scholarly journals Effects of a Classroom-Based Yoga Intervention on Cortisol and Behavior in Second- and Third-Grade Students

2014 ◽  
Vol 20 (1) ◽  
pp. 41-49 ◽  
Author(s):  
Bethany Butzer ◽  
Danielle Day ◽  
Adam Potts ◽  
Connor Ryan ◽  
Sarah Coulombe ◽  
...  
Keyword(s):  
Cognitive Task ◽  
Third Graders ◽  
Third Grade ◽  
Second Grade ◽  
Yoga Intervention ◽  
Social And Emotional ◽  
Grade Teacher ◽  
Yoga Class ◽  
Cortisol Responses ◽  
And Behavior

This uncontrolled pilot study examined the effects of a classroom-based yoga intervention on cortisol concentrations and perceived behavior in children. A 10-week Yoga 4 Classrooms intervention was implemented in one second-grade and one third-grade classroom. Students’ salivary cortisol responses were assessed at 3 time points. Classroom teachers also documented their perceptions of the effects of the intervention on students’ cognitive, social, and emotional skills. Second, but not third, graders showed a significant decrease in baseline cortisol from before to after the intervention. Second and third graders both showed significant decreases in cortisol from before to after a cognitive task, but neither grade showed additional decreases from before to after a single yoga class. The second-grade teacher perceived significant improvements in several aspects his/her students’ behavior. The third-grade teacher perceived some, but fewer, improvements in his/her students’ behavior. Results suggest that school-based yoga may be advantageous for stress management and behavior.

The Equity of Remote Teaching During COVID-19

2022 ◽  
pp. 138-154
Author(s):  
Allison Victoria Wilson
Keyword(s):  
Second Grade ◽  
Personal Account ◽  
Social And Emotional ◽  
Emotional Factors ◽  
The Past ◽  
School Year ◽  
Grade Teacher

This chapter is written by a second-grade teacher who gives a personal account for remote teaching during quarantine and the 2020 - 2021 school year. The equity and diversity of various situations involved during the past year are discussed throughout the chapter: from the beginning of quarantine 2020 to the end of the school year in May 2021. Remote teaching, social and emotional factors, and the diversity of families are also addressed. The chapter is dedicated to Jordan Lea Darnell, a teacher who lost her battle to COVID-19 in the Spring of 2021.

Ask and It Will Be Given to You

1994 ◽  
Vol 30 (3) ◽  
pp. 311-330 ◽  
Author(s):  
Michael J. Murray ◽  
Kurt Meyers
Keyword(s):  
Third Graders ◽  
The Other ◽  
Third Grade ◽  
The Third ◽  
Third Grade Students ◽  
Grade Teacher ◽  
The Family

Consider the following situation. It is the first day of school, and the new third-grade students file into the classroom to be shown to their seats for the coming year. As they enter, the third-grade teacher notices one small boy who is particularly unkempt. He looks to be in desperate need of bathing, and his clothes are dirty, torn and tight-fitting. During recess, the teacher pulls aside the boy's previous teacher and asks about his wretched condition. The other teacher informs her that he always looks that way, even though the boy's family is quite wealthy. The reason he appears as he does, she continues, is that the family observes an odd practice according to which the children do not receive many important things – food, clothing, bathing, even shelter – unless they specifically request them. Since the boy, like many third-graders, has little interest in bathing and clean clothes, he just never asks for them.

Gaining Insights into Children's Geometric Knowledge

2007 ◽  
Vol 14 (4) ◽  
pp. 238-245
Author(s):  
Nancy K. Mack
Keyword(s):  
Conceptual Understanding ◽  
Third Graders ◽  
Third Grade ◽  
Children's Book ◽  
Geometric Thinking ◽  
Grade Teacher ◽  
Geometric Knowledge

While I was working with a third-grade teacher and his thirty-two students, he turned to me and asked, “Would you work with the children on geometry?” Although I eagerly agreed, several questions raced through my mind: ”I have not had much experience helping children learn geometry and do not know much about their thinking. Will I be able to help these children learn geometry in ways that are meaningful to them? What should third graders learn about geometry? What do the children already know about geometry and the ideas they should learn?” Answers to the latter two questions were especially important in helping the children develop a conceptual understanding of geometry by building on their existing knowledge. This article describes how research on children's geometric thinking used in conjunction with a children's book provided valuable insights into their prior geometric knowledge of the mathematical names and properties of polygons.

