Elementary School Social Competence Questionnaire was developed from the initial pool of items using structural equation modeling. The Questionnaire contained the Communicative Social Competence Subscale and the Ability to Take Directions Subscale. The initial measurement model was confirmed using confirmatory factor analysis on the dataset obtained during the second wave of measurement. Both subscales demonstrated good internal and test-retest reliability. Construct validity of the instrument was assessed by correlating its subscales with student-teacher relationship, in-class popularity, and school anxiety measures.
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Nese, Rhonda N. T., Joseph F. T. Nese, Kent McIntosh, Sterett H. Mercer, and Angus Kittelman. "Predicting Latency of Reaching Adequate Implementation of Tier I Schoolwide Positive Behavioral Interventions and Supports." Journal of Positive Behavior Interventions 21, no. 2 (2018): 106–16. http://dx.doi.org/10.1177/1098300718783755.
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In this study, longitudinal data from 708 schools across five states in the continental United States were analyzed to measure the time between initial training and adequate implementation of Tier I Schoolwide Positive Behavioral Interventions and Supports over 5 years and the extent to which it varied by school characteristics. Results indicated that, all else constant: elementary schools were more likely to reach adequate implementation before middle and high schools, non–Title I schools were more likely to reach adequate implementation before Title I schools, and suburban schools were more likely to reach adequate implementation before city schools. The findings provide empirical documentation of the average length of time required for adequate implementation of a systems-level intervention, as well as how that length differs across nonmalleable school characteristics.
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Moo-Estrella, Jesús Antonio, Matilde Valencia Flores, and Gloria Margarita Arankowsky Sandoval. "Development and validation of the Sleep Disturbances Scale for School-age Children." Acta Pediátrica de México 39, no. 2 (2018): 121. http://dx.doi.org/10.18233/apm39no2pp121-1331573.
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BACKGROUND: Sleep disturbances constitute an important health problem. However, a valid and reliable sleep scale designed for Mexican elementary school-age children is not currently available.OBJECTIVE: To design and to validate a self-report scale for sleep disturbances in school- age children.METHODS: Participants were recruited by convenience sampling from public elementary schools in Yucatán, México. Participants were divided in two groups, the first took part in the initial phase of the scale development and the second, were children to whom the final version of the instrument was applied. The instrument was developed in two phases. The first one included the design and application of the pilot test. During the second phase the factorial structure of the scale was obtained as well as the prevalence of sleep disturbances of the sample. The principal components analysis and Cronbach’s alpha analysis were used to determine the internal consistency of the scale. The final version of the scale includes 25 items.RESULTS: We included 838 children from six elementary schools, from which 524 took part in the validation process of the scale. This group included children between the third and sixth grades of elementary school, 51.1 % were girls, with an average age of the total sample of 10.3 ± 1.3 years old. Statistical analysis showed 6 major components explaining total variance (47.8%): 1) difficulty initiating sleep (α = 0.77), 2); nightmares (α = 0.76); 3) nocturnal awakenings (α = 0.71); 4) daytime sleepiness (α = 0.69); 5) tiredness and difficulty waking up (α = 0.69); and 6) somnambulism (α = 0.69).CONCLUSIONS: Sleep Disturbances Scale for School-age Children is an instrument with appropriate psychometric properties which can be useful for screening sleep disturbances in the Mexican children population.
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Welton, Evonn, Shernavaz Vakil, and Bridgie Ford. "Beyond Bullying: Consideration of Additional Research for the Assessment and Prevention of Potential Rampage School Violence in the United States." Education Research International 2014 (2014): 1–9. http://dx.doi.org/10.1155/2014/109297.
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For approximately 15 years there have been a number of episodes of rampage school violence in elementary/high school and higher education in the United States. Initial responses included implementation of antibullying programs, disciplinary measures, and increased law security measures. As the incidences have continued, it has become apparent that a more collaborative and interdisciplinary approach is needed for prevention. This paper offers a review of research literature as it applies to proposed innovative strategies for collaborative research, prevention, and intervention in the school setting.
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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 (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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Vincent, Susan D., and Robert P. Pangrazi. "An Examination of the Activity Patterns of Elementary School Children." Pediatric Exercise Science 14, no. 4 (2002): 432–41. http://dx.doi.org/10.1123/pes.14.4.432.
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Research has suggested a trend of decreasing activity with age necessitating a renewed emphasis on promoting physical activity for children. The purpose of this study was to assess current physical activity levels of children and to establish initial standards for comparison in determining appropriate activity levels of children based on pedometer counts. Children, 6–12 years old (N = 711), wore sealed pedometers for 4 consecutive days. Mean step counts ranged from 10,479–11,274 and 12300–13989 for girls and boys respectively. Factorial ANOVA found a significant difference between sex (F = 90.16, p < .01) but not among age (F = 0.78, p = .587). Great individual variability existed among children of the same sex. Further analysis found significant differences among children of the same sex above the 80th percentile and below the 20th percentile. A reasonable activity standard might be approximately 11,000 and 13,000 steps per day for girls and boys respectively, although further discussion of this is warranted. The descriptive nature of this study provides insights into the activity patterns of children and the mean step counts for boys and girls at each age can serve as a preliminary guide for determining meaningful activity levels for children based on pedometer counts.
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Verbisck, Janielly Taila dos Santos, and Marilena Bittar. "The Teaching Proposal of Probability in a Brazilian Elementary School Textbook Collection." Revista Internacional de Pesquisa em Educação Matemática 10, no. 3 (2020): 27–44. http://dx.doi.org/10.37001/ripem.v10i3.2109.
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We present in this article the analysis of the probability teaching proposal ofa textbook collectionused in the initial years of Brazilian elementary school, approved by the National Program of Textbooks (PNLD) in 2016. This work is related to the study group of Didactics of the Mathematics (DDMat). As a theoretical and methodological contribution, we used the anthropological theory of didactic, developed by Yves Chevallard and collaborators, that allows us to model and analyze the choices regarding mathematics and didactics present in the teaching of probability in the collection adopted. By the production and analysis of data, we noticed that some notions regarding probability were proposed from the volume referring to the second year of elementary school, in activities about possibilities. The formalization of the probability concept was presented in the last volume of the collection with activities associated with the idea of fraction, ratio and percentage.
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LUIS PEREIRA, CARLOS, EDSON RODRIGUES DOS SANTOS, MARIA DO CARMO DE LIMA, et al. "EDUCAÇÃO MATEMÁTICA: REPRESENTAÇÕES SOCIAIS DE ALUNOS DO 5° ANO DAS SÉRIES INICIAIS DO ENSINO FUNDAMENTAL I." Revista SODEBRAS 14, no. 158 (2019): 20–27. http://dx.doi.org/10.29367/issn.1809-3957.14.2019.158.20.
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Baraliuc, I., V. Manolachi, A. Polevaia-Secareanu, and A. Cotorcea. "Particularities of Initial Selection of Primary School Age Sambo Wrestlers Based on the Study of Psychomotor Abilities." Ukraïnsʹkij žurnal medicini, bìologìï ta sportu 6, no. 1 (2021): 345–51. http://dx.doi.org/10.26693/jmbs06.01.345.
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The purpose of the study was to identify the particularities of psychomotor abilities in 8-9 years old sambo athletes in the process of initial sport selection. Material and methods. The research presents an algorithm of the leading factors of the step-by-step selection of 165 8-9-year-old pupils for sambo wrestling. The first stage of selection was a thorough checkup, which determined that more than 50 % of the total number of pupils had disturbance of morphology and functionality of different body systems, there remained 68 examinees. At the third stage of selection the identification of intellectual abilities showed that only 73.53 % of pupils out of 68 (i.e. 50 pupils) had an average level of attention stability. According to the appreciation of psychomotor abilities of pupils we identified a decrease on the examinees number with 20 % out of 50 pupils. At the special stage of selection 17.5 % of 8-9 years old pupils, in 70 % of cases (i.e. for the majority of tests) failed to execute the requirements for motor abilities and coordination capacity. The basic experiment was elaborated and realized on the basis of an yearlong pedagogical experiment for which we organized two experimental study groups of sambo wrestlers in their first year of sport training: control group, that included 15 pupils that did not undergo any special selection, and the experimental group, consisting of 15 8-9 years old pupils that were specially selected. We created identical conditions for the learning and training process throughout a year for both groups. However, only in the experimental group we included the experimental methodology of sport diagnostics that contained a complex of scientifically based criteria and conditions. Results and discussion. During the experiment we identified the indices of “timely” reaction of the sambo wrestlers in the control group which improved only by 6 %, compared to the experimental group (57% more compared to the indices at the beginning of the experiment). It presented the dynamics of the tapping test of the sambo wrestlers in the control and experimental groups, from the first to the fourth period. The dynamics showed the local tiredness of the nervous and muscular system of the body, caused by the depression of their brain motor centers, which increased in both groups, but had a visible tendency of aggravation to the fourth period in the control group (from the first to the fourth period – within the limits of 62.80 %) compared to the experimental group, where the speed of elementary movements of children in the tapping test decreased inconclusively in every time period. Thus, at the end of the second period the results of the experimental group decreased by 11.25 %, to the end of the third period they lowered by 36.62 %, to the end of the fourth period they decreased by 15.55 % of the data of the previous period, which in conclusion comprised the decrease from the first to the fourth period up to 63.42 %. Conclusion. Thus, the veridically relevant situation of psychomotor development in the experimental group of sambo wrestlers, in our opinion, became possible due to their preliminary readiness (selection results) and the active experimental training action on them
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Cheng, Ching Ching, and Kuo Hung Huang. "A Thematic Curriculum Analysis System for early Childhood Education: Initial Evaluation." Applied Mechanics and Materials 373-375 (August 2013): 2224–27. http://dx.doi.org/10.4028/www.scientific.net/amm.373-375.2224.
