Relevant bibliographies by topics / Programmes for elementary schools

Contents

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

Academic literature on the topic 'Programmes for elementary schools'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Programmes for elementary schools"

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Maleňáková, Šárka. "Komparace vybavenosti žáků 9. tříd klíčovými kompetencemi k učení a řešení problémů." Studia sportiva 6, no. 1 (July 9, 2012): 123–32. http://dx.doi.org/10.5817/sts2012-1-14.

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The article deals with the question whether the new reform of education will bring a better and more effective learning process for pupils involved in the development of life skills (key competencies) which are critical these days. Th e author compares the results of the education process in the fi eld of key competencies included in two education programmes at elementary schools following in close succession - the „Elementary School Programme“ and „General Education Programme for Basic Education” and/or “Th e School Education Programme”. Th e research was conducted in the year 2009 when the last 9th grade pupils were instructed according to the Primary School Programme while 14 pilot schools throughout the Czech Republic implemented and tested the fourth year of teaching according to their own education programmes. For the comparison of the above mentioned education programmes an empirical method of non-standardized questionnaire was selected. Th e non-standardized questionnaire was based on a research and scientifi c Key Competencies Questionnaire supplied by the SCIO organization. Testing the diff erences between the programmes in particular items was carried out using the Pearson’s chi-square test of contingency tables. Results showed insignifi cant diff erences in the respective questionnaire items, therefore, education programmes must pass through a long evaluation and assessment process to meet expected targets. Th e fi nal section of the article is focused on the assessment of problems with introducing the General Education Programme for Basic Education to school syllables. Th e author presents recommendations for teachers at elementary schools and for academic staff preparing future teachers at universities.
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Kelder, Steve, Deanna M. Hoelscher, Cristina S. Barroso, Joey L. Walker, Peter Cribb, and Shaohua Hu. "The CATCH Kids Club: a pilot after-school study for improving elementary students’ nutrition and physical activity." Public Health Nutrition 8, no. 2 (April 2005): 133–40. http://dx.doi.org/10.1079/phn2004678.

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AbstractBackgroundAlthough many school-based diet and physical activity interventions have been designed and evaluated, relatively few have been tested for the after-school setting. After-school day-care programmes at either elementary schools or private locations provide a ready-made opportunity for health programmes that may be difficult to incorporate into an already-full school day. The purpose of this paper is to report on a pilot study of an after-school adaptation of the CATCH (Coordinated Approach To Child Health) elementary school programme called the CATCH Kids Club (CKC).MethodsThe CKC was pilot-tested and formatively evaluated in 16 Texas after-school programmes: eight in El Paso and eight in Austin (four intervention and four reference sites each). Evaluation consisted of direct observation of moderate to vigorous physical activity during play time, self-reported food intake and physical activity, and focus group interviews with after-school programme staff.ResultsStudents responded well to the physical activity and snack components and were less interested in the five-module education component. Routine staff training was a key variable in achieving proper implementation; the ideal would be a full day with repeated follow-up model teaching visits. Staff turnover was a logistic issue, as was programme leader readiness and interest in conducting the programme. Strong and significant effects were observed for the physical activity but not for the education component. The results of the physical education component suggest it is feasible, effective and ready for larger-scale evaluation or dissemination.
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Krušinská, Martina. "Elementary Art School of Folk Dance and Music in the Context of Regional Culture-Oriented Schools in Slovakia." Central European Journal of Educational Research 3, no. 1 (April 30, 2021): 16–26. http://dx.doi.org/10.37441/cejer/2021/3/1/9346.

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In the study, we present the basic goals, content, strategies and organisational forms of education of the Elementary Art School of Folk Dance and Music in Ružomberok. The basic information about the school is supplemented with the ideas of its founder and the school principal, as well as the photo documentation of this school environment. We analyse this school model in the broader context of elementary regional culture-oriented schools, which began to develop in Slovakia after 1989. In connection with the school reform in 2008, the educational content of such schools was transformed and defined in the State Education Programme in the subject of Regional Education and cross-cutting topic Regional Education and Folk Culture. In addition to other alternative and innovative educational programmes in Slovakia, the regional culture-oriented school represents a domestic model of education, which is based on the historical and cultural peculiarities of individual regions of Slovakia. Despite the uniform name, each school with this orientation can have a unique character expressed in its school curriculum.
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Dietrich, Timo, Sharyn Rundle-Thiele, Lisa Schuster, and Jason P. Connor. "A systematic literature review of alcohol education programmes in middle and high school settings (2000-2014)." Health Education 116, no. 1 (January 4, 2016): 50–68. http://dx.doi.org/10.1108/he-03-2014-0042.

