Stuttering Therapy in the Elementary School Setting: Guidelines for Clinician-Teacher Collaboration

1997 ◽  
Vol 18 (04) ◽  
pp. 329-341 ◽  
Author(s):  
Patricia Zebrowski ◽  
Toni Cilek
Keyword(s):  
Elementary School ◽  
Teacher Collaboration ◽  
School Setting ◽  
Clinician Teacher

PCS For Families: A Case Study in the Participatory Design of a Technology-Rich Elementary School Classroom

1998 ◽  
Vol 42 (8) ◽  
pp. 646-650 ◽  
Author(s):  
Faith McCreary ◽  
Ray Reaux ◽  
Roger Ehrich ◽  
Susan Hood ◽  
Keith Rowland
Keyword(s):  
Elementary School ◽  
Participatory Design ◽  
School Setting ◽  
Network Connectivity ◽  
Multiple Roles ◽  
System Support ◽  
Laboratory Facilities ◽  
Working Day ◽  
Workspace Design

Computers and network connectivity in the classroom raise new challenges in workspace design. Unlike corporate or dedicated laboratory facilities, a technology-rich classroom plays multiple roles throughout its working day. Classroom design demands flexible and robust construction, particularly when applied in an elementary school setting. Using the PCs for Families project as a case study, this paper discusses design issues of a technology-rich networked classroom from ergonomic design to system support.

Pembinaan Karakter Peserta Didik Melalui Pendidikan Agama Islam di SD Negeri 16 Koto Timur Padang Pariaman

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Muhammad Amin ◽  
Mahyudin Ritonga ◽  
Wedy Nasrul
Keyword(s):  
Elementary School ◽  
Religious Education ◽  
Teacher Collaboration ◽  
School Principals ◽  
School Facilities ◽  
Classroom Teachers ◽  
Analysis Techniques ◽  
Inhibiting Factors ◽  
Descriptive Approach ◽  
Full Head

The purpose of this research is to know the pattern of coaching the students' characters as well as supporting and inhibiting factors that are faced by the teacher of Islamic religious education in the state Elementary School 16 V Koto Timur District Padang Pariaman. In accordance with these objectives, this study uses qualitative methods with a descriptive approach. Research data sources include Islamic education teachers, school principals and classroom teachers, while in collecting researcher data using observations, interviews and documentation studies, data reduction data analysis techniques, data classification, data presentation and withdrawal conclusions. From the results of the research is known that first, the pattern of the character coaching students conducted by Islamic religious education teachers in elementary school 16 Koto Timur District Padang Pariaman is integrating character values in religious subjects and ethics, secondly, the supporting factors that make up character coaching through PAI are full-head support, the teacher collaboration with class teachers, the availability of school facilities, while the three inhibiting factors faced by PAI teachers are a lack of attention from parents , different learners' characteristics.

scholarly journals Adaptation and Validation of the Program Sustainability Assessment Tool (PSAT) for Use in the Elementary School Setting

2021 ◽  
Vol 18 (21) ◽  
pp. 11414
Author(s):  
Alix Hall ◽  
Adam Shoesmith ◽  
Rachel C. Shelton ◽  
Cassandra Lane ◽  
Luke Wolfenden ◽  
...  
Keyword(s):  
Public Health ◽  
Physical Activity ◽  
Elementary School ◽  
Convergent Validity ◽  
Interrater Reliability ◽  
Assessment Tool ◽  
Sustainability Assessment ◽  
School Setting ◽  
Program Sustainability ◽  
Structural Validity

