Classroom learning style and cooperative behavior of elementary school children.

1980 ◽  
Vol 72 (1) ◽  
pp. 99-106 ◽  
Author(s):  
Rachel Hertz-Lazarowitz ◽  
Shlomo Sharan ◽  
Ruth Steinberg
Keyword(s):  
Elementary School ◽  
Learning Style ◽  
School Children ◽  
Elementary School Children ◽  
Cooperative Behavior ◽  
Classroom Learning

Classroom Learning Environment and Creativity: Some Caribbean Findings

1988 ◽  
Vol 62 (3) ◽  
pp. 939-942 ◽  
Author(s):  
Arthur G. Richardson
Keyword(s):  
Elementary School ◽  
Learning Environment ◽  
School Children ◽  
Environmental Variables ◽  
Elementary School Children ◽  
Total Sample ◽  
Classroom Learning Environment ◽  
Creative Performance ◽  
Classroom Learning ◽  
Positive Correlations

The My Class Inventory and two creativity measures were administered to a sample of 350 Caribbean elementary school children to assess the correlations between the classroom learning environment and creative performance. Significant positive correlations for the total sample emerged between creativity and two environmental variables, satisfaction (.40) and competitiveness (.11), while negative correlations were observed between creativity and measures of friction, difficulty and cohesiveness on My Class Inventory. Similar patterns also emerged for boys and girls.

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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