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Contrary to the elementary school and high school, the curriculum of the kindergarten is more flexible and dynamic. In recent years, the integrated curriculum approach and the thematic curriculum approach based on constructivism have being gaining more attention in Taiwan. The thematic curriculum emphasizes that the inter-disciplined and student-centered learning activities is designed based on children's interests, not solely determined by the teachers. Therefore, teachers have to monitor the curriculum development and children's learning status simultaneously. Under these conditions, a system of curriculum analysis is a necessary aid to those teachers. The purposes of this study are: First, design and implement a thematic curriculum analysis system for early childhood education, which provides feedback for curriculum supervisor. Second, evaluate the impacts of this system on the teachers abilities in curriculum design. According to needs assessment of 15 kindergarten teachers and curriculum supervisors, the researchers constructed the curriculum analysis system which provides goals, concept, initiator, activity style, time, skill, attitude, content, and teachers reflective thinking as the analysis units. The system evaluated by the 15 teachers and curriculum supervisor. The reports showed the system improved the quality of thematic curriculum in kindergartens.
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Silva, Samara Mirelly, and Vicente De Paula Leão. "Anos Iniciais do Ensino Fundamental: por onde anda a Geografia? / Early years of elementary school: where is the Geography?" Caderno de Geografia 26, no. 46 (2016): 382. http://dx.doi.org/10.5752/p.2318-2962.2016v26n46p382.
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<p>Este artigo trata do ensino de Geografia nos Anos Iniciais do Ensino Fundamental (AIEF) e da formação docente referente à Geografia nos cursos superiores de Pedagogia. Assim sendo e para apreendermos mais sobre o universo em questão, foi realizado um estudo de caso no âmbito de iniciação científica no curso de Pedagogia da UFSJ e em duas escolas no município de São João del-Rei, MG. Durante a realização desta pesquisa foram aplicados questionários à graduandos do curso e à professores já atuantes. Como resultado percebeu-se que o ensino de Geografia nos AIEF possui limitações e desafios que vão desde a formação e valorização do profissional de educação a sua estrutura curricular na escola básica. Desta forma, considera-se que enquanto componente curricular obrigatório, a Geografia deve estar presente nos cursos de formação inicial de professores para os AIEF, nos currículos oficiais e também nos currículos praticados. A fim de contribuir para que os alunos desenvolvam habilidades e competências que os capacitem a pensarem e atuarem de forma crítica no espaço, enquanto cidadãos deste mundo complexo.</p><p><strong>Palavras–chave:</strong> Educação Geográfica; Formação Docente; Prática Docente.</p><p><strong>Abstract</strong></p><p>This article deals with the geography, teachings in the years basic education initial(AIEF) and teacher training related to geography in higher education pedagogy. To apprehend more about the universe in question it conducted a case study in undergraduate research within the faculty of education of UFSJ and two schools in São Joao del Rei, MG. During the research applied questionnaires to graduates of the course and already active teachers. As a result it was realized that the teaching of geography in AIEF has limitations and challenges ranging from training and development of professional education to it's curriculum in primary school. Thus, it's considered that while a mandatory component of the curriculum, geography must be present in the initial courses for teachers to AIEF in official curricula and also in the prevailing curricula in order to help students to develop skills and competencies that enable them to think and act critically in a space as a citizen of this complex world.</p><p><strong>Keywords</strong>: Education of Geography; Teacher Training; Teaching Practice.</p>
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Gorziza, Henrique Silva. "OS CONCEITOS GEOGRÁFICOS NA GEOGRAFIA ESCOLAR DOS ANOS INICIAIS: UMA CONTRIBUIÇÃO PARA A FORMAÇÃO DE PROFESSORES / GEOGRAPHICAL CONCEPTS IN GEOGRAPHY SCHOOL OF EARLY YEARS: A CONTRIBUTION TO TEACHER TRAINING." Geographia Meridionalis 2, no. 2 (2016): 253. http://dx.doi.org/10.15210/gm.v2i2.9378.
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O presente trabalho destaca a Geografia Escolar dos Anos Iniciais a partir da discussão sobre os conceitos geográficos como auxílio nas práticas pedagógicas do professor dos primeiros anos da escolarização. Pois, por parte destes, é denotado dificuldades em dominar os conteúdos geográficos. Assim, avançar na construção de discussões sobre a Geografia Escolar nos Anos Iniciais nos permite perceber que a relação desde possíveis práticas pedagógicas com o processo de formação de professores se configura como eficiente recurso para os cursos de formação. Assim, foi realizada uma entrevista com professores da comunidade de referência da problemática em apreço para aprofundar a discussão que tange o objetivo principal do trabalho através de uma sistematização das respostas para a efetivação da análise sobre os conceitos geográficos como contribuição no momento da formação inicial de professores.Abstract:This work emphasizes the teaching of Geography in the Elementary School through a discussion about the Geographical Concepts as a way of improving the pedagogical practises of the education professionals from the Elementary School, once it is denoted that these professionals have difficulties in mastering the geographical contents. Therefore, encouraging discussions over the Geography study in the Elementary School shows that some relations between pedagogical practises along with the teachers graduating process are a great tool for improving teaching courses. Therefore, an interview was taken with teachers of the community which is being studied in order to deepen the discussion that guides the main aims of this work through a systematization of answers that supports the accomplishment of the analysis about the Geographic concepts as a contribution for the teacher's initial graduating process.Keywords: Geography Teaching; Geographical Concepts; Teacher's Graduating Process.
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Fahrudin, Fahrudin, Moch Asmawi, Firmansyah Dlis, and Resty Gustiawati. "Development Fundamental Movement Learning Model Based On Team Games Tournament (TGT) For Elementary School Children." Kinestetik : Jurnal Ilmiah Pendidikan Jasmani 4, no. 2 (2020): 164–74. http://dx.doi.org/10.33369/jk.v4i2.12599.
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This study aims to develop a fundamental basic motion model based on the Team Games Tournament (TGT) for elementary school children. This study uses a research approach development of Research and Development (R&D) research and development model Borg and Gall. Development of a fundamental Motion Learning Model that will be developed in accordance with the characteristics of children aged 6-12 years who are at the elementary school level.The data collection technique starts from the analysis of the need for the development of fundamental basic movements, the making of initial product drafts, expert validation, product improvement, small-scale trials, first revisions, field trials, second revisions, final fundamental basic motion learning model product results. The research sample in the needs analysis of 10 respondents (teachers of Physical Education, Sports and Health) with the generalization results that70% of respondents said they needed the development of a TGT-based fundamental motion learning model and were willing to use basic motion development models to improve children's fundamental basic movement mastery. Then testing the development of the fundamental-based motion learning model Team Games Tournament (TGT)in the small-scale trial, there were 30 students at SDN Kalangsurya III, Rengasdengklok District and 10 students in the main field test at SDIT Salman Al-Farisy and SDN Kalangsari III, Rengasdengklok District. All forms of obstacles in the trial of the development of the TGT-based fundamental motion learning model and practitioners' input have been revised for the sake of product development perfection. Thus the development of a fundamental based motion learning model Team Games Tournament (TGT) for elementary school children it is declared fit for use in the learning process of Physical Education, Sports and Health in primary schools in accordance with the material in related basic competencies.
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Feagans, Lynne V., Kaye Fendt, and Dale C. Farrn. "The Effects of Day Care Intervetion on Teacher's Ratings of the Elementary School Discourse Skills in Disadvantaged Children." International Journal of Behavioral Development 18, no. 2 (1995): 243–61. http://dx.doi.org/10.1177/016502549501800204.