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Purpose – Social marketing benchmark criteria were used to understand the extent to which single-substance alcohol education programmes targeting adolescents in middle and high school settings sought to change behaviour, utilised theory, included audience research and applied the market segmentation process. The paper aims to discuss these issues. Design/methodology/approach – A systematic literature review retrieved a total of 1,495 identified articles; 565 duplicates were removed. The remaining 930 articles were then screened. Articles detailing formative research or programmes targeting multiple substances, parents, families and/or communities, as well as elementary schools and universities were excluded. A total of 31 articles, encompassing 16 qualifying programmes, were selected for detailed evaluation. Findings – The majority of alcohol education programmes were developed on the basis of theory and achieved short- and medium-term behavioural effects. Importantly, most programmes were universal and did not apply the full market segmentation process. Limited audience research in the form of student involvement in programme design was identified. Research limitations/implications – This systematic literature review focused on single-substance alcohol education programmes targeted at middle and high school student populations, retrieving studies back to the year 2000. Originality/value – The results of this systematic literature review indicate that application of the social marketing benchmark criteria of market segmentation and audience research may represent an avenue for further extending alcohol education programme effectiveness in middle and high school settings.
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Bramantoro, Taufan, Cornelia Melinda Adi Santoso, Ninuk Hariyani, Dini Setyowati, Amalia Ayu Zulfiana, Nor Azlida Mohd Nor, Attila Nagy, Dyah Nawang Palupi Pratamawari, and Wahyuning Ratih Irmalia. "Effectiveness of the school-based oral health promotion programmes from preschool to high school: A systematic review." PLOS ONE 16, no. 8 (August 11, 2021): e0256007. http://dx.doi.org/10.1371/journal.pone.0256007.

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Background Schools offer an opportunity for oral health promotion in children and adolescents. The purpose of this study was to conduct a systematic review of the influence of school-based oral health promotion programmes on oral health knowledge (OHK), behaviours (OHB), attitude (OHA), status (OHS), and quality of life (OHRQoL) of children and adolescents. Methods A systematic search on the PubMed and Embase databases was conducted to identify eligible studies. The last search was done on April 24th, 2020. The quality of the included studies was evaluated using the Joanna Briggs Institute (JBI) Critical Appraisal tools. Results Of the 997 articles identified, 31 articles were included in this review. Seven studies targeted students in preschools, seventeen in elementary schools, and seven in high schools. Most of these studies revealed positive outcomes. Some studies showed that the school-based oral health promotion programmes showed better OHK, OHB, OHS, and OHRQoL. Conclusion Positive results were obtained through oral health promotion programmes in schools, especially those involving children, teachers, and parents.
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Kopkin, Nolan, Mirinda L. Martin, and Danielle Hollar. "Improvements in standardised test scores from a multi-component nutrition and healthy living intervention in a US elementary-school setting." Health Education Journal 77, no. 5 (December 4, 2017): 527–41. http://dx.doi.org/10.1177/0017896917741510.

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Objective: The Healthier Options for Public Schoolchildren (HOPS) intervention aimed simultaneously to change school policies regarding the nutritional content of school-provided meals, nutrition and healthy lifestyle curricula, and other school-based wellness activities. Researchers examined how HOPS affected students’ academic achievement, attendance and behaviour. Design: Longitudinal study of 23,335 elementary-school students aged 4–16 years enlisted in kindergarten to grade 8 in the 2005–2006 school year and followed through until the 2008–2009 school year. Setting: HOPS was implemented in 11 Buffalo (New York) public elementary schools at the start of 2007–2008 school year and concluded in January 2009; 34 other district elementary schools were chosen for comparison. Method: Administrative records were obtained containing student demographics, mathematics and English test scores, and attendance and disciplinary records. A difference-in-differences approach was used to measure the HOPS intervention’s effect on mathematics and English test scores and the proportion of days present or not suspended. Significance was tested at 1% and 5% levels. Results: Analysis comparing students in intervention and comparison schools revealed an increase in standardised mathematics test scores among all students ( p < .05), with particularly strong impacts on girls ( p < .01), African American and Hispanic students ( p < .01) and economically advantaged students ( p < .01). HOPS had an adverse impact on attendance and disciplinary referrals ( p < .01), although the effects were small. Conclusion: When considering the implementation of a school-based wellness programme, administrators should consider its academic benefits. Research into the effectiveness of programmes such as HOPS at improving cognitive and non-cognitive outcomes of school-aged children is particularly relevant given recent US Department of Agriculture rollback of whole grain, sodium and milk requirements.
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Singh, Dr Nahar. "STUDY OF THE INSTITUTIONAL ENVIRONMENT: A CASE OF ACADEMIC ACHIEVEMENT AT ELEMENTARY LEVEL IN THE SCHOOLS OF NCT OF DELHI." International Journal of Advanced Research 9, no. 07 (July 31, 2021): 183–88. http://dx.doi.org/10.21474/ijar01/13115.

