Symposium. A source book of science experiences for elementary school children: Kindergarten and primary grades; volume one for intermediate grades; volume two for intermediate grades. Louisville, Kentucky: Louisville Public Schools. 1949. 305 p., 277 p., and 320 p.

1952 ◽  
Vol 36 (3) ◽  
pp. 196-197
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
School Children ◽  
Elementary School Children ◽  
Primary Grades ◽  
Intermediate Grades ◽  
Source Book

Setting up symmetrical structures

2013 ◽  
Vol 20 (2) ◽  
pp. 116-119
Author(s):  
Terri L. Kurz
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Primary Grades ◽  
Elementary Grades ◽  
Student Interest ◽  
Science Technology ◽  
Student Interviews ◽  
And Mathematics

iSTEM: Integrating Science Technology Engineering in the Mathematics authors share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K'grade 6 classrooms. In this month's lesson, elementary school children in the primary grades learn to create symmetrical structures using wooden blocks. Student interviews and an observational rubric are used to assess the children. Extensions for intermediate elementary grades are provided.

An Exploratory Study of Self-Esteem and Brain Dysfunction in Elementary School Children

1980 ◽  
Vol 46 (1) ◽  
pp. 149-150
Author(s):  
James Battle ◽  
Tom Blowers ◽  
Lorne Yeudall
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
School Children ◽  
Exploratory Study ◽  
Elementary School Children ◽  
Self Esteem ◽  
Brain Dysfunction

122 boys and girls, aged 9 through 14 yr. and enrolled in the Edmonton Public Schools, participated in a study to determine differences in measures of self-esteem associated with brain dysfunction. The differences observed between mean scores earned by 87 subjects with brain dysfunction and 35 without brain dysfunction were nonsignificant.

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

Use of Revision by Elementary-School Stutterers and Nonstutterers during Oral Reading

1973 ◽  
Vol 16 (4) ◽  
pp. 584-585 ◽  
Author(s):  
Franklin H. Silverman ◽  
Dean E. Williams
Keyword(s):  
Elementary School ◽  
School Children ◽  
Oral Reading ◽  
Elementary School Children ◽  
Reading Errors

This paper describes a dimension of the stuttering problem of elementary-school children—less frequent revision of reading errors than their nonstuttering peers.

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