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The aim of this study was to assess whether a day care intervention programme for children from impoverished backgrounds could affect teacher's ratings GI their language use in the classroom in early elementary school. 'Ihwr cere 32k experimental children (who had received a day care intervention programme) and 36 control children in the initial study. At school entry, a comparison child from the same classroom was selected for each of the experimental and control children. The children were followed for three years in school. Besides collecting IQ and achievement data, teachers were asked to fill out the Adaptive Language Inventory (ALI) which measured children's use of language in narrative and discourse situations in the classroom. The results indicated that although the comparison group was rated more highly than the experimental and control group, the experimental group was rated more favourably than the control group over all three years on three of the four major scales of the ALI. There was no indication of a decrease in the size of effects by year 3. Regression analyses generally indicated that the ALI was moderately related to verbal IQ and highly related to reading recognition and comprehension concurrently and over three years. The results suggest that an early intervention programme can be effective in changing and maintaining teachers' perceptions of the narrative and discourse skills of children through early elementary school. In addition, the study suggests that these narrative and discourse skills may be important for reading and other verbal abilities.
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Reese, Marianne, and Ann W. Carns. "Leading by the Numbers: Using an Assessment Instrument to Stimulate Action Research." Journal of School Leadership 13, no. 5 (2003): 549–68. http://dx.doi.org/10.1177/105268460301300503.
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The Group Environmental Scale (GES) was used to assess the psychosocial needs of faculty members and provide specific feedback for the campus administrator of a “troubled” elementary school. The findings challenged the principal's leadership behaviors and stimulated new thinking that led to changes in her leadership style. A follow-up assessment conducted 10 months later revealed that the principal's transition from a directive to a collaborative leadership style resulted in a significant positive change in the faculty's perception regarding “leader control,” yet significant negative changes in “innovation” and “task orientation.” However, three years after the initial assessment, the school received a quality and performance award based on the Malcolm Baldridge National Quality Award criteria.
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Ludwig, Aline Beatriz, and Rosa Elisabete Militz Wypyczynski Martins. "O que revelam os mapas mentais do quinto ano? Um estudo de caso com estudantes do ensino fundamental." Terr Plural 14 (2020): 1–20. http://dx.doi.org/10.5212/terraplural.v.14.2016400.050.
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This paper presents reflections about the teaching of school geography, focusing on the learning of cartographic knowledge. The main goal was to verify the understanding of cartographic views of fifth-year elementary school students, through the cartographic language present in representations of selected students. The analysis was based on Kozel (2001) to examine mental maps concerning to its graphic representations, such as the form of representation, distribution and specificity of the elements and, finally, the proportion observed between the real and represented elements. By observing these elements in the representations, it is observed the importance of working, in the initial years, with activities that develop the cartographic knowledge within the teaching-learning process of Geography.
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Monteiro, Ana Francisca, Maribel Miranda-Pinto, and António José Osório. "Coding as Literacy in Preschool: A Case Study." Education Sciences 11, no. 5 (2021): 198. http://dx.doi.org/10.3390/educsci11050198.
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Coding is increasingly recognized as a new literacy that should be encouraged at a young age. This understanding has recontextualized computer science as a compulsory school subject and has informed several developmentally appropriate approaches to computation, including for preschool children. This study focuses on the introduction of three approaches to computation in preschool (3–6 years), specifically computational thinking, programming, and robotics, from a cross-curricular perspective. This paper presents preliminary findings from one of the case studies currently being developed as part of project KML II—Laboratory of Technologies and Learning of Programming and Robotics for Preschool and Elementary School. The purpose of the KML II project is to characterize how approaches to computation can be integrated into preschool and elementary education, across different knowledge domains. The conclusions point to “expression and communication” as an initial framework for computational approaches in preschool, but also to multidisciplinary and more creative methodological activities that offer greater scope for the development of digital and computational competences, as well as for personal and social development.
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Conti, Keli Cristina, and Sandra Gonçalves Vilas Bôas. "Acaso e probabilidades nos anos iniciais: potencial dos jogos como mediadores na construção do conhecimento." Revista Brasileira de Educação em Ciências e Educação Matemática 3, no. 2 (2019): 379. http://dx.doi.org/10.33238/rebecem.2019.v.3.n.2.22625.
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Resumo: No Brasil, desde a publicação dos Parâmetros Curriculares Nacionais (1997), os conteúdos de Estatística e Probabilidade fazem parte dos currículos e foram reafirmados na Base Nacional Comum Curricular (2017, 2018). Neste artigo, objetiva-se apresentar um breve contexto histórico sobre Probabilidade e Acaso. Outro aspecto será a discussão da questão curricular envolvendo essas duas temáticas as quais podem ser trabalhadas nos Anos Iniciais do Ensino Fundamental (1.º ao 5.º ano), apresentar preâmbulo sobre o potencial dos jogos, exemplificar propostas para a sala de aula que permita trabalhar noções iniciais de probabilidade por meio de um jogo e de atividades investigativas, introduzindo assim as primeiras noções para posteriormente aprofundá-las nos anos seguintes. Esperamos subsidiar também o trabalho do professor e desmistificar o ensino de Probabilidade com as crianças nos Anos Iniciais do Ensino Fundamental.
 
 Palavras-chave: Educação Estatística; Probabilidade; Jogos; Formação de professores; Currículo. 
 
 
 Account and challenges in initial years: potential of games as mediators in construction of knowledge
 
 Abstract: In Brazil, since the publication of the National Curricular Parameters (1997), the contents of Statistics and Probability are part of the curricula and were reaffirmed in the National Curricular Common Base (2017, 2018). This article aims to present a brief historical context about Probability and Chance. Another aspect will be the discussion of the curriculum issue involving these two themes which can be worked on in the Early Years of Elementary School (1st to 5th grade), presenting preamble about the potential of games, exemplifying proposals for the classroom that allow you to work on initial notions of probability through play, and investigative activities, thus introducing the first notions and then deepening them into subsequent years. We hope to subsidize the work of the teacher and demystify the teaching of Probability with the children in the Initial Years of Elementary School.
 
 Keywords: Statistical Education; Probability; Games; Teacher training; Curriculum.
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Potupchik, E. G., and L. B. Hegai. "The level model of network interaction primary school students in classroom activities." Open Education 23, no. 6 (2019): 4–12. http://dx.doi.org/10.21686/1818-4243-2019-6-4-12.
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The article considers the problem of organization and methodological support of the process of formation of skills of network joint activities in primary school students. The relevance of this research problem is due to the following contradictions:between the need for a practice-oriented and controlled focus on the process of forming in young schoolchildren the skills of safe and ethical interaction in the network, as a requirement of a modern digital society and the lack of pedagogical conditions for its implementation in educational institutions;between the high potential of network interaction in the formation of digital literacy elements of elementary schoolchildren and insufficient practical and theoretical research in this area;between the didactic opportunities of joint network activities in the process of training and education in elementary school and the insufficient development of pedagogical conditions for its implementation.The purpose of the study: the development and experimental testing of the level model of network interaction of primary school children in a distributed information and educational environment. This model is based on the principle of a phased increase in the degree of activity, independence and responsibility of subjects of joint network activities, which is implemented through specially designed educational and methodological support. The problem is highlighted due to the lack of research and the lack of specialized methodological support in the field of networking in elementary school.Materials and methods. The theoretical basis of the study is the analysis of research works in the field of Internet security for schoolchildren and the psychology of primary school children, a generalization of pedagogical experience in the use of distance and network technologies in classroom activities, an analysis of the regulatory documents of primary general education.Results. The approbation of the level model of network interaction of primary schoolchildren was carried out during the 2016–2017, 2017– 2018, 2018–2019 academic years on the basis of MAOU Gymnasium No. 9 of Krasnoyarsk and secondary school No. 11 of Abakan. The study covered 105 primary school students. A complete set of educational and methodological support for the network interaction of elementary schoolchildren in computer science lessons in a distributed information and educational environment has been developed and fully tested.Conclusion. The level model of network interaction of elementary schoolchildren described in the article can be used both in the classroom and in extracurricular activities in various subject areas in elementary school. This model includes four levels of network interaction formation: interaction independently from each other without feedback, interaction independently from each other with the need for mutual control, consistent interaction with observance of the order and correctness of the task, non-linear interaction. In accordance with the developed model of network interaction, a distributed informational and educational environment of elementary school was formed and filled up on the example of the subject field “informatics”, which ensures the implementation of various types of elementary school students network interaction in classroom activities. Research materials can be replicated in general education organizations at the initial stage, and also used to improve the skills of primary school teachers and computer scientists.
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Kim, YouJin. "Implementing ability grouping in EFL contexts: Perceptions of teachers and students." Language Teaching Research 16, no. 3 (2012): 289–315. http://dx.doi.org/10.1177/1362168812436894.