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Over the past two decade since the beginning of the Sarva Shiksha Abhiyan (SSA) programme in india, there has been a significant increase in the number of schools and in the enrolment of children in Government schools, most notably a large proportion of children from amongst Scheduled Castes, Scheduled Tribes, Muslims and Girls have joined the schooling system. Most of these children are also first-generation learners. In this regard SCERT Delhi conducted an achievement survey for classes II, V and VIII and gathered the information about the academic environment pertaining to school, teachers and students. This study reflected the background of the students such as locality, parents education, community and the same was followed of the teachers and schools. Majority of the sampled schools (71%) were managed by Municipal Corporation. More than 80% schools were located in urban areas and about half of the schools were Co-Educational, while 22% and 28% schools were Boys and Girls schools respectively. About 96% of schools responded that they have the provision to monitor classroom teaching regularly and 92% of the schools were monitored by the Head of the school. Fathers of 2% students and 0.6% mothers were in the academic field. In the surveyed schools, 28% were male and 72% were female teachers. Majority of teachers (54%) had attended in-service training programmes. In more than ninety percent of the sampled schools Maps, Charts, Globe, Mathematics kit and Library were available. About 90% and 98% of the schools annual medical check-up facility and first aid facilities were available Nearly 70% students reported that their homework was checked regularly. This document has helped education planners as a reference research document to improve the education administration and planning systems in the state.
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Slusser, Wendelin M., William G. Cumberland, Ben L. Browdy, Donna M. Winham, and Charlotte G. Neumann. "Overweight in urban, low-income, African American and Hispanic children attending Los Angeles elementary schools: research stimulating action." Public Health Nutrition 8, no. 2 (April 2005): 141–48. http://dx.doi.org/10.1079/phn2004675.

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AbstractObjectiveThis study was undertaken to establish the prevalence and severity of nutritional problems among low-income children of elementary school age in the Los Angeles Unified School District (LAUSD) in order to collect baseline data to inform policy-makers.Design and methodsA cross-sectional survey of children in 14 elementary schools was conducted from January to June, 1998. Nine hundred and nineteen children were measured and interviewed. The planning, design and data analysis were carried out in collaboration with key LAUSD policy-makers.ResultsMore than 35% of the sample was classified as being at risk for overweight or overweight according to body mass index.ConclusionThere is a high prevalence of children who are at risk for overweight or who are overweight in Los Angeles. This finding has triggered the development of multiple school-based intervention programmes.
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Slusser, Wendelin, Michael Prelip, Janni Kinsler, Jennifer Toller Erausquin, Chan Thai, and Charlotte Neumann. "Challenges to parent nutrition education: a qualitative study of parents of urban children attending low-income schools." Public Health Nutrition 14, no. 10 (April 11, 2011): 1833–41. http://dx.doi.org/10.1017/s1368980011000620.

