Classroom Music Experiences of U.S. Elementary School Children

2014 ◽  
Vol 62 (1) ◽  
pp. 4-17 ◽  
Author(s):  
Peter Miksza ◽  
Brent M. Gault
Keyword(s):  
Elementary School ◽  
School Children ◽  
Students Of Color ◽  
Elementary School Children ◽  
Underserved Populations ◽  
The United States ◽  
Music Instruction ◽  
School Year ◽  
Representative Study ◽  
Nationally Representative

The primary purpose of this study was to describe the music experiences elementary school children in the United States receive in the academic classroom setting. The data were drawn from the Early Childhood Longitudinal Study of the Kindergarten Class of 1998–1999 (ECLS-K), a nationally representative study that followed kindergarteners through to their eighth-grade school year with the last data collection wave in 2006–2007. The variables pertaining to music experiences in the academic classroom that were available in the ECLS-K were (a) the frequency and duration with which children received music instruction, (b) the frequency that music was used to teach math, and (c) the percentage of children receiving formal music instruction outside of school. Each of these variables also was analyzed as a function of child urbanicity, socioeconomic status (SES), and race. Statistically significant ( p < .001) disparities among children based on urbanicity, SES, and race were found on each of the music experience variables. Overall, White suburban students of high levels of SES tended to receive significantly more music experiences than students of color from urban and rural settings and of low SES. The findings support the need to advocate for high-quality music programs for all students and particularly for those from traditionally underserved populations.

Nutritional Supplementation of Disadvantaged Elementary-School Children

PEDIATRICS ◽  
1976 ◽  
Vol 58 (5) ◽  
pp. 697-703
Author(s):  
David M. Paige ◽  
Angel Cordano ◽  
Shi-Shung Huang
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Disadvantaged Children ◽  
School Year ◽  
Feeding Programs ◽  
School Feeding ◽  
Feeding Program ◽  
School Feeding Program ◽  
Lunch Program

Nutritional reinforcement of disadvantaged elementary-school children is a recognized objective. Increased emphasis over the past few years has been placed on institutional feeding programs to upgrade the nutrition of children considered to be at risk.1,2 A traditional vehicle for attempting to improve the nutritional status of these youngsters is the "type A" school feeding program. This program represents one of the largest federal efforts in the field of public health, and is important in the nutrition of over 80% of the nation's children.3 Recent reports, however, indicate that the lunch program through the provision of one third of the daily requirements will not fully meet its objective of contributing to an improved nutritional profile in disadvantaged children, 4,5 It would, therefore, seem appropriate that in addition to providing lunch and an occasional breakfast in a conventional pattern, emphasis be placed on providing additional nutritional reinforcement through an acceptable, convenient, palatable, and nutritionally enriched supplement which would assist in improving the nutrition of children.6 It is the purpose of this paper to report on the provision of a nutritionally fortified supplement, containing low lactose levels, to disadvantaged elementary-school children and the changes, if any, in: (1) hematocrit; (2) height; (3) weight; and (4) absenteeism in the supplemented and nonsupplemented children studied. METHODOLOGY Population The 177 children completely studied in the experimental school receiving the supplement represent all children in the first three grades remaining in school and participating in all elements of the study over the entire school year. The children ranged in age from 5.1 to 9.1 years.

scholarly journals Development of a Mindful-Eating Intervention Program among Third Through Fifth Grade Elementary School Children and Their Parents

2016 ◽  
Vol 14 (3) ◽  
pp. 70-76 ◽  
Author(s):  
Shannon Pierson ◽  
Keiko Goto ◽  
Joan Giampaoli ◽  
Alyson Wylie ◽  
Ben Seipel ◽  
...  
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Intervention Program ◽  
Eating Behaviors ◽  
The United States ◽  
Health Concern ◽  
Mindful Eating ◽  
Prevalence Of Obesity ◽  
The Impact

The prevalence of obesity among children in the United States is a major health concern and is associated with increased health risks. The goal of this intervention was to develop and pilot test strategies based on mindful eating practices that foster healthy eating behaviors among elementary school children and their families. Mindful eating practice engages all of ones senses and has been shown to decrease impulsive food decisions and increase awareness of hunger and fullness cues. Using Experiential Learning Theory (ELT), class interventions and take-home activities were developed to teach mindful eating strategies to Hispanic and non-Hispanic 3rd through 5th grade elementary school children and their parents. The results of this research will: 1) contribute to the scientific literature regarding the impact of mindful eating practice on children’s eating behavior, 2) provide an alternate strategy for weight loss and management among children, and 3) provide parents and teachers with the knowledge and skills necessary to promote mindful eating among children and families.

Ancient Devices in Teaching Modern Arithmetic

1960 ◽  
Vol 7 (4) ◽  
pp. 206-207
Author(s):  
Daniel J. Healy
Keyword(s):  
United States ◽  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
The United States ◽  
Basic Number ◽  
Mental Computation ◽  
Arithmetic Computation ◽  
Specific Computation ◽  
Number Facts

Most of the Elementary School children throughout the United States learn arithmetic computation through methods evolved from Hindu and Arabic systems of mathematics. In this system basic number combinations are committed to memory and specific computation steps are done mentally. Therefore, number combinations and number facts are developed at early stages. Mental computation involves the process of “carrying” in addition and this process is to be mastered prior to the introduction of multiplication.

A Five-Year Longitudinal Study of Development of Articulation Proficiency in Elementary School Children

1977 ◽  
Vol 8 (3) ◽  
pp. 176-180 ◽  
Author(s):  
Ralph C. Bralley ◽  
Ralph J. Stoudt
Keyword(s):  
Elementary School ◽  
Longitudinal Study ◽  
School Children ◽  
Elementary School Children ◽  
Classroom Instruction ◽  
Clinical Implications ◽  
Regular Classroom ◽  
School Year ◽  
Predictive Tests

This paper reports the results of a five-year longitudinal study of the spontaneous development of articulation proficiency in 60 elementary school children. The subjects received no remediation in speech other than that which occurred in connection with regular classroom instruction. Articulation was tested at the beginning of each school year in Grades 1 through 5. The results indicate that 47 children developed adequate articulation during the five years. Clinical implications and the need for further research in the development of predictive tests of articulation are discussed.

Effects of Therapy on Articulation Skills in Elementary-School Children

1976 ◽  
Vol 7 (3) ◽  
pp. 169-172 ◽  
Author(s):  
Joseph W. Helmick
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Second Grade ◽  
School Year

Changes in articulatory skills among second-grade children who received a planned remediation program were compared to changes in articulatory skills for children who had not received remediation during the school year. The data indicate that the application of a planned program resulted in significant and positive changes in articulatory skills beyond any changes attributable to maturational effects.

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.

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