Relevant bibliographies by topics / Initial elementary school years

Contents

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

Academic literature on the topic 'Initial elementary school years'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Initial elementary school years"

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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 Analysi
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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 load
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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
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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 es
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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 wome
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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 proc
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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 expe
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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 expe
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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 e
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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
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Dissertations / Theses on the topic "Initial elementary school years"

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MARAFELLI, CECILIA MARIA. "CHALLENGES IN TEACHERS TRAINING FOR INITIAL SCHOOL YEARS OF ELEMENTARY SCHOOL: A LOOK ON TWO PEDAGOGY COURSES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=32246@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>PROGRAMA DE EXCELENCIA ACADEMICA<br>O presente trabalho retoma a questão da formação de professores pelos cursos de Pedagogia. Para tal empreendeu uma pesquisa com alunos, professores e coordenadores de dois cursos de Pedagogia considerados de qualidade, pertencentes a instituições voltadas para a pesquisa e que estão avaliadas entre as melhores da cidade do Rio de Janeiro, uma pública e uma privada comunitária. Buscamos compreender como se dá a atual formação de professores pa
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CORREA, ERISSON VIANA. "EFFECT OF FAILURE DURING THE INITIAL YEARS OF ELEMENTARY SCHOOL: A LONGITUDINAL STUDY FROM GERES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2013. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=22159@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>Repetência refere-se à prática escolar de reter, em uma determinada série, estudantes que em geral não alcançaram o rendimento desejado ao final de um ano letivo. O objetivo desta prática seria corrigir possíveis falhas na aprendizagem ou adequar situações de imaturidade do aluno. No contexto do debate sobre as vantagens e desvantagens desta medida, a dissertação busca verificar os efeitos da repetência no desempenho dos estudantes nos anos iniciais do Ensino Fundamental que pa
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Zuliani, Renata Duarte. "Professores das séries iniciais do ensino fundamental e as feiras de ciências /." Bauru : [s.n.], 2009. http://hdl.handle.net/11449/90881.

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Orientador: Fernando Bastos<br>Banca: Sérgio Mello Arruda<br>Banca: Silvia Regina Quijadas Aro Zuliani<br>Resumo: O presente estudo tem como objetivo levantar os saberes utilizados e quais critérios orientaram oito professores participantes da pesquisa para a realização de uma Feira de Ciências nas séries iniciais do Ensino Fundamental em uma escola pública estadual na região metropolitana de São Paulo. Como se portam frente ao desafio de abordarem conceitos específicos de Biologia, Química e Física, quais as necessidades formativas e as implicações para a formação inicial e continuada de prof
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Simon, Pamela Reed. "Gender grouping and its initial effect on a Title I upper elementary school during the pilot year of implementation." Thesis, Mississippi State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3590238.

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<p> Studies have documented challenges in meeting No Child Left Behind (NCLB) expectations as well as gender differences that contribute to the achievement gaps between boys and girls. In response to increased NCLB accountability and achievement gaps between boys and girls, several experts have promoted single-sex education as a possible strategy to improving student achievement. </p><p> The purpose of this study was to examine data that were gathered from an economically disadvantaged Title I federally-assisted upper elementary school with respect to the implementation of single-gender cla
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Zuliani, Renata Duarte [UNESP]. "Professores das séries iniciais do ensino fundamental e as feiras de ciências." Universidade Estadual Paulista (UNESP), 2009. http://hdl.handle.net/11449/90881.

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Made available in DSpace on 2014-06-11T19:24:48Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-12-14Bitstream added on 2014-06-13T19:11:34Z : No. of bitstreams: 1 zuliani_rd_me_bauru.pdf: 939479 bytes, checksum: 99fd983254b0e1afdedea835a046cff1 (MD5)<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)<br>O presente estudo tem como objetivo levantar os saberes utilizados e quais critérios orientaram oito professores participantes da pesquisa para a realização de uma Feira de Ciências nas séries iniciais do Ensino Fundamental em uma escola pública estadual na região
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Bomfim, Márcia Virgínia Pinto. "A geografia nos anos iniciais do ensino fundamental: entre a realidade e as possibilidades." Universidade Federal de Goiás, 2015. http://repositorio.bc.ufg.br/tede/handle/tede/5109.