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AbstractObjectiveThe present study was undertaken to learn more about parents’ (i) knowledge regarding healthy foods, factors associated with food purchasing and preparation, and current nutrition education resources, (ii) barriers to and promoters for establishing healthy eating habits for children and families, and (iii) interest in participating in nutrition interventions.DesignFocus group interviews were conducted with parents of low-income children from the Los Angeles Unified School District (LAUSD).SettingLAUSD Title 1 elementary schools where 50 % or more of students are eligible for free/reduced-price meals.SubjectsSixty-four parents (93 % female; 84 % Hispanic/Latino) of elementary-school students.ResultsThe most common barriers to eating healthy foods were cost, difficulty in getting children to eat healthier foods and easy access to fast food. Parents had a basic knowledge about what foods are healthy and received most of their nutrition education through the media. Parents expressed a desire for nutrition classes and almost all of them said they would attend a nutrition programme at their child's school. Topic areas of interest included what to purchase, how to cook healthier foods, how to encourage their children to eat healthier and how to read food labels. Parents also requested classes that engage the whole family, especially fathers.ConclusionsParents in our study were interested in participating in nutrition education programmes. The information from these focus groups was used to design a parent nutrition education programme especially designed to respond to the needs of the LAUSD parents, the majority of whom are low-income and Hispanic/Latino.
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Bontrager Yoder, Andrea B., Leah L. Foecke, and Dale A. Schoeller. "Factors affecting fruit and vegetable school lunch waste in Wisconsin elementary schools participating in Farm to School programmes." Public Health Nutrition 18, no. 15 (March 2, 2015): 2855–63. http://dx.doi.org/10.1017/s1368980015000385.

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AbstractObjectiveTo examine characteristics potentially associated with school lunch fruit and vegetable waste, both overall and pre/post implementation of the Healthy, Hunger-Free Kids Act.DesignMulti-year (2010–2013) cross-sectional study using pre- and post-meal digital photographs of students’ school lunch trays to estimate fruit and vegetable availability and consumption. Fruit and vegetable items were categorized for factors suspected to impact waste: prior farm to school years, placement (main menu, salad bar), procurement (local, conventional), preparation (cooked, raw) and meal component (entrée, side, topping). Analyses to assess within-category differences in waste volume were performed using a Tobit model.SettingWisconsin elementary schools participating in farm to school programmes, USA.SubjectsChildren in third to fifth grade.ResultsMany within-factor differences were detected overall and/or across time. Cooked fruits were wasted less than raw, while cooked vegetables were wasted more than raw. Where identified, locally sourced items were wasted more than conventionally sourced (+0·1 cups, P<0·0001) and salad bar items more than main menu items (+0·01 cups, P<0·0001). Increasing prior farm to school years decreased waste (−0·02 cups, P<0·0001). Items previously tried were wasted at the same volume whether reported as liked or not. New school lunch meal pattern requirement implementation did not uniformly impact fruit and vegetable waste across all categories and there was no change in waste for seven of fifteen assessed categories.ConclusionsMany factors impact elementary students’ school lunch waste. These factors may be helpful for school food-service authorities to consider when planning school menus.
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Dissertations / Theses on the topic "Programmes for elementary schools"

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Vinjwa, Nobuzwe. "A critical investigation of selected Cape and Transkei environment study programmes in junior primary schools." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003363.

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The introduction of Environment Study (ES) into the Junior Primary (JP) phase of the school was to facilitate the young learners' development of a sense of place, time and social identity. ES is important in the JP phase because it introduces pupils to the world around them and the environmental issues that affect their lives. ES in the JP phase can also provide pupils with the basic knowledge for survival in a changing world. ES in the JP phase is primarily designed to aid the pupils' development of a sense of identity. As with geography, it is concerned with space, place and time; and these are the criteria that should be taken into consideration in developing the child's sense of identity. Implementation of ES is largely influenced by the expertise and experience of the teachers, which will, in turn, influence their interpretation of the ES syllabus. The goals of ES require teachers to be able to use a variety of teaching strategies and to develop and use a variety of teaching resources. This study investigates existing ES programmes in a number of selected schools in the Cape, DET and Transkei in order to establish the extent to which pupils' developing sense of time, place and social identity are taken into consideration. Observations and interviews were conducted to assess the current ES syllabi for the Cape, DET and Transkei schools in relation to Catling's (1987) criteria; and to evaluate existing ES programmes in the six selected schools in the Grahamstown, Umtata and Mqanduli districts to ascertain the extent to which they met Catling's criteria. The results reveal that in all the Education Departments' syllabi, pupils' needs to developing a sense of time, place and social identity, as suggested by Catling's (1987) criteria, were considered only to a limited extent. Even in the syllabi where these were developed, it was by mere coincidence. Secondly, the programmes in the different schools observed did not meet Catling's criteria sufficiently, because the teachers were ignorant of Catling's criteria. Conclusions are drawn and recommendations made for teachers' awareness of Catling's criteria to be promoted, so that teachers can apply these in their teaching of ES; and for both Cape and Transkei ES programmes in the JP phase to be revised.
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Mak, Emma. "How effective are current environmental education programmes in Hong Kong? /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25438967.