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Ability grouping – defined as a practice that places students into classrooms or small groups based on an initial assessment of their readiness or ability – has received considerable attention in educational research for years in many countries (Ireson & Hallam, 1999, 2001; Slavin, 1987). In Korea, ability grouping has been implemented in elementary, middle, and high school settings for certain subjects such as English. The purpose of the current study was to determine how the ability grouping policy has been implemented in Korean middle school English classes and to examine the perceptions of teachers ( n = 55) and students ( n = 754) regarding this policy. The results showed that schools implemented the policy in a variety of ways (e.g. different number of grouping levels). Teachers and students indicated their concerns regarding students’ emotional problems and showed mixed attitudes towards ability grouping. They also argued that schools need large support to maximize the putative effectiveness of ability grouping in different areas such as curriculum design, materials development, and teacher training. The findings are discussed in terms of pedagogical recommendations for increasing the effectiveness of ability grouping in English classes and other options for future research to investigate this and relevant educational language policies.
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Lima, Ana De Souza, Larissa De Lima Faustino, Matheus Rodrigues de Souza, Juliana Sartori Bonini, Juliana Sartori Bonini, and Leo Anderson Meira Martins. "EFEITO DE UMA ABORDAGEM TEMÁTICA NAS CONCEPÇÕES SOBRE O CIGARRO E FUMO PASSIVO EM CRIANÇAS DO SEGUNDO ANO DO ENSINO FUNDAMENTAL DE DUAS ESCOLAS MUNICIPAIS DE GUARAPUAVA-PR." Cadernos de Educação Tecnologia e Sociedade 12, no. 2 (2019): 169. http://dx.doi.org/10.14571/brajets.v12.n2.169-178.
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Smoking is considered to be a chronic disease caused by the nicotine dependence. The passive smoking is the leading cause of childhood respiratory disease. This research aimed to evaluate the conceptions that 2nd year-students of the Elementary School of two public schools at Guarapuava-PR, aging between 6 and 8 years, have about cigarettes and passive smoking. The work was performed at three moments: (1) without a preliminary intervention, the students answered a semi-structured questionnaire composed of 5 questions on cigarette and passive smoking (Pre-test, PT); (2) the students participated of activities where they saw an educational video and read a comic book whose theme dealt with the influence of the cigarette and the physiology of the respiratory system; (3) after 1 week and after 1 month, the students answered the same questionnaire offered in the PT (called respectively post-test 1 week, PTS, and post-test 1 month, PTM). More than 50% of students said they live with smokers at home. Children who answered did not know the cigarette answered otherwise following the thematic approaches. Children who answered to stay close to smokers answered otherwise following the thematic approaches. More than 60% of students answered that teacher do not address the cigarettes and passive smoking topic in the classroom, but they changed their responses after the thematic approach. The conceptions of children relating cigarette use to lung damage increased. This study showed that the approaches taken at schools with children who study in the initial grades of elementary school were effective.
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Syahputri, Aulia Maris, and Pamuji Sukoco Sukoco. "Application of developmental games based on kinesthetic perception to improve proprioceptive sensitivity, intelligence and cooperation in primary school children." Health, sport, rehabilitation 6, no. 4 (2020): 8–17. http://dx.doi.org/10.34142/hsr.2020.06.04.01.
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Aim: to produce a game learning model based on kinesthetic perception to improve kinesthetic perception, play intelligence, and collaboration among elementary school children.
 Material and methods. The game learning model based on kinesthetic perception is adapted to the growth and development aspects of students which is packaged through the processing of limbs that is focused on the psychomotor domain consisting of a series of basic locomotor movements, manipulative, non-manipulative, cognitive play intelligence, and effective cooperation. The method used is research and development, namely descriptive, evaluative and experimental methods. This research method is used to produce a product, namely a game learning model based on the kinesthetic perception of children aged 7-8 years which is equivalent to lower grade elementary school students. Development procedures: (1) collecting research results and information, (2) analyzing the product to be developed, (3) developing the initial product, (4) conducting expert validation, (5) conducting small-scale trials and revisions, (6) conducting large-scale trials and revisions, (7) making final products, and (8) conducting effectiveness tests. The subjects of this study were grade 1 elementary school students. The data analysis techniques used were quantitative and qualitative descriptive analysis. The final product effectiveness test used one group pretest-posttest design experiment.
 Results. The results of this study are in the form of a kinesthetic perception-based game learning model to improve kinesthetic perception, playing intelligence, primary school children's collaboration which contains four games, namely (1) Target Shooting Games, (2) Train Car Games, (3) Flag Games, and ( 4) Rakartugu Games. From the results of the assessment of experts and practitioners, the game learning model based on kinesthetic perception has a validity of 0.963.
 Conclusions. Kinesthetic perception based game learning model is effective for developing kinesthetic perception limb processing skills, playing intelligence and cooperation.
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Reid, David B. "Shared leadership: A comparative case study of two first year US principals’ socialization around teacher evaluation policy." Educational Management Administration & Leadership 47, no. 3 (2017): 369–82. http://dx.doi.org/10.1177/1741143217739362.
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New career principals are tasked with many sensemaking opportunities and often rely on their peers to assist with these sensemaking processes, engaging in a form of newcomer socialization. This study investigates how two first year elementary school principals in the US state of Michigan become socialized to their new roles as school leaders by examining how these individuals make sense of new teacher evaluation policies and systems. Findings show these principals relied on their social networks to make sense of the teacher evaluation process. These principals did so in an effort to establish positive and trusting relationships with their colleagues and in an effort to make up for a lack of initial training with these systems. Implications for policy and practice are discussed.
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Matos, Daniel Abud Seabra, and Erica Castilho Rodrigues. "Indicadores educacionais e contexto escolar: uma análise das metas do Ideb." Estudos em Avaliação Educacional 27, no. 66 (2016): 662. http://dx.doi.org/10.18222/eae.v27i66.4012.
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<p>Buscamos relacionar características das escolas que estejam associadas à probabilidade de a escola atingir a meta do Índice de Desenvolvimento da Educação Básica (Ideb) 2013. Os objetivos são: analisar a associação da meta do Ideb com outros indicadores educacionais; comparar os anos iniciais e finais do ensino fundamental. Usamos métodos quantitativos: estatística descritiva, Teoria da Resposta ao Item e regressão logística (N anos iniciais = 36.236 escolas e N anos finais = 29.095 escolas). Nos anos iniciais, a variável de maior impacto sobre a probabilidade de a escola atingir a meta do Ideb é a infraestrutura. Nos anos finais, as variáveis que mais impactam são o nível socioeconômico e a infraestrutura. Existe um funcionamento diferencial entre os anos iniciais e finais (por exemplo, o nível socioeconômico apresenta impacto positivo nos anos iniciais e negativo nos anos finais). Algumas relações entre o Ideb e outros indicadores educacionais são diferentes quando o fenômeno em questão é a meta do Ideb.</p><p><strong>Palavras-chave:</strong> Indicadores Educacionais; Ideb; Regressão Logística; Ensino Fundamental.</p><p> </p><p><strong><em>Indicadores educacionales y contexto escolar: un análisis de las metas del Ideb</em></strong></p><p><strong><em>Resumen:</em></strong></p><p><em>Intentamos relacionar características de las escuelas asociadas a la probabilidad de alcanzar la meta del Índice de Desenvolvimento da Educação Básica (Ideb) 2013. Los objetivos son los siguientes: analizar la asociación de la meta del Ideb con otros indicadores educacionales; comparar los primeros y los últimos años de la educación básica. Utilizamos métodos cuantitativos: estadística descriptiva, Teoría de la Respuesta al Ítem y regresión logística (N primeros años = 36.236 escuelas y N últimos años = 29.095 escuelas). En los primeros años, la variable de mayor impacto sobre la probabilidad de que la escuela alcance la meta del Ideb es la infraestructura. Los años finales, las variables que más impactan son el nivel socioeconómico y la infraestructura. Hay un funcionamiento diferencial entre los primeros y los últimos años (por ejemplo, el nivel socioeconómico presenta un impacto positivo en los primeros años y un negativo en los últimos). Algunas relaciones entre el Ideb y otros indicadores educacionales son diferentes cuando el fenómeno en cuestión es la meta del Ideb.</em></p><p><strong><em>Palabras clave:</em></strong><em> Indicadores Educacionales; Ideb; Regresión Logística; Educación Básica.</em></p><p> </p><p><strong><em>Educational indicators and school context: an analysis of the goals of the Ideb</em></strong></p><p><strong><em>Abstract:</em></strong></p><p><em>We aimed to relate the characteristics of schools that are associated with the probability of them achieving the objectives of the Índice de Desenvolvimento da Educação Básica (Ideb) [Elementary Education Development Index] 2013. These objectives are to analyze the association of the Ideb goal with other educational indicators as well as to compare the initial and final years of elementary school. We used the following quantitative methods: descriptive statistics, Item Response Theory and logistic regression (N initial years = 36,236 schools and N final years = 29,095 schools). In the initial years, the variable with the greatest impact on the likelihood of the school achieving the Ideb goal is infrastructure. However, in the final years, the variables with the greatest impact are socioeconomic status and infrastructure. The variables function differently between the initial and final years (e.g. socioeconomic status presents positive impact in the initial years and negative in the final years). Some associations between the Ideb and other educational indicators are different when the issue in question is the goal of the Ideb.</em></p><p><strong><em>Keywords:</em></strong><em> Educational Indicators; Ideb; Logistic Regression; Basic Education.</em></p>
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Lantz, Mattias, Erik Andersson-Sundén, Peter Andersson, et al. "Gamma spectroscopy methodology for large amounts of environmental samples in Sweden 30 years after the Chernobyl accident." EPJ Web of Conferences 239 (2020): 25002. http://dx.doi.org/10.1051/epjconf/202023925002.