There is a lack of valid and reliable measures of determinants of sustainability specific to public health interventions in the elementary school setting. This study aimed to adapt and evaluate the Program Sustainability Assessment Tool (PSAT) for use in this setting. An expert reference group adapted the PSAT to ensure face validity. Elementary school teachers participating in a multi-component implementation intervention to increase their scheduling of physical activity completed the adapted PSAT. Structural validity was assessed via confirmatory factor analysis. Convergent validity was assessed using linear mixed regression evaluating the associations between scheduling of physical activity and adapted PSAT scores. Cronbach’s alpha was used to evaluate internal consistency and intracluster correlation coefficients for interrater reliability. Floor and ceiling effects were also evaluated. Following adaptation and psychometric evaluation, the final measure contained 26 items. Domain Cronbach’s alpha ranged from 0.77 to 0.92. Only one domain illustrated acceptable interrater reliability. Evidence for structural validity was mixed and was lacking for convergent validity. There were no floor and ceiling effects. Efforts to adapt and validate the PSAT for the elementary school setting were mixed. Future work to develop and improve measures specific to public health program sustainment that are relevant and psychometrically robust for elementary school settings are needed.

Managing Encopresis in the Elementary School Setting

2011 ◽  
Vol 28 (3) ◽  
pp. 175-180 ◽  
Author(s):  
Kimberly Garman ◽  
Michelle Ficca
Keyword(s):  
Elementary School ◽  
School Setting

Demonstrating Learning with Computing

2011 ◽  
pp. 209-224
Author(s):  
Catherine Schifter
Keyword(s):  
Middle School ◽  
Elementary School ◽  
Elementary Schools ◽  
Middle Schools ◽  
School Setting ◽  
Sixth Grade ◽  
Fifth Grade ◽  
Leadership Opportunities

Like fifth grade, sixth grade may be in an elementary school or a middle school. In my elementary school way back when in time, sixth grade was the highest grade. This meant we were the oldest in the school and had leadership opportunities – like helping out in the school office or in the cafeteria. We were the ‘big kids on campus,’ so to speak. In some middle schools in Philadelphia, sixth grade has been the youngest group. As noted with fifth grade, there is no doubt a difference in the experiences for students depending on whether they are in an elementary school setting or middle school setting. To such ends, many middle schools are being phased out of the district in exchange for elementary schools that have Kindergarten through eighth grades. Two of the schools represented by these sixth grade teachers were undergoing such changes starting in fall 2005.

The Anxious Elementary School Child

2021 ◽  
pp. 57-90
Author(s):  
Christopher A. Kearney
Keyword(s):  
Elementary School ◽  
School Child ◽  
Relaxation Training ◽  
Muscle Relaxation ◽  
School Setting ◽  
Elementary School Child ◽  
Breathing Retraining

This chapter provides an overview of anxious elementary schoolchildren who have difficulty attending school due to substantial distress while there. The chapter focuses on understanding the feeling, thinking, and doing parts of distress; easing physical feelings of distress through better breathing and relaxation; dealing with the thinking part of distress or when a child says he does not want to go to school; and managing the doing part of distress by gradually reintroducing a child to school and increasing his time in the classroom. The chapter is designed to educate parents about these parts of distress and presents strategies for addressing each one. These strategies include breathing retraining and muscle relaxation training and gradual exposure to the school setting. The chapter also covers special topics and circumstances that are common to this type of situation.

The Impact of a Field-Based Elementary Physical Education Methods Course on Preservice Classroom Teachers’ Beliefs

2002 ◽  
Vol 21 (2) ◽  
pp. 145-161 ◽  
Author(s):  
Ping Xiang ◽  
Susan Lowy ◽  
Ron McBride
Keyword(s):  
Elementary School ◽  
Physical Education ◽  
Positive Impact ◽  
School Setting ◽  
Methods Course ◽  
Classroom Teachers ◽  
Education Professionals ◽  
Elementary Physical Education ◽  
Teachers Beliefs ◽  
The Impact

The present study focused on preservice classroom teachers’ beliefs about elementary physical education and the impact of a field-based elementary physical education methods course on their beliefs. Participants (N = 97) completed questionnaires at the beginning and at the end of the course. Results indicated that the preservice classroom teachers held similar beliefs about the values and purposes of elementary physical education as were shared by physical education professionals. The methods course had a positive impact on the participants’ beliefs but no impact on their disposition toward teaching elementary physical education. Teaching physical education in an elementary school setting and observing physical education classes were the two most important components of the course that contributed to changes in the participants’ beliefs.

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