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Arendse, Jeffrey Phillip. "Investigating the relationship between parental literacy and Grade 3 learners' literacy abilities at a primary school." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9845_1242369865.

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The study set out to investigate the relationship between parental literacy levels and the literacy abilities of their children who were Grade 3 learners at a primary school in an impoverished area. The study initially hypothesized that there is a correlation beteen the literacy level of parents and the literacy abilities of their children. More specifically, it assumed that the higher the lieracy leevls of the parents, the stronger the literacy abilities of their Grade 3 child would be.

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Palmatier, Randy Laverne. "The nature of professional development in a high-performing urban elementary school /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Glickman, Edward J. "Site-based management : a study of selected New Jersey elementary schools /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1139688x.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.
Includes tables. Typescript; issued also on microfilm. Sponsor: Jonathan Hughes. Dissertation Committee: Frank Smith. Includes bibliographical references (leaves 189-197).
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麥依汶 and Emma Mak. "How effective are current environmental education programmes in Hong Kong?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31255243.

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Neville, Lynn Bertino Baker Paul J. "Quality assurance and improvement planning in two elementary schools case studies in Illinois school reform /." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9924351.

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Thesis (Ph. D.)--Illinois State University, 1998.
Title from title page screen, viewed July 14, 2006. Dissertation Committee: Paul J. Baker (chair), Dianne E. Ashby, William C. Rau, Nancy E. Gibson. Includes bibliographical references (leaves 139-144) and abstract. Also available in print.
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Stanley, Michael A. "The success of Waccamaw School : a case study of an anomaly /." Electronic version (Microsoft Word), 2003. http://dl.uncw.edu/etd/2003/stanleym/michaelstanley.doc.

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Gee, Melinda. "The Effectiveness of Peer Tutoring Programs in Elementary Schools." DigitalCommons@USU, 2004. https://digitalcommons.usu.edu/etd/6198.

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The present review examined the effectiveness of three peer tutoring programs: cross-age peer tutoring, Classwide Peer Tutoring (CWPT), and Peer-Assisted Learning Strategies (PALS), for elementary students in the academic areas of math and reading. The research reviewed indicates students who participated in cross-age peer tutoring and CWPT had improved test scores on basic math facts as well as increased math scores on standardized assessments. Students also showed improvement in reading fluency, reading comprehension, spelling, and reading level after participating in cross-age peer tutoring and CWPT. High-, average-, and low-achieving students as well as students in special Ill education benefitted from these peer tutoring programs. In addition, both tutors and tutees received benefits from the tutoring programs, although fewer studies examined outcomes for tutors. Although cross-age peer tutoring, and CWPT resulted in mostly positive outcomes, this was not the case for the PALS program. Students participating in this program demonstrated little change from pre- to post-assessment. Since the PALS studies were better designed with tighter experimental control, it is less likely results were due to another variable. The cross-age and CWPT studies lacked the tight experimental control of the PALS studies.
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Godinez, Larie D. Lugg Elizabeth T. "The case study of climate in an elementary school that restructured into schools-within-a-school." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9960415.

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Thesis (Ed. D.)--Illinois State University, 1999.
Title from title page screen, viewed July 27, 2006. Dissertation Committee: Elizabeth Lugg (chair), Paul Baker, Amee Adkins, Ramona Lomeli. Includes bibliographical references (leaves 183-189) and abstract. Also available in print.
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Books on the topic "Programmes for elementary schools"

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Grégoire, Réginald. L' évolution des politiques relatives aux programmes d'études du primaire et du secondaire public du secteur catholique francophone du Québec. Sainte-Foy: École nationale d'administration publique, Centre d'études politiques et administratives du Québec, 1987.

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1943-, Still Suzanne, ed. The directory of innovations in elementary schools. Larchmont, NY: Eye On Education, 1997.

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Parsad, Basmat. After-school programs in public elementary schools: First look. Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Dept. of Educaiton, 2009.

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Parsad, Basmat. After-school programs in public elementary schools: First look. Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Dept. of Educaiton, 2009.

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Parsad, Basmat. After-school programs in public elementary schools: First look. Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Dept. of Educaiton, 2009.

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Mohanty, Minati K. School radio programmes, their effectiveness for pupils' growth. New Delhi: Deep & Deep Publications, 1992.