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In a Swedish citizen science project, more than 200 elementary school classes participated in collecting fungi, soil samples, and droppings from deer and wild boar, from all over Sweden. The samples have been sent to a laboratory at Uppsala University where they are being analyzed through gamma spectroscopy with a shielded HPGe detector. The main objective is to scan the samples for 137Cs from the Chernobyl accident and compare the data with measurements from 1986, but uptake of naturally occuring radionuclides like 40K and radon daughters will also be determined. Together with the soil samples, transfer factors will be derived, and correlations for these factors will be sought for different species of fungi and soil types. The potential for correlating the results with different biological processes will also be investigated, in part through the collected animal droppings. This is a work in progress where the present status of the experimental setup and methodology are presented. Issues with the initial approach for corrections are discussed and preliminary results are presented.
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Oliveira lemes, Robson de, and Claudivan Sanches Lopes. "ESTUDO DAS NECESSIDADES FORMATIVAS EM GEOGRAFIA PARA PROFESSORES DOS ANOS INICIAIS DO ENSINO FUNDAMENTAL." Revista Brasileira de Educação em Geografia 10, no. 20 (2020): 148–73. http://dx.doi.org/10.46789/edugeo.v10i20.897.
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O presente artigo centra-se no estudo das “necessidades formativas” em Geografia dos professores que atuam nos Anos Iniciais do Ensino Fundamental. Verificamos que são diversos os trabalhos que tratam criticamente das lacunas entre os conteúdos previstos nos programas de Geografia para os Anos Iniciais e a forma com que são trabalhados na prática escolar. Nosso objetivo neste artigo é destacar a importância da análise das necessidades formativas como possibilidade de melhor planejar intervenções na formação do professor pedagogo considerando a perspectiva desses profissionais. Metodologicamente, o artigo fundamenta-se no exame da literatura na área e em pesquisa de campo na qual participaram, por meio de questionários, entrevistas e observações de práticas pedagógicas, professoras que atuam nesse nível de ensino na rede municipal e privada dos municípios de Maringá e Sarandi, no Estado do Paraná. Descrevemos os resultados em quatro categorias e subcategorias de análise que sintetizam as necessidades formativas identificadas na pesquisa, ou seja, os imperativos subjacentes ao esforço docente de organizar suas ações em sala de aula visando conduzir os alunos a uma educação geográfica. PALAVRAS-CHAVE Formação de Professores, Anos Iniciais, Necessidades formativas, Relação conteúdo/forma. STUDY OF TRAINING NEEDS IN GEOGRAPHY FOR TEACHERS OF THE INITIAL YEARS OF ELEMENTARY SCHOOL ABSTRACT This article focuses on the study of the "formative needs" in Geography of teachers working in the Early Years of Elementary School. We note that there are several works that critically address the gaps between the contents of the Geography programs for the Early Years and the way they are worked in school practice. Our objective in this article is to highlight the importance of the analysis of the formative needs as a possibility of better planning interventions in the formation of the pedagogical teacher considering the perspective of these professionals. Methodologically, the article is based on the examination of literature in the area and on field research in which female teachers who work at this level of education in the municipal and private network in the municipalities of Maringá and Sarandi, in the state of Paraná, participated by means of questionnaires, interviews, and observations of pedagogical practices. We describe the results in four categories and subcategories of analysis that synthesize the formative needs identified in the research, i.e., the imperatives underlying the teaching effort to organize their actions in the classroom to lead students to a geographical education. KEYWORDS Teacher formation, Elementary school, Formative needs, Content /form ratio.
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Konarzewski, Krzysztof. "Osiągnięcia szkolne czwartoklasistów w oddziałach o różnym składzie wiekowym." Problemy Wczesnej Edukacji 38, no. 3 (2017): 34–49. http://dx.doi.org/10.26881/pwe.2017.38.03.
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Are hopes pinned on mixed-age grouping in preschool and elementary school substantiated by scientific data? The answer was looked for in TIMSS 2015 research in Poland. It was carried on in the middle of the reform of school entry age which lowered it from seven to six year of life. In the country representative sample of fourth-graders 17.8 percent of pupils entered school at the age of six. In 254 classrooms the dispersion of age varied from 0.20 to 0.65 years and was greater than in TIMSS 2011 (0.15–0.40). The analysis of achievement in mathematics and science was performer by means of hierarchical linear models with the control of pupils’ gender, age, initial skills, and SES, as well as school’s location and class size. The achievement in mathematics was correlated significantly negative with the dispersion of age in the class. The younger pupils scored the highest in mathematics and science in classes with moderate dispersion. The results do not support a belief that mixed-age grouping is beneficial to academic achievement.
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Garofalo, Joe, and David Kufakwami Mtetwa. "Implementing the Standards: Mathematics as Reasoning." Arithmetic Teacher 37, no. 5 (1990): 16–18. http://dx.doi.org/10.5951/at.37.5.0016.
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Why is mathematics a regular part of standard elementary and middle school curricula? What do we believe, assume, or at least hope that students get out of the years of mathematics instruction that they are required to take? We often pose these basic questions to teachers at workshops. and after they get over their initial nervousness and uncertainty, most give one or both of the following responses: (1) mathematics is useful for people—as workers, as consumers, and as educated citizens: and (2) the study of mathematics helps people develop the ability to reason, and thus it helps them to become better problem solvers. These responses are not surprising, since both Dudley (1987) and Smith (1989) list them as two of the reasons traditionally given for the required study of mathematics.
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Nikšić, E., E. Beganović, F. Rašidagić, E. Mirvić, and M. Joksimović. "The effects of physical education on changes of basic motor skills of female students in the fifth grade of elementary school." Pedagogics, psychology, medical-biological problems of physical training and sports 23, no. 6 (2019): 296–305. http://dx.doi.org/10.15561/18189172.2019.0604.
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Purpose: Thanks to the positive health effects of physical exercise, physical education is an integral part of the education system, with two hours per week, which is insufficient to achieve an optimal effect in transforming the anthropological status of children. The aim of the research was to determine the effects of regular and modified physical education with the application of contents from sports games (basketball, volleyball and handball) in the duration of one semester to changes in basic motor skills in pupils of the fifth grade of elementary school. Material: The study included N = 106 students of the V class, aged 10 to 11 years, clinically and mentally healthy, and with no pronounced morphological and locomotor impairments. The sample of examinees was divided into two subgroups. The first was an experimental group of 53 students, who carried out physical education classes according to the modified plan and program of sports games (basketball, volleyball and handball) for a semester. The other was a control group of 53 students who attended regular classes from physical education according to the current curriculum. Results: The results of the research at the descriptive level showed noticeable differences between the same groups in the final versus the initial measurements. Based on the results of the t-test for the control and experimental group, it can be concluded that there have been statistically significant changes in values on all variables of basic motor in the final compared to the initial measurement. By analyzing the results of the t-tests, it can be seen that the groups differ in the initial measurement only in one basic motor variable, MTAPN, and this difference is statistically significant in favor of the control group. In the final measurement, there are no significant differences between the control and the experimental group in the average values of all variables of basic motoring. Conclusions: Improving basic motor skills depends on the teacher's ability, the ability to transform the age with which he is working, and the success of certain training processes. The modified program of the experimental group has led to changes and thus proves the significant effect of the group's work program.
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Monteiro, Zemilda, and Sebastiao Pereira. "The Effect of Contextual in Teaching Materials on Writing Kid Stories Grade 4th Elementary School in Surakarta." International Journal of Social Science Research and Review 3, no. 4 (2020): 55–61. http://dx.doi.org/10.47814/ijssrr.v3i4.66.