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Submitted by Cláudia Bueno (claudiamoura18@gmail.com) on 2016-01-14T13:22:05Z No. of bitstreams: 2 Tese - Márcia Virgínia Pinto Bomfim - 2015.pdf: 7123539 bytes, checksum: 4ddce93fbb32f0302102a9409c6496d2 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5)<br>Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-01-15T09:43:04Z (GMT) No. of bitstreams: 2 Tese - Márcia Virgínia Pinto Bomfim - 2015.pdf: 7123539 bytes, checksum: 4ddce93fbb32f0302102a9409c6496d2 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5)<
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Persicheto-Oja, Aline Juliana [UNESP]. "A construção coletiva de aulas para o ensino de ciências: uma proposta de formação continuada com professoras dos anos iniciais do ensino fundamental." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/143434.

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Submitted by ALINE JULIANA OJA PERSICHETO null (aline_oja@yahoo.com.br) on 2016-08-23T16:52:11Z No. of bitstreams: 1 FINAL TESE DOUTORADO PERSICHETO-OJA.pdf: 1845644 bytes, checksum: 4bf12324b1deac4370f4f6714e5309d1 (MD5)<br>Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2016-08-26T14:54:08Z (GMT) No. of bitstreams: 1 persicheto-oja_aj_dr_bauru.pdf: 1845644 bytes, checksum: 4bf12324b1deac4370f4f6714e5309d1 (MD5)<br>Made available in DSpace on 2016-08-26T14:54:08Z (GMT). No. of bitstreams: 1 persicheto-oja_aj_dr_bauru.pdf: 1845644 bytes,
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Silva, Paula Aguiar da. "Campo multiplicativo das operações : uma iniciativa de formação com professores que ensinam matemática." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/109917.

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Este trabalho apresenta investigação acerca das concepções de professores dos Anos Inicias sobre o Campo Multiplicativo à luz da Teoria dos Campos Conceituais de Gérard Vergnaud. O campo multiplicativo foi escolhido como tema de estudo por permear todo o ensino básico, sendo assim de grande importância para a formação matemática escolar dos estudantes. A coleta de dados se dá em um curso de formação continuada, que se desenvolveu ao longo de 5 encontros de 4 horas, com 11 professoras da Escola Estadual de Ensino Médio Célia Flores Lavra Pinto localizada no município de Viamão/RS. Utilizou-se a
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Severino, Augusta Teresa Barbosa [UNESP]. "O projeto EMAI: uma análise sobre seus pressupostos políticos, filosóficos e pedagógicos e a questão da autonomia." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/137819.

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Submitted by AUGUSTA TERESA BARBOSA SEVERINO null (gutasix@yahoo.com.br) on 2016-04-06T20:13:17Z No. of bitstreams: 1 Dissertação Augusta versão final.pdf: 1379082 bytes, checksum: b83d915ef235f6cc40b4ae21b55ea4ff (MD5)<br>Approved for entry into archive by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br) on 2016-04-07T17:42:08Z (GMT) No. of bitstreams: 1 severino_atb_me_bauru.pdf: 1379082 bytes, checksum: b83d915ef235f6cc40b4ae21b55ea4ff (MD5)<br>Made available in DSpace on 2016-04-07T17:42:08Z (GMT). No. of bitstreams: 1 severino_atb_me_bauru.pdf: 1379082 bytes, checksum: b83d915ef235f
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Venturieri, Bianca. "A formação de professores dos anos iniciais do ensino fundamental em espaços não formais na Amazônia : investigando uma iniciativa no Centro de Ciências e Planetário do Pará /." Bauru, 2019. http://hdl.handle.net/11449/191046.