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D, Roe Betty, ed. Reading activities for today's elementary schools. Lanham: University Press of America, 1991.

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Kealey, Robert J. Continuing the tradition: A Catholic elementary/middle school improvement process. Washington, D.C: National Catholic Educational Association, Dept. of Elementary Schools, 2001.

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Ross, François-Xavier. Questions scolaires: Le nouveau programme primaire. [Montréal?: s.n., 1996.

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l'éducation, Québec(Province) Conseil supérieur de. Pour un renouvellement prometteur des programmes à l'école. Sainte-Foy, Québec: Conseil supérieur de l'éducation, 1998.

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Book chapters on the topic "Programmes for elementary schools"

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Gorman-Smith, Deborah, Patrick Tolan, David B. Henry, Elena Quintana, Kelly Lutovsky, and Amy Leventhal. "Schools and Families Educating Children: A Preventive Intervention for Early Elementary School Children." In Preventing youth substance abuse: Science-based programs for children and adolescents., 113–35. Washington: American Psychological Association, 2007. http://dx.doi.org/10.1037/11488-005.

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Honeck, Ellen I., Angela Tanner, and Dan Vorenberg. "Specialized Elementary Schools." In Specialized Schools for High-Ability Learners, 165–75. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238164-15.

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Leighton, Ralph, and Laila Nielsen. "Vocational Programmes in Vocational Schools." In The Citizen in Teaching and Education, 219–33. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38415-9_6.

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Dillon, James J. "The House on Sleepy Hollow Road." In Inside Today’s Elementary Schools, 3–9. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23347-1_1.

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Dillon, James J. "I’m Five Teachers at Once!" In Inside Today’s Elementary Schools, 165–84. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23347-1_10.

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Dillon, James J. "The Incredible Bending School." In Inside Today’s Elementary Schools, 185–203. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23347-1_11.

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Dillon, James J. "Look Not to the Stars." In Inside Today’s Elementary Schools, 205–14. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23347-1_12.

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Dillon, James J. "What to Do About These Six Things." In Inside Today’s Elementary Schools, 215–34. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23347-1_13.

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Dillon, James J. "A New Day." In Inside Today’s Elementary Schools, 237–55. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23347-1_14.

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Dillon, James J. "So Many Girls…So Few Princes." In Inside Today’s Elementary Schools, 11–25. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23347-1_2.

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Conference papers on the topic "Programmes for elementary schools"

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Berta, Tünde. "COMPLEX INSTRUCTION PROGRAMME IN TEACHING OF MATHEMATICS AT PRIMARY LEVEL OF ELEMENTARY SCHOOLS." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0863.

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Yuliana, Lia. "Inhibiting Factors in the Implementation of Beginner Teacher Induction Programs in Elementary Schools." In 2nd Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201221.026.

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"Introducing Computational Thinking Practices in Learning Science of Elementary Schools [Research-in-Progress]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4327.