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Children learn to use symbols, combining their oral language, pictures, print, and play into a coherent mixed medium and creating and communicating meanings in a variety of ways. From their initial experiences and interactions with adults, children begin to read words, processing letter-sound relations and acquiring substantial knowledge of the alphabetic system. As they continue to learn, children increasingly consolidate this information into patterns that allow for automaticity and fluency in reading and writing. Consequently, reading and writing acquisition is conceptualized better as a developmental continuum than as an all-or-nothing phenomenon. But the ability to read and write does not develop naturally, without careful planning and instruction. Children need regular and active interactions with print. Specific abilities required for reading and writing come from immediate experiences with oral and written language. Experiences in these early years begin to define the assumptions and expectations about becoming literate and give children the motivation to work toward learning to read and write. From these experiences children learn that reading and writing are valuable tools that will help them do many things in life. The aims of research consist of the following to know effect contextual in teaching materials on writing kid stories grade 4th Elementary School in Surakarta. The study employs experiment method which the data are collected by interview, observation, document analysis, and Forum Group Discussions (FGD), questionnaire, and test. Result of the research sig value. <from α or 0.03 <0.05, so Ho = rejected and H1 = accepted which means there is a difference of effectiveness between learning with conventional teaching material used by teacher with teaching material on writing kid stories based on contextual.
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Godoi e Silva, Katia Alexandra de, Anelisa Kisielewski Esteves, Crys Michelly Vieira de Oliveira Dutra, Alisandra Cavalvante de Almeida, and Flaviana dos Santos Silva. "Aprendizagem Baseada em Problemas (ABP) no Ensino Fundamental: Uma Revisão Sistemática de Literatura." Revista de Ensino, Educação e Ciências Humanas 21, no. 3 (2020): 244–49. http://dx.doi.org/10.17921/2447-8733.2020v21n3p244-249.
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ResumoEste estudo foi desenvolvido com base em projeto aprovado no Programa de Iniciação Científica (PIBIC-Jr), da Fundação de Apoio ao Desenvolvimento do Ensino, Ciência e Tecnologia/Conselho Nacional de Desenvolvimento Científico e Tecnológico/Secretaria de Estado de Educação de Mato Grosso do Sul (Fundect/CNPq/SED-MS), 06/2019, intitulado “Aprendizagem Baseada em Problema e Alfabetização Científica: convergências criativas e colaborativas na investigação científica com crianças dos anos iniciais do Ensino Fundamental”, que se está desenvolvendo em uma escola pública municipal de Ensino Fundamental, em tempo integral, em Mato Grosso do Sul. Para o recorte deste estudo se objetiva analisar o panorama das pesquisas sobre a Aprendizagem Baseada em Problema (ABP), mais especificamente, no Ensino Fundamental, entre os anos de 2018 e 2020. No intuito de atingir tal objetivo se apropria da revisão sistemática de literatura, que é um processo de pesquisa baseada em evidências da produção científica, conduzida por meio de protocolos; nesse percurso, é imprescindível registrar todas as etapas de pesquisa. De modo geral, os resultados desse estudo inicial possibilitaram entender quais são as principais abordagens encontradas na literatura das pesquisas com ABP; o motivo e a finalidade de utilizar a ABP em determinado contexto; quais os resultados encontrados, a partir do seu emprego; quais as principais referências relacionadas à temática; quais as convergências e divergências entre essas abordagens; assim como o desenvolvimento e contexto de sua utilização no Ensino Fundamental.
 Palavras-chave: Aprendizagem Baseada em Problemas. Ensino Fundamental. Educação Científica.
 AbstractThis study was developed based on a project approved in the Scientific Initiation Program (PIBIC-Jr), of Fundação de Apoio ao Desenvolvimento do Ensino, Ciência e Tecnologia/ Conselho Nacional de Desenvolvimento Científico e Tecnológico/Secretaria de Estado de Educação de Mato Grosso do Sul (Fundect/CNPq/SED-MS), 06/2019, entitled “Problem-Based Learning and Scientific Literacy: creative and collaborative convergences in scientific research with children in the early years of elementary school”, which is being developed in a full time public school of municipal education system, in Mato Grosso do Sul. For the purpose of this study, it was aimed to analyze the research panorama on Problem-Based Learning (PBL), more specifically, in Elementary School, between the years 2018 and 2020. In order to achieve this goal, the systematic literature review have been appropriated, which is a research process based on evidence of scientific production, conducted through protocols; along this path, it is essential to record all the research stages. In general, the results of this initial study made it possible to understand what the main approaches found in the literature on research with PBL are; the reason and purpose of using PBL in a given context; what results were found from their employment; which the main references related to the theme are; what the convergences and divergences between these approaches are; as well as the development and context of its use in Elementary School.
 Keywords: Problem-Based Learning. Elementary School. Science Education.
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Ivanovic, Maja. "Syntactic features of written discourse at early primary school age - a longitudinal approach." Zbornik Instituta za pedagoska istrazivanja 48, no. 1 (2016): 87–105. http://dx.doi.org/10.2298/zipi1601087i.
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By the acquisition of written language form during the first years of schooling, the child starts to move away from the elementary structures by including new, more complex constructions into the existing base. The aim of this paper is to study the ability of producing different clause types in the texts of first- and fourth-grade primary school students, i.e. to study the existing differences in the syntactic structures of texts between the older and younger students. The initial research as well as the repeated measuring after three years included forty-two students of one primary school from Belgrade. Since in both the first and the second cycle of the study each child composed three texts, the corpus consisted of 252 texts. The analysis of the obtained material was performed using the SPSS software package. The results provide an insight into the average length of texts and sentences produced by first-grade and fourth-grade students. The longer the duration of schooling, the lower the number of simple clauses (both basic and extended), as well as coordinate clauses, while the number of constructions with subordinate clauses is increasing. This finding confirms the fact that early primary school age children are expanding their syntactic competence, i.e. that their later language development continues in the school period. This can be helpful for teachers in the process of literacy acquisition and in developing the strategies that facilitate reaching the higher levels of competence in written discourse and evolving of children?s syntax towards the writing patterns of adult speakers.
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Godoy, Dalva Maria Alves, and Hugo Cogo-Moreira. "Evidences of Factorial Structure and Precision of Phonemic Awareness Tasks (TCFe)." Paidéia (Ribeirão Preto) 25, no. 62 (2015): 363–72. http://dx.doi.org/10.1590/1982-43272562201510.
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AbstractTo assess phonological awareness - a decisive skill for learning to read and write - it is necessary to provide evidence about an instrument construct to present trustworthy parameters for both empirical research and the development of educational intervention and rehabilitation programs. In Brazil, at this moment, there are no studies regarding the internal structure for tests of phonological awareness. This article shows the factorial validity of a test of phonological awareness composed by three sub-tests: two tasks of subtraction of initial phoneme and one of phonemic segmentation. The multidimensional confirmatory factorial analysis was applied to a sample of 176 Brazilian students ( Mage= 9.3 years) from the first to fifth grade of elementary school. Results indicated a well-adjusted model, with items of intermediate difficulty and high factor loadings; thus, this corroboratedthe internal structure and well-designed theoretical conception.
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Soares, Lucélia dos Reis Santos, and Kelson Lucien Rodrigues Lobato. "CONCEPÇÕES E ABORDAGENS DO ENSINO DA GEOGRAFIA: a importância do saber cartográfico nos anos iniciais da Educação Básica." Revista Brasileira de Educação em Geografia 11, no. 21 (2021): 05–27. http://dx.doi.org/10.46789/edugeo.v11i21.462.
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Este artigo tem o objetivo de apresentar a importância do ensino de Geografia nos anos inicias da educação básica e suas principais abordagens, tradicional e crítica para o processo de ensino-aprendizagem. Tal processo com base nas abordagens teórico-metodológicas da ciência geográfica visa contribuir na formação de sujeitos críticos, analíticos e interativos, a partir da realidade social a qual estão inseridos. O estudo primou em realizar uma pesquisa bibliográfica, apresentando as diferentes concepções da Geografia para o ensino da disciplina nos anos iniciais. A pesquisa deteve-se também em compreender de que forma o livro didático pode contribuir na formação do sujeito com base nos pressupostos teórico-metodológicos que este recurso apresenta. Por fim, as reflexões apontam que existe uma intervenção pedagógica dos educadores ao ministrar aulas da disciplina nos anos iniciais, com base na abordagem geográfica presente no livro didático adotado. Nesse processo de formação inicial do conhecimento, o letramento geográfico e a alfabetização cartográfica auxiliam no melhor entendimento dos conteúdos ministrados, buscando romper com uma disciplina tradicional e enfadonha ao surgir a Geografia Crítica como nova proposta metodológica de ensino. Esta apresenta-se com maior potencial integrador diante das dimensões da realidade do cotidiano do aluno. Palavras-chave Ensino, Alfabetização cartográfica, Geografia. CONCEPTIONS AND APPROACHES WITH REGARD TO TEACHING GEOGRAPHY: the importance of Cartographic knowledge in the elementary school Abstract This article aims to present the importance of geography teaching in the initial years and the main traditional and critical approaches to the teaching-learning process. This process is based on the theoretical-methodological approaches of the science of geography science and aims to contribute to the formation of critical, analytical and interactive subjects, from the social reality into which they are inserted. The study focused on a bibliographical research, presenting the different conceptions of geography for the teaching of the discipline in the first years of the elementary school. The research also focused on understanding how the textbook can contribute to the formation of the subject based on the theoretical-methodological assumptions that this resource presents. Finally, the reflections indicate that there is a pedagogical intervention of teachers and educators in teaching the discipline in the initial years and develop the classes based on the geographical approach present in the textbook adopted. In this process of initial knowledge formation, geographic literacy and cartographic literacy aid in the best understanding of the contents taught. Seeking to break with a traditional and boring discipline, the emergence of Critical Geography presents a new methodological approach to teaching. This offers greater integrative potential in the face of the dimensions of student´s daily realities. Keywords Teaching, Cartographic literacy, Geography.