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Orientador: Renato Eugenio da Silva Diniz<br>Resumo: A educação em ciências é uma prática social que vem sendo cada vez mais ampliada e desenvolvida nos chamados espaços não formais de educação. Por apresentar estratégias de ensino atrativas e interativas, a utilização desses espaços pode contribuir para uma alfabetização científica mais efetiva tanto para os alunos como também para os professores. Partindo dessa perspectiva o objetivo geral desta pesquisa foi analisar as possibilidades e limites de uma proposta de formação continuada de professores dos anos iniciais do Ensino Fundamental, que
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Books on the topic "Initial elementary school years"

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Kathleen, Middleton, and Pollock Marion B, eds. School health instruction: The elementary & middle school years. 3rd ed. Mosby, 1994.

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1911-, Humphrey James Harry, ed. Child development during the elementary school years. Charles C. Thomas, 1989.

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Voice therapy for children: The elementary school years. Longman, 1986.

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Ofsted. Subject specialist courses in primary initial teacher training: Inspected between September 1998 and July 2000. Ofsted, 2001.

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Two years: A teacher's memoir. Heinemann, 1993.

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Aubrey, Carol. Leading and managing early years. Sage Publications, 2007.

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Aubrey, Carol. Leading and managing early years. Sage Publications, 2007.

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The first years at school: Education 4 to 8. Open University Press, 1991.

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The first years at school: Education 4 to 8. 2nd ed. Open University Press, 1997.

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Hundsdorf, Pamela Jason. Haleʻiwa Elementary School: 115 years of memories, 1871-1916. Haleʻiwa Elementary School, 1987.

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Book chapters on the topic "Initial elementary school years"

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Kim, Young Chun. "Elementary School Years." In Shadow Education and the Curriculum and Culture of Schooling in South Korea. Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-51324-3_4.

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Rivera, Ferdinand. "Graded Pattern Generalization Processing of Elementary Students (Ages 6 Through 10 Years)." In Teaching and Learning Patterns in School Mathematics. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-2712-0_5.

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Izquierdo, Elena, David E. DeMatthews, Estefania Balderas, and Becca Gregory. "Leading Dual Language: Twenty Years of Innovation in a Borderland Elementary School." In Dual Language Education: Teaching and Leading in Two Languages. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10831-1_11.

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Saez-Lopez, Jose-Manuel, and Ramon Cozar-Gutierrez. "Iberian Cultures and Augmented Reality: Studies in Elementary School Education and Initial Teacher Training." In Augmented Reality in Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42156-4_13.

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Garcia, Tânia Maria F. Braga, and Fernanda Esthenes Nascimento. "Manuals Aimed at Guiding Teachers in Teaching Physics for the Initial Grades of Elementary School." In Textbooks and Educational Media: Perspectives from Subject Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80346-9_16.

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Astor, Ron Avi, Linda Jacobson, Stephanie L. Wrabel, Rami Benbenishty, and Diana Pineda. "The Importance of Following Up." In Welcoming Practices. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190845513.003.0015.

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The transition period for a child into a new school lasts much longer than the initial visit and the first few days. And, even if a school made sincere attempts to welcome the child, introduce him or her to peers, and make sure the student was comfortable in the new surroundings, those gestures may “wear off” after a while. That’s why it’s important to develop a system for checking in with those students who have changed schools for reasons other than the typical moves from elementary to middle or middle to high school. A few indicators can help demonstrate whether a student has adjusted well to his or her new community or still feels disconnected or out of step with other students—grades, attendance, participation in extracurricular activities, and behavior. In this chapter, some different strategies schools are using to monitor how students are transitioning and address concerns or gaps in a student’s progress are also highlighted. As mentioned earlier, the needs of students who experienced a proactive move may be quite different from those of students who left a prior school because they or their parents were reacting to something. How is the student performing? Is homework being turned in on time? If the student’s grades are lower than they were in his or her previous school, it’s possible that he or she has missed some critical pieces of the content being taught. Review district and community-based options for getting the student some tutoring or additional instruction to fill in those learning gaps. Students who change schools in the middle of the year sometimes miss days because of a move. This can lead to a drop in performance, as noted in Chapter 1. If the child continues to miss days, the problem will likely get worse. Missing too many days of school can be an indicator that the child is struggling with the transition and hasn’t made the connections to students and adults that are necessary to develop a sense of belonging.
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Moses, C. Warren. "History of the Children’s Aid Society Model." In Community Schools in Action. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195169591.003.0010.