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Aim/Purpose: Science is becoming a computational endeavor therefore Computational Thinking (CT) is gradually being accepted as a required skill for the 21st century science student. Students deserve relevant conceptual learning accessible through practical, constructionist approaches in cross-curricular applications therefore it is required for educators to define, practice and assess practical ways of introducing CT to science education starting from elementary school. Background: Computational Thinking is a set of problem-solving skills evolving from the computer science field. This work-in-progress research assesses the CT skills, along with science concepts, of students participating in a science program in school. The program pertains learning science by modeling and simulating real world phenomenon using an agent-based modeling practice. Methodology: This is an intervention research of a science program. It takes place as part of structured learning activities of 4th and 5th grade classes which are teacher-guided and are conducted in school. Both qualitative and quantitative evaluations are parts of the mixed methods research methodology using a variety of evaluation technique, including pretests and posttests, surveys, artifact-based interviews, in class observations and project evaluations. Contribution: CT is an emerging skill in learning science. It is requiring school systems to give increased attention for promoting students with the opportunity to engage in CT activities alongside with ways to promote a deeper understanding of science. Currently there is a lack of practical ways to do so and lack of methods to assess the results therefore it is an educational challenge. This paper presents a response to this challenge by proposing a practical program for school science courses and an assessment method. Findings: This is a research in progress which finding are based on a pilot study. The researches believe that findings may indicate improved degree of students' science understanding and problem-solving skills. Recommendations for Practitioners: Formulating computer simulations by students can have great potential on learning science with embedded CT skills. This approach could enable learners to see and interact with visualized representations of natural phenomena they create. Although most teachers do not learn about CT in their initial education, it is of paramount importance that such programs, as the one described in this research, will assist teachers with the opportunity to introduce CT into science studies. Recommendation for Researchers: Scientific simulation design in primary school is at its dawn. Future research investment and investigation should focus on assessment of aspects of the full Computational Thinking for Science taxonomy. In addition, to help teachers assess CT skills, new tools and criteria are required. Impact on Society: STEM related professions are lacking the man power required therefore the full potential of the economy of developed countries is not fulfilled. Having students acquire computational thinking skills through formal education may prepare the next generation of world class scientists and attract larger populations to these fields. Future Research: The inclusion of computational thinking as a core scientific practice in the Next Generation Science Standards is an important milestone, but there is still much work to do toward addressing the challenge of CT-Science education to grow a generation of technologically and scientifically savvy individuals. New comprehensive approaches are needed to cope with the complexity of cognitive processes related to CT.
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Bunting, Jaime, Jaime Bunting, Krysta Hougen, Krysta Hougen, Mary Helen Gillen, and Mary Helen Gillen. "WORKING COOPERATIVELY WITH SCHOOL SYSTEMS TO INTEGRATE CLIMATE CHANGE EDUCATION WITH A LOCAL CONTEXT INTO SCHOOL SYSTEM CURRICULUM." In Managing risks to coastal regions and communities in a changing world. Academus Publishing, 2017. http://dx.doi.org/10.21610/conferencearticle_58b4316d74df5.

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In the Chesapeake Bay watershed, Audubon has worked with local school systems to integrate climate science units into upper elementary and middle school curriculum. Pickering Creek Audubon Center worked closely with public schools to implement grade-wide climate programming with students in fifth and sixth grade. Through participation in the Maryland and Delaware Climate Change Education, Assessment, and Research project and the National Oceanic and Atmospheric Association’s Climate Stewards Education Project we are sharing these successes with statewide partners and working towards implementing climate change curriculum more broadly across the state. Through academic and teacher professional development programs, Pickering Creek Audubon Center educators train teachers on integrating climate science into their current lessons and review and collaborate on parts of the program teachers will lead in the classroom. Students are connected to climate change through a series of engaging in class and field activities over the course of several weeks. With the term “global climate change” making climate change seem more like a global problem and less like a local problem, Pickering Creek educators use wetlands and birds as examples of local habitats and wildlife impacted by climate change. Through these lessons led by Pickering Creek Audubon Center educators and augmented by material covered by classroom teachers, students get a thorough introduction into the mechanism of climate change, local impacts of climate change on habitats and wildlife, and actions they can take as a community to mitigate the effects of climate change.
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Bunting, Jaime, Jaime Bunting, Krysta Hougen, Krysta Hougen, Mary Helen Gillen, and Mary Helen Gillen. "WORKING COOPERATIVELY WITH SCHOOL SYSTEMS TO INTEGRATE CLIMATE CHANGE EDUCATION WITH A LOCAL CONTEXT INTO SCHOOL SYSTEM CURRICULUM." In Managing risks to coastal regions and communities in a changing world. Academus Publishing, 2017. http://dx.doi.org/10.31519/conferencearticle_5b1b939a830007.66788692.

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In the Chesapeake Bay watershed, Audubon has worked with local school systems to integrate climate science units into upper elementary and middle school curriculum. Pickering Creek Audubon Center worked closely with public schools to implement grade-wide climate programming with students in fifth and sixth grade. Through participation in the Maryland and Delaware Climate Change Education, Assessment, and Research project and the National Oceanic and Atmospheric Association’s Climate Stewards Education Project we are sharing these successes with statewide partners and working towards implementing climate change curriculum more broadly across the state. Through academic and teacher professional development programs, Pickering Creek Audubon Center educators train teachers on integrating climate science into their current lessons and review and collaborate on parts of the program teachers will lead in the classroom. Students are connected to climate change through a series of engaging in class and field activities over the course of several weeks. With the term “global climate change” making climate change seem more like a global problem and less like a local problem, Pickering Creek educators use wetlands and birds as examples of local habitats and wildlife impacted by climate change. Through these lessons led by Pickering Creek Audubon Center educators and augmented by material covered by classroom teachers, students get a thorough introduction into the mechanism of climate change, local impacts of climate change on habitats and wildlife, and actions they can take as a community to mitigate the effects of climate change.
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Greifenstein, Luisa. "Effective Feedback on Elementary School Scratch Programs." In ICER 2021: ACM Conference on International Computing Education Research. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3446871.3469779.

