An Intergenerational Volunteer-Led Approach to Tutoring Elementary School Students in the United States

The mysterious Mr. “X” of algebra is creeping into the elementary school curriculums of the United States. In arithmetic classes throughout the country children are learning enthusiastically the language and symbols of algebra. However, the content of the algebra which should be included in the elementary school arithmetic program has not been examined rigorously. A decision is needed on precisely what algebraic concepts will be taught at the elementary level. Since students in the elementary school find it fascinating to work with both numerals and letters as symbols for numbers, algebraic skills which beginning students in algebra in secondary schools find quite routine can be introduced properly to elementary school students who find them challenging. This article will explore briefly the possibilitie for developing an algebraic arithmetic for elementary school. Those algebraic concepts which should be included in an elementary arithmetic program will be stated precisely.

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Immigrant and Native-Born Mexican-American Parents' Involvement in a Public School: A Preliminary Study

Psychological Reports ◽

10.2466/pr0.2000.86.2.521 ◽

2000 ◽

Vol 86 (2) ◽

pp. 521-525 ◽

Cited By ~ 17

Author(s):

Linda C. LÓpez ◽

Virginia V. SÁnchez ◽

Minami Hamilton

Keyword(s):

United States ◽

Advisory Committee ◽

Elementary School Students ◽

Mexican American ◽

The United States ◽

Immigrant Parents ◽

School Students ◽

School Work ◽

Preliminary Study ◽

Parents Involvement

Mexican-American parents of Texas elementary school students were surveyed to compare the types of school involvement in which immigrant and U.S.-born parents engage. Those completing the questionnaire included 246 mothers and 39 fathers born in Mexico as well as 95 mothers and 13 fathers born in the United States. More immigrant parents than U.S.-born parents indicated they helped their children with school work, attended school board meetings, volunteered at school, participated in parent-teacher conferences, went to school functions, served as room mother, engaged in school fundraising, and were present during parent advisory committee meetings.

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The Validity of the Lorge Thorndike Nonverbal Battery as a Predictor of the Academic Achievement of International Students

Educational and Psychological Measurement ◽

10.1177/001316448104100442 ◽

1981 ◽

Vol 41 (4) ◽

pp. 1315-1318

Author(s):

Philip A. Saigh

Keyword(s):

United States ◽

Academic Achievement ◽

International Students ◽

Instructional Strategies ◽

Elementary School Students ◽

The United States ◽

Intelligence Test ◽

School Students ◽

First Semester ◽

Placement Decisions

Twenty-seven elementary school students from 12 countries sat for the Nonverbal Battery of the Lorge Thorndike Intelligence Test during their first semester at a private American overseas school. Their final grades in English, mathematics, science, and social science, as well as their GPAs were correlated with the Nonverbal IQ. Moderate correlations were observed in each instance. Although the sample was small, these results were considered useful because of the present dearth of empirical data that may be used in forming placement decisions involving international students. It was also indicated that the teacher's daily exposure to the overseas milieu may have led to the use of more effective instructional strategies. A call for additional research in the United States and the Middle East was made.

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Ready to Learn: The Impact of the Morning Blast Physical Activity Intervention on Elementary School Students

Movement Health & Exercise ◽

10.15282/mohe.v6i1.137 ◽

2017 ◽

Vol 6 (1) ◽

Author(s):

Tingting Xu ◽

Erik Jon Byker ◽

Monica Rae Gonzales

Keyword(s):

Physical Activity ◽

Elementary School ◽

Elementary School Students ◽

Physical Activity Intervention ◽

The United States ◽

Control Group ◽

School Students ◽

Ready To Learn ◽

The Impact ◽

Experimental Group

Objective: The purpose of this study was to investigate the effects of an aerobic exercise intervention programme on elementary school students’ math learning and daily physical activity. Methods: This mixed-methods study included 7 educators and 83 students (n=90). The students were all children who were enrolled in Grades 3, 4, and 5 in a semi-rural elementary school in the United States of America. Data were collected through focus-group interviews, surveys, quantitative analysis of step counts, and from quasi-experimental research design. Results: Students in the experimental group were found to have: (1) increased scores on math standard score, (2) greater confidence in their academic ability, and (3) had more accumulated steps compared to students in the control group. Students in the experimental group also reported that they were more “ready to learn” after completing the physical activity intervention. This finding was also confirmed by their teachers. Conclusion: This study demonstrates how an increase in physical activity during the morning time has positive benefits for students throughout the school day.

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