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Mancilla-Martinez, Jeannette, Jin Kyoung Hwang, Min Hyun Oh, and Elena Lauren Pokowitz. "Patterns of Development in Spanish–English Conceptually Scored Vocabulary Among Elementary-Age Dual Language Learners." Journal of Speech, Language, and Hearing Research 63, no. 9 (2020): 3084–99. http://dx.doi.org/10.1044/2020_jslhr-20-00056.
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Purpose Elementary-age dual language learners (DLLs) from Spanish-speaking homes in the United States are often characterized as at risk for low vocabulary in both Spanish and English. This longitudinal study examined conceptually scored receptive and expressive vocabulary development among DLLs from Spanish-speaking, low-income homes and investigated patterns of language responses on the conceptually scored measures. Method DLLs in kindergarten and second grade ( N = 118) attending school in the Southeast region of the United States were followed for three consecutive academic years and assessed on measures of receptive and expressive conceptually scored vocabulary. Results Individual growth modeling, using raw scores, revealed positive vocabulary growth over time, with above average performance relative to national norms. However, initial conceptually scored receptive vocabulary scores were higher than conceptually scored expressive vocabulary scores. Furthermore, DLLs' conceptually scored receptive—but not expressive—vocabulary rate of growth was more rapid compared to national norms. Finally, DLLs' patterns of language responses revealed a shift toward more English over time, but Spanish continued to be used through fourth grade. Conclusion Results contradict deficit-driven views about DLLs' vocabulary skills and underscore the utility of conceptually scored vocabulary measures to assess vocabulary development among elementary-age DLLs to more comprehensively account for the linguistic assets they bring to learning.
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Haryanto, Astrid Novita, Melinda Noer, Agustin Kusumayati, Rizanda Machmud, Hafizurrachman Hafizurrachman, and Adang Bachtiar. "Determinant of Smoking Behavior among Elementary Student in Indonesia: A Structure Equation Model." Open Access Macedonian Journal of Medical Sciences 9, E (2021): 773–78. http://dx.doi.org/10.3889/oamjms.2021.5833.
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BACKGROUND: Initial smoking exposure may occur during early adolescence (aged 10–12 years old), and it increases overtime. Although several factors for smoking behaviors exist among adolescents, there are few studies address determinant of smoking behavior by adding others variables in theory of plan behavior such as smoking refusal skills, self-regulation, parenting, family function, environment, and culture. AIM: The aim of this study was, therefore, to evaluate the determinant of smoking behavior among elementary student in Indonesia using a structural equation model. METHODS: A cross-sectional survey was carried out from June to October 2019 in West Java, Indonesia. For each school, students were selected using a systematic random sampling technique. The study included girls and boys ages 10–12. The consent was obtained by the parent or guardian. Structural equation modeling was used for analysis. RESULTS: The mean age was 10.56 years (SD = 0.37). About 28.6% of them were currently smoking with aged of first use was 10.02 (SD = 0.19). More than half (56%) of their family were currently smoking too and friend smoking was 41.7%. The final model accounted for 27% and 39% of the variance of intention and smoking behavior, respectively, has both direct and indirect effects through empowerment on self-care behaviors toward pregnancy-related complication. CONCLUSION: The present study was intended to expand the theory of planned behavior by including additional variables in its model: Smoking refusal skills, self-regulation, parenting, family function, environment, and culture. This study also provides a significant contribute for clinical a practice and policy-maker as a basic data to establish future intervention to promote no tobacco use among elementary student to achieve optimal well-being to prevent a fatal disease.
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Neves, Regina Da Silva Pina, and Leonardo Gomes Pires. "A Formação para a Docência no Contexto do PIBID1 de Matemática da Universidade de Brasília." Jornal Internacional de Estudos em Educação Matemática 12, no. 2 (2019): 191. http://dx.doi.org/10.17921/2176-5634.2019v12n2p191-198.
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Este estudo analisa as produções escritas de escolares da educação básica, elaboradas a partir das atividades desenvolvidas no contexto do PIBID de matemática da Universidade de Brasília, com os seguintes objetivos: 1) compreender os processos de conceituação matemática de escolares da educação básica, revelados em suas produções escritas e, 2) compreender como a análise da produção escrita de escolares da educação básica desenvolve licenciandos para a mediação em processos de conceituação matemática. Participaram do estudo 13 escolares do 3º ano do Ensino Médio (17 anos) de Escola Pública e 1 licenciando de Matemática da UnB (21 anos). Os escolares tiveram encontros semanais de duas horas com o referido licenciando, totalizando 26 horas, em atividades que abordam conceitos de simetria, noções de probabilidade e funções. Os resultados mostraram que os escolares apresentaram escrita matemática e em língua portuguesa incoerentes com o ano escolar em questão e dificuldades conceituais relacionadas aos conceitos abordados. Diante disso, o licenciando desenvolveu novas estratégias metodológicas e o discurso mediacional a fim de auxiliar os escolares na superação das dificuldades, por meio da análise constante da produção escrita revelada nos encontros. Desse modo, a análise da produção escrita de escolares mostrou-se fundamental para o processo de formação inicial em curso.Palavras-chave: Produção Escrita. Formação Inicial. Docência. Matemática.AbstractThis study analyzes the written productions of elementary school students, based on the activities developed in the context of PIBID of Mathematics at the University of Brasilia, with the following objectives: 1) to understand the processes of mathematical conceptualization of primary school students revealed in their written productions e, 2) to understand how the analysis of written production of elementary school students develops the licenciando for mediation in processes of mathematical conceptualization. The study included 13 students from the 3rd year of high school (17 years) of public school and 1 bachelor of mathematics from UnB (21 years). The students had weekly meetings of two hours with the mentioned licenciando, totalizing 26 hours, in activities that approach concepts of symmetry, notions of probability and functions. The results showed that the students presented in mathematical and in Portuguese language incoherent writing with the school year in question and conceptual difficulties related to the concepts addressed. Thus, the licenciando developed new methodological strategies and the mediational discourse in order to help the students in overcoming the difficulties, through the constant analysis of the written production revealed in the meetings. Thus, the analysis of the written production of schoolchildren has proved to be fundamental to the process of initial formation in progress.Keywords: Written production. Inicial formation. Teaching Mathematics.
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Olivia, Dina, Melda Deliana, Supriatmo Supriatmo, Hakimi Hakimi, and Siska Mayasari Lubis. "Body mass index and age of menarche in young girls." Paediatrica Indonesiana 52, no. 6 (2012): 309. http://dx.doi.org/10.14238/pi52.6.2012.309-12.
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Background Currently the age at onset of menarche is earlierthan in the past. Nutritional status has an important role inthe onset of menarche. Past studies have shO\vn an associationbetween body mass index (BMI) in young girls and earlier onsetof menarche.Objective To assess an association between BMI and age at onsetof menarche.Methods This crosssectional study was conducted in younggirls aged 10 to 15 years from Immanuel Elementary and JuniorHigh School, Medan in June 2010. We used purposive samplingto recruit subjects. After subjects underwent height and weightmeasurements, we calculated their BMIs. The association betweenBMI and initial age of menarche was assessed by Chi square test(P<O.05 v.ith a 95% confidence interval).Results Eightyfive subjects participated in this study. There were44 subjects in the 5th85th percentile ofBMI (nonnoweight), 19subjects with 85th95th percentile of BMI (overweight) and 12subjects in the> 95th percentile ofBMI (obese). All obese subjectshad an earlier onset of menarche at ages 1O 11 years, comparedto that of nonobese subjects (P=O.OOOl).Conclusion Young girls v.ith BMI > 95th percentile had anearlier age at onset of menarche than young girls v.ith lower BMls.[Paediatr lndanes. 2012,52:309-12].
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Aires, Berenice Feitosa, and João Henrique Suanno. "A Educação Ambiental numa perspectiva transdisciplinar: uma articulação entre a Educação Superior e a Educação Básica." REMEA - Revista Eletrônica do Mestrado em Educação Ambiental 34, no. 2 (2017): 42–56. http://dx.doi.org/10.14295/remea.v34i2.6822.