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

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Kubincova, Z., P. Kucera, and F. Jakab. "IT fitness test for elementary schools." In 2017 15th International Conference on Emerging eLearning Technologies and Applications (ICETA). IEEE, 2017. http://dx.doi.org/10.1109/iceta.2017.8102495.

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Hammoud, Ahmad, and Daniel Bourget. "Academic VoIP Blog for Elementary Schools." In 2011 Ninth International Conference on Creating, Connecting and Collaborating through Computing (C5). IEEE, 2011. http://dx.doi.org/10.1109/c5.2011.15.

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Anshory, Ichsan, and Nafi Isbadrianingtyas. "Thematic Learning Strategy in Elementary Schools." In Proceedings of the 6th International Conference on Community Development (ICCD 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccd-19.2019.65.

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Reports on the topic "Programmes for elementary schools"

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Hauth, Nancy. Special Focus Programs, Magnet Programs and Schools, and Early Childhood Education Centers: Equal Access in Portland Public School's Elementary Options. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7461.

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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, April 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 information that they can use to plan tutoring sessions. A randomized controlled trial investigated the research question: Do students who participate in online tutoring and a related mathematical game learn more about fractions than students who only have access to the game? Participants were 144 students from four schools, all serving low-income students with low prior mathematics achievement. In the Treatment condition, students received 20-25 minute tutoring sessions twice per week for an average of 18 sessions and also played the FogStone Isle game. In the Control condition, students had access to the game, but did not play it often. Control students did not receive tutoring. Students were randomly assigned to condition after being matched on pre-test scores. The same diagnostic assessment was used as a pre-test and as a post-test. The planned analysis looked for differences in gain scores ( post-test minus pre-test scores) between conditions. We conducted a t-test on the aggregate gain scores, comparing conditions; the results were statistically significant (t = 4.0545, df = 132.66, p-value < .001). To determine an effect size, we treated each site as a study in a meta-analysis. Using gain scores, the effect size was g=+.66. A more sophisticated treatment of the pooled standard deviation resulted in a corrected effect size of g=.46 with a 95% confidence interval of [+.23,+.70]. Students who received online tutoring and played the related Fog Stone Isle game learned more; our research found the approach to be efficacious. The Pelligrini et al. (2018) meta-analysis of elementary math tutoring programs found g = .26 and was based largely on face-to-face tutoring studies. Thus, this study compares favorably to prior research on face-to-face mathematics tutoring with elementary students. Limitations are discussed; in particular, this is an initial study of an intervention under development. Effects could increase or decrease as development continues and the program scales. Although this study was planned long before the current pandemic, results are particularly timely now that many students are at home under shelter-in-place orders due to COVID-19. The approach taken here is feasible for students at home, with tutors supporting them from a distance. It is also feasible in many other situations where equity could be addressed directly by supporting students via online tutors.
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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 principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.
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Terhark, Linda. Effective acquisition of basic skills: an elementary schools program. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.419.

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McGuire, S. Y. Implementation of the Lawrence Livermore National Laboratory Elementary Science Study of Nature (LESSON) in North Alabama elementary and middle schools. Office of Scientific and Technical Information (OSTI), January 1989. http://dx.doi.org/10.2172/6262018.

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Cullen, Julie Berry, and Brian Jacob. Is Gaining Access to Selective Elementary Schools Gaining Ground? Evidence From Randomized Lotteries. Cambridge, MA: National Bureau of Economic Research, September 2007. http://dx.doi.org/10.3386/w13443.

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Lefkowitz, Sabine. Socioeconomic Disparities in the Provision of Outdoor Time in Portland, Oregon Public Elementary Schools. Portland State University Library, January 2015. http://dx.doi.org/10.15760/honors.118.

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Maruyama, Mika. Humane education : the effects of animals in the classroom on children's empathy in Japanese elementary schools. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5444.

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De Clercq, Celine. Digitally Enhanced Classrooms: Understanding the Effect of Individualized Technology on Language Arts Instruction in Elementary Schools. Portland State University Library, January 2015. http://dx.doi.org/10.15760/honors.171.

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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, April 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.
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