Eat-in, share-in, read-in: an integrated, cooperative, end-of-year program for parents of first-graders

1995 ◽  
Vol 22 (4) ◽  
pp. 25-28
Author(s):  
Enid Liess
Keyword(s):  
First Graders

Memorial Consequences of Environmental Context Change in Children and Adults

2010 ◽  
Vol 57 (6) ◽  
pp. 455-461 ◽  
Author(s):  
Alp Aslan ◽  
Anuscheh Samenieh ◽  
Tobias Staudigl ◽  
Karl-Heinz T. Bäuml
Keyword(s):  
Elementary School ◽  
Young Adults ◽  
Episodic Memory ◽  
Middle Childhood ◽  
First Graders ◽  
Fourth Graders ◽  
Environmental Context ◽  
Context Change ◽  
Context Dependent

Changing environmental context during encoding can influence episodic memory. This study examined the memorial consequences of environmental context change in children. Kindergartners, first and fourth graders, and young adults studied two lists of items, either in the same room (no context change) or in two different rooms (context change), and subsequently were tested on the two lists in the room in which the second list was encoded. As expected, in adults, the context change impaired recall of the first list and improved recall of the second. Whereas fourth graders showed the same pattern of results as adults, in both kindergartners and first graders no memorial effects of the context change arose. The results indicate that the two effects of environmental context change develop contemporaneously over middle childhood and reach maturity at the end of the elementary school days. The findings are discussed in light of both retrieval-based and encoding-based accounts of context-dependent memory.

Brazil is my cousin, the U.S. has parks: Children’s construction of Brazil and the United States in a bilingual education program

2021 ◽  
pp. 204361062110007
Author(s):  
Mariana Lima Becker ◽  
Gabrielle Oliveira ◽  
Virginia Alex
Keyword(s):  
United States ◽  
Social Relationships ◽  
First Graders ◽  
The United States ◽  
School Curriculum ◽  
Institutional Expectations ◽  
Material Goods ◽  
English Classroom ◽  
Construction Of Place ◽  
The U.S

Drawing from a 3-year ethnographic project in one elementary school in the United States, this article examines how a group of 43 first graders perceived and constructed Brazil and the U.S. during a drawing and writing activity in their bilingual (Portuguese-English) classroom. The majority of the participating children (81.4%) either migrated from Brazil to the U.S. or were born in the U.S. of Brazilian parents. Data analysis reveals that Brazil was frequently portrayed as an idyllic landscape that included several relatives and friends and a range of activities with loved ones, while the U.S. involved immediate family members, material goods, and places for leisure. Grounded in a relational understanding of place and placemaking, we argue that the children engaged in a range of place-based moves to construct Brazil and the United States during the activity. These acts of placemaking included evocations of transnational memories, ongoing activities and aspirations, social relationships, and local institutional expectations, particularly the school curriculum and teachers’ discourse about Brazil. The findings suggest that immigrant children’s construction of place is multifaceted, dynamic, and situated.

scholarly journals Influence of Self-Esteem of Middle School Students for Mental Care on Academic Achievement: Based on the Mediation Effect of GRIT and Academic Enthusiasm

2021 ◽  
Vol 18 (13) ◽  
pp. 7025
Author(s):  
Jhong Yun (Joy) Kim ◽  
EunBee Kim ◽  
InSu Lee
Keyword(s):  
Middle School ◽  
Academic Achievement ◽  
Middle School Students ◽  
First Graders ◽  
Self Esteem ◽  
Study Data ◽  
Mediation Effect ◽  
Mediation Model ◽  
School Students ◽  
Mental Care

The purpose of this study is to identify how self-esteem of middle school students for mental care influences their academic achievement and to verify the mediation effect of GRIT on academic enthusiasm. Data of 2590 first graders in middle school from the Kora Children and Youth Panel Survey 2019 was used to support this study. Data analysis was performed by using SPSS21.0, AMOS22.0, and PROCESS macro program. The results are as follows. Comparison of the model fits of each full mediation model and partial mediation model with χ2 showed that the full mediation model was more suitable for this study. In more detail, the influence of self-esteem on GRIT and the influence of GRIT on academic enthusiasm were significantly positive. Lastly, the study identified that there was a mediation effect between self-esteem and academic achievement through GRIT and academic enthusiasm. It indicates that self-esteem is the key to improve academic achievement and that specific programs should be supplemented in order to enhance self-esteem, GRIT, and academic enthusiasm.

The Impacts of Remedial Interventions on Learning Chinese for Low-Achieving First Graders

2015 ◽  
Vol 25 (1) ◽  
pp. 45-55
Author(s):  
Shu-Li Chen ◽  
Shih-Jay Tzeng ◽  
Szu-Yin Chu ◽  
Hsin-Ying Chen
Keyword(s):  
First Graders

Facilitating Mathematical Practices through Visual Representations

2017 ◽  
Vol 23 (7) ◽  
pp. 404-412
Author(s):  
Aki Murata ◽  
Chana Stewart
Keyword(s):  
First Graders ◽  
Visual Representations ◽  
Place Value ◽  
Mathematical Practices ◽  
Number Lines ◽  
Practice Standards

This set of lesson examples demonstrates effective uses of magnets, number lines, and ten-frames to implement practice standards as first graders use place value to solve addition problems.

Birth Order and Perceptual Motor Performance

1977 ◽  
Vol 45 (3_suppl) ◽  
pp. 1076-1078 ◽  
Author(s):  
John E. Bassett ◽  
Edward B. Blanchard ◽  
William F. Gayton ◽  
Kenneth L. Ozmon
Keyword(s):  
Birth Order ◽  
Motor Coordination ◽  
First Graders ◽  
Perceptual Performance ◽  
Developmental Test ◽  
Perceptual Motor Performance ◽  
Visual Motor ◽  
The Relationship ◽  
Secondary Finding ◽  
Better Than

To examine the relationship between performance on the Frostig Developmental Test of Visual Perception and birth order, 578 first-graders were tested. Later-born children performed significantly better than did firstborns on specific subtests of the Frostig (Visual-motor Coordination and Figure-ground Perception). There was a significant interaction on Perceptual Constancy which indicated that later-born males performed significantly better than did firstborn males. A secondary finding was a r of .547, a stronger relationship between intelligence level and global perceptual performance than previously reported.

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