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Articles 1 - 9 of 9
Full-Text Articles in Education
The Psychological Impact Of English Language Immersion On Elementary Age English Language Learners, Elena B. Parra, Carol A. Evans, Todd Fletcher, Mary C. Combs
The Psychological Impact Of English Language Immersion On Elementary Age English Language Learners, Elena B. Parra, Carol A. Evans, Todd Fletcher, Mary C. Combs
Journal of Multilingual Education Research
To date, most studies about English language learners (ELLs) in Structured English Immersion (SEI) classrooms in the state of Arizona have focused on ELLs’ lack of English acquisition in one year, a time frame expected by Arizona policymakers, as well as their lagging academic progress. While these studies almost uniformly have surfaced educational and policy concerns about the effectiveness of SEI, the debate about this approach has been marked by a lack of attention to research addressing the non-academic ramifications of enforcing this model on children who speak or understand little or no English. One relatively unexamined consequence of the …
Developing Bilateral And Spatial Concepts In Primary School-Aged Children: An Empirical Evaluation Of The Anker Bilateral Spatial System, Janet Richmond Dr, M Taylor Dr, S Evans
Developing Bilateral And Spatial Concepts In Primary School-Aged Children: An Empirical Evaluation Of The Anker Bilateral Spatial System, Janet Richmond Dr, M Taylor Dr, S Evans
Janet E Richmond PhD
Background: Visual-spatial and visual-motor perceptual difficulties contribute to school-aged learning problems. Hence, a need exists to address children’s visual-spatial and visual-motor perceptual difficulties as early as possible in the child’s school career. Thus, this study reports on the evaluation of the Anker Bilateral Spatial System’s (ABSS) effectiveness in remediating primary school children’s perceptual difficulties. Method: Thirty-one children (17 boys and 14 girls) aged 6 to 12 years who had been identified by their classroom teacher as having observable visual-spatial and visual-motor perceptual difficulties participated in a 10-week pre/posttest intervention study. The study’s pre/posttest assessments included the Developmental Test of Visual-Motor …
Opportunistic Uses Of The Traditional School Day Through Student Examination Of Fitbit Activity Tracker Data, Victor R. Lee, Joel R. Drake, Ryan Cain, Jeffrey L. Thayne
Opportunistic Uses Of The Traditional School Day Through Student Examination Of Fitbit Activity Tracker Data, Victor R. Lee, Joel R. Drake, Ryan Cain, Jeffrey L. Thayne
Instructional Technology and Learning Sciences Faculty Publications
In large part due to the highly prescribed nature of the typical school day for children, efforts to design new interactions with technology have often focused on less-structured after-school clubs and other out-of-school environments. We argue that while the school day imposes serious restrictions, school routines can and should be opportunistically leveraged by designers and by youth. Specifically, wearable activity tracking devices open some new avenues for opportunistic collection of and reflection on data from the school day. To demonstrate this, we present two cases from an elementary statistics classroom unit we designed that intentionally integrated wearable activity trackers and …
Where To Next For School Playground Interventions To Encourage Active Play? An Exploration Of Structured And Unstructured School Playground Strategies, Brendon P. Hyndman
Where To Next For School Playground Interventions To Encourage Active Play? An Exploration Of Structured And Unstructured School Playground Strategies, Brendon P. Hyndman
Dr Brendon P Hyndman
An emerging public health priority is to enhance children’s opportunities for active play. Children spend a large proportion of weekdays in schools, making schools an influential and suitable setting to promote children’s active play. Rather than continually increasing the burdens placed upon busy teaching staff, the use of school playgrounds interventions have emerged as a critical strategy within schools to facilitate and develop children’s active play via an informal curriculum. This scholarly article provides a research-based commentary on a range of school playground interventions to encourage both structured and unstructured active play opportunities. Additionally, future research directions for school playground …
Environmental Agency In Read-Alouds, Alandeom W. Oliveira, Patterson Rogers, Cassie F. Quigley, Denis Samburskiy, Kimberly Barss, Seema Rivera
Environmental Agency In Read-Alouds, Alandeom W. Oliveira, Patterson Rogers, Cassie F. Quigley, Denis Samburskiy, Kimberly Barss, Seema Rivera
Cassie F. Quigley
Despite growing interest in helping students become agents of environmental change who can, through informed decision-making and action-taking, transform environmentally detrimental forms of human activity, science educators have reduced agency to rationality by overlooking sociocultural influences such as norms and values. We tackle this issue by examining how elementary teachers and students negotiate and attribute responsibility, credit, or blame for environmental events during three environmental read-alouds. Our verbal analysis and visual representation of meta-agentive discourse revealed varied patterns of agential attribution. First, humans were simultaneously attributed negative agentive roles (agents of endangerment and imbalance) and positive agentive roles (agents of …
Principals' Perceptions On Educating Elementary Students Who Are Gifted, Ingrid Cumming
Principals' Perceptions On Educating Elementary Students Who Are Gifted, Ingrid Cumming
Electronic Theses and Dissertations
Students who are gifted need student centered academic challenges and authentic problems to spark reflection and enhance student outcomes. When academic needs are not met,students who are gifted may not reach their full academic potential and may lose motivation for learning. A primary reason for students who are gifted to underachieve in academics is equated to school factors including lack of instructional resources, social/emotional support, and teachers who are unprepared to teach students who are gifted. The purpose of this phenomenological research study is to explore the perceptions and lived experiences of participating elementary school principals in an urban school …
An Applied Organizational Analysis Of School Factors Affecting Technology Integration Within The Context Of Literacy Instruction, D'Ann Rawlinson
An Applied Organizational Analysis Of School Factors Affecting Technology Integration Within The Context Of Literacy Instruction, D'Ann Rawlinson
Electronic Theses and Dissertations
The purpose of this Dissertation in Practice was to analyze the organizational factors affecting technology integration within the context of literacy instruction at a single school site that was preparing to implement a 1:1 mobile device initiative in all K-5 classrooms the following academic year. This was achieved through conducting an organizational analysis using a multi-frame model developed by Bolman and Deal (2008). This study used a convergent parallel mixed methods research design consisting of teacher and administrator interviews, a quantitative and qualitative survey, and classroom observational data. One main evaluation question was designed to frame this organizational analysis: What …
An Evaluation Of An Electronic Student Response System In Improving Class-Wide Behavior, Ashley Horne
An Evaluation Of An Electronic Student Response System In Improving Class-Wide Behavior, Ashley Horne
USF Tampa Graduate Theses and Dissertations
A student response system is a technology that allows an entire classroom of students to respond to questions and receive immediate feedback from teachers during instruction. However, little research has examined the use of student response systems to support student behavior in elementary schools. This study focused on using an electronic student response system to improve class-wide behavior in two general elementary school classrooms. An ABAB and ABA reversal designs embedded within a multiple baseline design across classrooms was employed to evaluate the outcome of the intervention. Although limited, the results indicated that the classroom teachers implemented the electronic student …
Divergent Summers: Measuring The Effect-Size Of Summer Vacation On Reading And Mathematics Achievement Scores For Different Populations Of Maine Students, Brian I. Mazjanis Phd
Divergent Summers: Measuring The Effect-Size Of Summer Vacation On Reading And Mathematics Achievement Scores For Different Populations Of Maine Students, Brian I. Mazjanis Phd
All Student Scholarship
This quantitative study of summer learning for Maine students in grades three through grades eight analyzed changes in academic achievement level in mathematics and reading that occurred during the summer recess of 2009. The patterns of learning exposed in this study have meaningful implications for policymakers attempting to close the achievement gap.