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Este artigo visa apresentar e discutir os resultados de um trabalho inovador, desenvolvido em Projetos Transdisciplinares de Educação Ambiental (EA) do Estágio Curricular do Curso de Pedagogia da Universidade Federal de Goiás (UFG), aplicados na Escola Municipal João Paulo I, em Goiânia, GO. Para a análise dos discursos que impregnam as práticas de EA em Projetos Transdisciplinares, desenvolvidos entre 2013 e 2016, foram realizadas entrevistas com grupos focais compostos por estagiárias do curso de Pedagogia-UFG e a análise documental dos relatórios finais de estágio que apresentam os resultados das práticas aplicadas nos projetos transdisciplinares: Projeto Cooperação Internacional pelas Águas (2013); Projeto Economia Solidária e Desenvolvimento Sustentável (2014); Projeto Sustentabilidade e Consciência Integral (2015) e Projeto Hortas Urbanas e Hortas Escolares (2016). Baseamos a nossa argumentação nas teorias e propostas paradigmáticas dos seguintes autores: Hernández (1998), Boff (2000), Mallart (2008), Gadotti (2009), Morin (2011), Suanno, J.H. (2012, 2014), Suanno, M.V.R. (2014, 2015a, 2015b), Moraes (2015) e outros. Pretendeu-se problematizar como o processo formativo de professores articula pensamento complexo, interdisciplinaridade e transdisciplinaridade na ação das estagiárias nas práticas pedagógicas de EA nos anos iniciais do Ensino Fundamental. Constatou-se que os entrevistados consideram relevante a inserção da EA por meio de Projetos Transdisciplinares no currículo dos anos iniciais do Ensino Fundamental.
 
 This article aims to present and discuss the results of an innovative study developed in Transdisciplinary Projects of Environmental Education (EE) of the Curricular Internship of the Pedagogy Course of the Federal University of Goiás (UFG), applied at the João Paulo I Municipal School in Goiânia, GO. For the analysis of the speeches that permeate the EE practices in Transdisciplinary Projects, developed between 2013 and 2016, interviews were conducted with focus groups composed of trainees of the Pedagogy-UFG course and the documentary analysis of the final reports of the stage that present the results of the Practices applied in transdisciplinary projects: International Cooperation for Waters Project (2013); Solidarity Economy and Sustainable Development Project (2014); Sustainability and Integral Consciousness Project (2015) and Urban Gardens and School Gardens Project (2016). We base our argument in the theories and paradigmatic proposals of the following authors: Hernández (1998), Boff (2000), Mallart (2008), Gadotti (2009), Morin (2011), Suanno, J.H. (2012, 2014), Suanno, M.V.R. (2014, 2015a, 2015b), Moraes (2015) and others. It was intended to problematize how the teacher training process articulates complex thinking, interdisciplinarity and transdisciplinarity in the action of the trainees in the pedagogical practices of EE in the initial years of Elementary Education. It was found that the interviewees consider the insertion of EE through Transdisciplinary Projects in the curriculum of the initial years of Elementary School to be relevant.
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Silva, Angelica da Fontoura Garcia, Susana Maris França da Silva, and Maria Elisa Esteves Lopes Galvão. "Reflexões e conhecimentos evidenciados por professores que estudam área de figuras planas." Zetetike 28 (December 18, 2020): e020029. http://dx.doi.org/10.20396/zet.v28i0.8652733.
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This study aims to discuss and understand the process of (re)significance of teachers’ professional knowledge based on discussions and reflections carried out by a group of teachers who teach mathematics for the initial years of the elementary education. The teachers studied how to calculate the area of plane figures using squared arrays. This study is based on Zeichner’s and Serrazina’s research to discuss the reflection on the practice and, in Ball, Thames, and Phelps, to analyse the (re) significance of the knowledge of the professionals involved. The data analysed were collected during the group meetings at the school where the participants taught. Through the analyses of the discussions held, we could observe that the teachers expanded their common and specialised content knowledge, mainly in relation to the strategies to calculate area, and started using reconfiguration of the figures and formulas of area more assertively. Mutual support allowed them to identify their own needs and then modify their analyses of the strategies for area calculation to be adopted.
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Nikšić, E., E. Beganović, and M. Joksimović. "The impact of the program of basketball, volleyball and handball on the situation-motorized capability of the first classes of the elementary school." Pedagogy of Physical Culture and Sports 24, no. 2 (2020): 85–92. http://dx.doi.org/10.15561/26649837.2020.0206.
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Purpose: Determining the state of the student and his situational-motor skills, and their comparison, enables the teacher to control his work in an immediate manner, and he programmes and implements well planned and additional contents in order to realize the set goals. In order to achieve these functions, it is necessary to determine the current state of the students, as well as the state after the implemented specific contents and programs. The aim of the research was to determine the partial changes (differences) of situational-motor abilities that were created under the influence of a four-month program of basketball, volleyball and handball in the pupils of the fifth grades of elementary school. Material: The study included N = 106 class V students, aged 10 to 11 years. The sample of respondents was divided into two subgroups, an experimental group (53 students), who conducted physical and health education classes according to the modified plan and program of sports games (basketball, volleyball and handball) for a half-year and control group (53 students) who attended regular classes from physical and health culture according to the current curriculum. 9 variables were used to assess situational-motor abilities. Descriptive statistics and discriminatory analysis were used to determine the changes (differences) in situational-motor skills. Results: The results of the research at the descriptive level showed certain differences between the groups in the final versus the initial measurements on the individual variables of situational motors. Based on the results of the discriminatory analysis, the relative contribution of each of the variables of the situational motor in the final measurement is seen. The SMKVLS (Running the ball with your hand in the slalom) and SMRBLZ (Throwing the ball against the wall for 30 seconds) variables are the biggest contributors, and the smallest SMOGCPM (Aiming the goal over the net from the basic stand) and SMOSD (Lower frontal serve). Conclusions: Physical and health culture in schools has the primary task of influencing positive transformation processes in all dimensions of students by applying appropriate content.
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Cherkowski, Sabre, and Keith Walker. "Purpose, passion and play." Journal of Educational Administration 54, no. 4 (2016): 378–92. http://dx.doi.org/10.1108/jea-10-2014-0124.
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Purpose – The purpose of this paper is to identify and elaborate on the construct of flourishing in schools as understood through the stories and explanations provided by a small group of public school principals. Framed within a positive organizational perspective, the specific objectives of this study are: to identify how school leaders understand and experience flourishing in their roles and in their schools; to explore the conditions, catalysts and/or galvanizing forces of flourishing in schools. Design/methodology/approach – The researchers used an electronic Delphi survey to gain a qualitative description of the understandings and impressions of the construct of flourishing from the perspective of practicing school administrators in one school district in central British Columbia. Delphi responses were aggregated after each round and thematically analysed to determine patterns and trends for further examination through progressive iterations of the survey administered via e-mail. The final set of data were then analysed for patterns, trends and themes that were compared and contrasted against research findings in the literature underpinning the theoretical framework for this study. Findings – While there was no single definition of what it means to flourish in the work of school leadership, shared descriptions from these principals indicated that they feel a sense of flourishing when they are working together with teachers from a sense of purpose and passion and in a spirit of play to cultivate learning climates that reflect a shared ownership for improving educational experiences for students. These initial findings provoke thinking about the potentials and benefits of shifting the focus of research and practice in educational leadership towards more positive, strengths-based perspectives. Research limitations/implications – The sample size was small, and so generalizing findings beyond this study is unreasonable. Further, because the researchers separated participant information from responses in order to safeguard anonymity and to aggregate the responses to provide these back to participants for their further elaboration and reflections, they were unable to determine whether particular responses were connected to context (elementary or secondary, size of school, years of experience as an administrator), gender or other demographic factors. However, the use of the electronic Delphi instrument provided insights on engaging school principals in thoughtful inquiry as participants, while respecting the busy workload and time constraints associated with the work of school principals. Practical implications – Attending to well-being in the work of leading schools is an under-researched area of educational leadership. This study is an example of how researching educational leadership from a positive, strengths-based, human development perspective may provide useful insights for supporting principals and other educators to notice, nurture and sustain a sense of flourishing in their work and across the school. While further research is needed to examine the construct of flourishing across a diverse range of school organizations, the findings from this study provoke thinking about the benefits of studying what goes well, what brings vitality and a more full sense of humanity in the work of leading school organizations. Originality/value – The researchers use a new perspective for examining and explaining the phenomenon of flourishing in schools, a positive organizational research orientation. The use of this strengths-based, positive, human development approach to examining the construct of flourishing from the perspective of school principals can offer new insights and strategies for attending to well-being as an integral part of the work of leading schools.