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The Children’s Aid Society’s concept of community schools came to life in February 1992 with the opening of the Salomé Ureña de Henriquez Middle Academies (Intermediate School [IS] 218) and the opening in March 1993 of the Ellen Lurie School (Primary School [PS] 5). These were the first community schools operated by The Children’s Aid Society (CAS) in partnership with New York City’s Board of Education. PS 5 is an elementary school whose students advance to middle school at IS 218. The model has evolved into a well-integrated, multidimensional community school involving CAS, the Board (now Department) of Education, and the parents and many other partners from the broader community. Before the two schools opened, several years were spent in preparation and planning. Initially, CAS surveyed New York City communities to identify those that would benefit most from CAS’s services. This was part of an ongoing effort on CAS’s part to examine its current programs in order to modify them to meet current social and familial needs. The survey led to the selection of the Washington Heights community, which was characterized by a large influx of recent immigrants, substantial poverty, large families, and a dearth of services. A more intensive study conducted by CAS in 1987 had documented the dramatic needs of families in this community and the shortage of services available to them. The school system ranked 32nd of 32 districts in nearly every category. The type of poverty that characterizes new immigrants was endemic: very low-wage jobs, two and three families sharing one apartment, and a reluctance to accept outside help. Washington Heights was the substance- abuse and drug-trafficking hub for the tri-state area and had the city’s highest homicide rate. Teenage pregnancy rates were also among the city’s highest. This community is not unlike those that CAS has traditionally served throughout its 150-year history. What was to be strikingly different was how CAS would address these problems. In setting out to plan a service model, CAS drew on its long and rich history of operating community centers in low-income neighborhoods.
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"Chapter 5. The Elementary School Years." In Growing up with Three Languages. Multilingual Matters, 2008. http://dx.doi.org/10.21832/9781847691088-009.

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"Children's Pathways through the Elementary and Middle School Years." In On the Success of Failure. Cambridge University Press, 2002. http://dx.doi.org/10.1017/cbo9780511500091.005.

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Conroy, Maureen A., Rebecca Bulotsky-Shearer, Chelsea Morris, and Allyse A. Hetrick. "Prevention and Intervention in Preschool and Early Elementary School Years." In Handbook of Research on Emotional and Behavioral Disorders. Routledge, 2020. http://dx.doi.org/10.4324/9780429453106-3.

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Conference papers on the topic "Initial elementary school years"

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Neneng, Tasu'ah. "Developing Autonomy through the School Extra Feeding Program: Experimental Research of 7 Years Old Children in Elementary School." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.186.

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Barbosa, Glória Estéffany Freitas, Larissa da Silva Gomes, Margaret Fernandes Coelho de Oliveira, and Ana Raquel de Sousa Pourbaix Diniz. "The impacts of the Digital Era on the formation of readers in the early years of elementary school." In V Seminário de Pesquisa e Desenvolvimento PROVIC/PIBIC - II Encontro de Iniciação Científica CNPq. Perspectivas Online: Humanas e Sociais Aplicadas, 2020. http://dx.doi.org/10.25242/8876102820202192.

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Crabtree, Stephen. "FIVE YEARS OF GEOSCIENCE OUTREACH AT ELEMENTARY SCHOOL STUDENTS IN RURAL, WESTERN MINNESOTA: MORE THAN SHOW-AND-TELL." In 52nd Annual North-Central GSA Section Meeting - 2018. Geological Society of America, 2018. http://dx.doi.org/10.1130/abs/2018nc-313131.

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Estéfany Freitas Barbosa, Glória, Larissa da Silva Gomes, Margaret Fernandes Coelho de Oliveira, and Ana Raquel de Souza Pourbaix Diniz. "The impacts of the Digital Age on the formation of readers in the early years of Elementary School." In 7th International Congress on Scientific Knowledge. Perspectivas Online: Humanas e Sociais Aplicadas, 2021. http://dx.doi.org/10.25242/8876113220212441.

