Patterns of Early Reading and Social Skills Associated With Academic Success in Elementary School

2014 ◽  
Vol 25 (8) ◽  
pp. 1248-1264 ◽  
Author(s):  
Brittany Rhoades Cooper ◽  
Julia E. Moore ◽  
C. J. Powers ◽  
Michael Cleveland ◽  
Mark T. Greenberg
Keyword(s):  
Elementary School ◽  
Social Skills ◽  
Academic Success ◽  
Early Reading

Development of a Social Skills Education Game for Elementary School Students

2019 ◽  
Vol 50 (5) ◽  
pp. 598-620
Author(s):  
Yoshiko Okada ◽  
Toshiki Matsuda
Keyword(s):  
Elementary School ◽  
Social Skills ◽  
Problem Solving ◽  
Elementary School Students ◽  
Small Sample Size ◽  
Small Sample ◽  
Card Game ◽  
School Students ◽  
Trade Off ◽  
Skills Education

Background. The latest Japanese National Curriculum emphasized the importance of active learning as well as communication skills in various subject areas. Following this trend, the social skills education (SSE) approach was adopted to promote and improve skills that facilitate interpersonal conflict resolution in elementary school students. Aim. This study developed a card game to help elementary school teachers perform SSE. The aims were to convince students to contemplate alternative solutions to problems in a way that incorporates suggestions from other students and to motivate children to think about problem solving in a social context. Methods. Our card game was developed based on Matsuda’s warp and woof model of problem-solving that emphasizes generating ideas concerning trade-off resolution in problem-solving. We then tested the game in a sample of 74 fourth grade (9-10 years old) elementary school students. Results. The findings suggest that the students understood the importance of considering new alternatives for trade-off resolution by playing our game. Conclusions. Despite the limitations of our study, such as the small sample size, our findings demonstrated that the game was successful in teaching most students the necessity of reaching a consensus in situations involving conflicting opinions.

scholarly journals Preschool cognitive control and family adversity predict the evolution of classroom engagement in elementary school

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Caroline Fitzpatrick ◽  
Isabelle Archambault ◽  
Tracie Barnett ◽  
Linda Pagani
Keyword(s):  
Social Support ◽  
Working Memory ◽  
Elementary School ◽  
Academic Success ◽  
Cognitive Control ◽  
Developmental Trajectories ◽  
Classroom Engagement ◽  
Family Adversity ◽  
Growth Mixture Modelling ◽  
Maternal Hostility

Background: Classroom engagement is key predictor of child academic success.Aim: The objective of the study was to examine how preschool cognitive control and the experience of family adversity predict developmental trajectories of classroom engagement through elementary school.Setting: Children were followed in the context of the Quebec Longitudinal Study of Child Development from birth to age 10.5 (N = 1589).Methods: Working memory was directly assessed when children were 3 years old and mothers reported child impulsivity, parenting characteristics, stress and social support when children were 4 years old. Elementary school teachers rated classroom engagement from kindergarten through Grade 4.Results: Growth mixture modelling identified three distinct trajectories of classroom engagement. Child working memory and impulsivity, and maternal hostility, social support and stress predicted greater odds of belonging to the low versus high engagement trajectory. Child impulsivity and maternal hostility and stress also distinguished between the low and moderate engagement trajectories.Conclusion: Our results suggest that targeting preschool cognitive control and buffering the effects of family adversity on children may facilitate academic success.

CLASSROOM BEHAVIOUR AND ACADEMIC SUCCESS OF FRENCH AND AMERICAN ELEMENTARY SCHOOL CHILDREN

1972 ◽  
Vol 21 (1) ◽  
pp. 1-11 ◽  
Author(s):  
MARSHALL S. SWIFT ◽  
GEORGE SPIVACK ◽  
ALAIN DANSET ◽  
JACQUELINE DANSET-LÉGER ◽  
FAJDA WINNYKAMEN
Keyword(s):  
Elementary School ◽  
Academic Success ◽  
School Children ◽  
Elementary School Children ◽  
Classroom Behaviour

A Six-Year Follow-up of Academic Achievement in An Israeli Elementary School Integration Project

1992 ◽  
Vol 74 (1) ◽  
pp. 123-129 ◽  
Author(s):  
Yaacov J. Katz ◽  
Avraham Ben-Yochanan ◽  
Masha Sheinman
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Elementary School ◽  
Academic Success ◽  
Achievement Gap ◽  
Control Group ◽  
Lower Socioeconomic Status ◽  
Lower Socioeconomic ◽  
Integration Project ◽  
Experimental Group

An integration project initiated at the Gush Etzion Regional Elementary School in Israel at the beginning of the 1984/85 school year has now been running for six years. In the program ethnically Oriental pupils from a lower achievement-oriented environment and lower socioeconomic status were assigned to integrated classrooms together with higher achievement-oriented and higher socioeconomic-status students of Western ethnic background. A number of interventions designed to promote improved academic achievement were implemented at the school. Analysis indicated that pupils of lower socioeconomic status assigned to the experimental group achieved significantly higher reading scores than pupils of lower socioeconomic status in the control group attending a nonintegrated school. However, pupils of higher socioeconomic status studying in the integrated school and belonging to a comparison group achieved higher scores on the research instrument than members of either the experimental or the control groups despite the interventions undertaken to close the achievement gap. It appears that, although the interventions undertaken contributed to academic success of the experimental group subjects, they did not go all the way towards closing the achievement gap between lower and higher socioeconomic-status pupils.

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