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The theme aboutreader formation in Brazil is recurrent in different debates throughout history, considering its importance for the construction of a literate society.This study aimed to draw the reader's profileaged 6 to 10 yearsof the literary text, making an interface with the influence of the Digital Age in the choice of textual genres (fairy tales, legends, fables, among others) and in the formats of reading adhered to by students.Therefore, we aimed to identify the different styles of reading, as well as the ideological aspects inherent to this phenomenon, based on the frequency and forma
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Floersheim, Bruce, and Jonathan Johnston. "The Conceptual Speed-Bump: Losing Potential STEM Students in the Transition From Elementary School to Middle School." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-39612.

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Many educators in the science, technology, engineering and math (STEM) disciplines hope to improve the number of students interested in and prepared for these more difficult disciplines through innovative teaching, demonstrations and hosted camps. Research has shown that motivation is a much smaller part of the issue; student learning outcomes are much more sensitive to fundamental academic ability. Current curriculum design fails most students miserably in helping them bridge the gap from concrete learning to abstract thought and understanding in the middle school years. Thus, they are ill-pr
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Paramasatiari, A. A. A. L., and I. N. A. Irwan. "The Characteristics of Obesity in Children Aged Range 9-12 years on Elementary School in West Denpasar, Bali Indonesia." In The Proceedings of the 1st Seminar The Emerging of Novel Corona Virus, nCov 2020, 11-12 February 2020, Bali, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.11-2-2020.2301981.

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Rouan, Daniel. "Soon 20 years of 'La Main a La Pate', an international model for inquiry-based science education in elementary school." In Frontiers of Fundamental Physics 14. Sissa Medialab, 2016. http://dx.doi.org/10.22323/1.224.0237.

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Crabtree, Stephen. "SIX YEARS OF GEOSCIENCE OUTREACH TO ELEMENTARY AND MIDDLE SCHOOL STUDENTS IN RURAL, WESTERN MINNESOTA: MORE THAN SHOW-AND-TELL." In 115th Annual GSA Cordilleran Section Meeting - 2019. Geological Society of America, 2019. http://dx.doi.org/10.1130/abs/2019cd-329130.

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Mačura, Peter, Anna Blahutová, Andrej Hubinák, et al. "Basic motor competencies in the 1st and 2nd grade elementary school children in Slovakia." In 12th International Conference on Kinanthropology. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-9.

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Anumber of youth movement activities, e.g. running, walking, jumping, climbing trees, throw-ing and catching a ball, has been on a decline in the current European cultural space. The results of this research contribute to broadening the knowledge about the level of basic motor competencies and qualifications of the 1st and 2nd grade elementary children in the Slovak Republic. The primary data on the basic motor competencies and qualifications of the examined group (n=307, age = 7.58 ± 0.69 years) were collected by means of the MOBAK 1‒2 test battery (Herrmann et al., 2018b). The significance o
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Cavalli, Matthew, Nate Carlson, and Pat Compton. "Design Collaboration Between High School, On-Campus, and Distance Engineering Students." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-42284.

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A collaborative design project has been implemented in a junior-level materials selection and manufacturing course. The team-based design problem involved the design of playground equipment for elementary school children. Focus groups of elementary students and a review of applicable construction standards were used to set design requirements. Each team comprised undergraduate on-campus students, undergraduate distance education students and junior/senior high school technology students. Initial design choices were made by the entire group. Subsequent calculations of stress, deformations, etc.
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Reports on the topic "Initial elementary school years"

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Roschelle, Jeremy, Britte Haugan Cheng, Nicola Hodkowski, Julie Neisler, and Lina Haldar. Evaluation of an Online Tutoring Program in Elementary Mathematics. Digital Promise, 2020. http://dx.doi.org/10.51388/20.500.12265/94.

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Many students struggle with mathematics in late elementary school, particularly on the topic of fractions. In a best evidence syntheses of research on increasing achievement in elementary school mathematics, Pelligrini et al. (2018) highlighted tutoring as a way to help students. Online tutoring is attractive because costs may be lower and logistics easier than with face-to-face tutoring. Cignition developed an approach that combines online 1:1 tutoring with a fractions game, called FogStone Isle. The game provides students with additional learning opportunities and provides tutors with inform
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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School pri
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