Language-Based Spelling Instruction: Teaching Children to Make Multiple Connections between Spoken and Written Words

2000 ◽  
Vol 23 (2) ◽  
pp. 117-135 ◽  
Author(s):  
Virginia W. Berninger ◽  
Katherine Vaughan ◽  
Robert D. Abbott ◽  
Allison Brooks ◽  
Kristin Begayis ◽  
...  
Keyword(s):  
Early Intervention ◽  
Combined Treatment ◽  
Third Graders ◽  
Third Grade ◽  
Second Grade ◽  
Awareness Training ◽  
Spelling Instruction ◽  
Practice Trials ◽  
Second Tier

Two studies addressed issues related to multiple instructional components in early intervention for at-risk spellers learning to spell polysyllabic words. The first study was a follow-up to a prior second-grade intervention. The fast responders in that study, who were monitored at the beginning and end of third grade ( n=61), maintained their earlier gains during third grade when treatment was withdrawn. Thirty-two of the slower responders received continuing tutoring (12 individual tutorials over 6 to 8 weeks in late fall of third grade), which showed that children who received only alphabet principle training did as well as those who received combined alphabet principle and syllable awareness training (syllable types in English), but that these children required 24 practice trials for short-term mastery of spelling specific words. The second study with a new sample of 48 third graders also evaluated the effectiveness of alphabet principle training only versus combined alphabet principle and syllable awareness training. In these 24 individual tutorials over a 4-month period beginning in the fifth month of third grade, the combined treatment was more effective for (a) spelling untrained transfer words, (b) spelling taught polysyllabic words with a final, silent e syllable, and (c) transfer to phonological awareness. A two-tier model for early intervention to prevent spelling disabilities is proposed. In the first tier alphabet principle is taught (along with other sound-spelling connections for words including syllable awareness) and applied to practice in spelling words singly and in text (teacher-directed dictation and child-generated composition). In the second tier children are monitored in the year following early intervention and continuing tutoring is provided if necessary.

Classroom Teacher and Speech Clinician Severity Ratings of Different Speech Disorders

1975 ◽  
Vol 6 (3) ◽  
pp. 119-124 ◽  
Author(s):  
Robert T. Wertz ◽  
Michael D. Mead
Keyword(s):  
Public School ◽  
Cleft Palate ◽  
Classroom Teacher ◽  
First Grade ◽  
Speech Disorders ◽  
Third Grade ◽  
Second Grade ◽  
Classroom Teachers

Typical examples of four different speech disorders—voice, cleft palate, articulation, and stuttering—were ranked for severity by kindergarten, first-grade, second-grade, and third-grade teachers and by public school speech clinicians. Results indicated that classroom teachers, as a group, moderately agreed with speech clinicians regarding the severity of different speech disorders, and classroom teachers displayed significantly more agreement among themselves than did the speech clinicians.

Effective Collaboration at Central Elementary School

1992 ◽  
Vol 23 (4) ◽  
pp. 367-368 ◽  
Author(s):  
Jennifer Chisler Borsch ◽  
Ruth Oaks
Keyword(s):  
Elementary School ◽  
Communication Skills ◽  
Third Grade ◽  
Collaborative Effort ◽  
Speech Language Pathologist ◽  
Grade Teacher ◽  
Effective Collaboration

This article discusses a collaborative effort between a speech-language pathologist and a regular third grade teacher. The overall goal of the collaboration was to improve communication skills of students throughout the school. The factors that contributed to making the collaboration a success are discussed.

Emotion Dysregulation and Psychosis Spectrum Disorders

2019 ◽  
pp. 298-312 ◽  
Author(s):  
Gemma T. Wallace ◽  
Anna R. Docherty
Keyword(s):  
Emotion Regulation ◽  
Emotion Dysregulation ◽  
Psychotic Disorders ◽  
Social And Emotional ◽  
Cognition And Emotion ◽  
Neurophysiological Assessment ◽  
Psychiatric Conditions ◽  
Spectrum Disorders ◽  
Disorganized Speech ◽  
And Behavior

Psychosis spectrum disorders (PSDs) are complex, highly heritable psychiatric conditions with high economic and societal costs. PSDs have historically been conceptualized as neurocognitive disorders in which psychotic episodes and impairments in social and emotional functioning are attributed to deficits in neurocognition. Although cognitive pathways play an important role in the etiology and presentation of PSDs, recent research suggests that interrelations between cognition and emotion are highly relevant. Moreover, aberrant emotion regulation likely plays a significant role in the presentation of PSDs. Emotion dysregulation (ED) may underlie and exacerbate both negative and positive symptoms in PSDs, such as blunted affect, avolition, disorganized speech and behavior, poor social cognition, and delusions and hallucinations. Advances in measurement of emotion dysregulation—including self-reports, behavioral paradigms, neuroimaging paradigms, and neurophysiological assessment—have informed etiological models of emotion dysregulation in PSDs. This chapter reviews research on emotion regulation and dysregulation in PSDs. Notably, more severe presentations of emotion symptoms and greater emotion regulation impairments are associated with worse outcomes in PSDs. It may therefore be the case that focusing on ED as an early risk factor and intervention target could improve outcomes and prevention approaches for psychotic disorders.

scholarly journals Reduction in self-reported influenza-like-illness in school children and household members following influenza vaccine administration – a cohort study, Israel, 2016–7

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Noa Shviro Roseman ◽  
Natalya Bilenko ◽  
Rivka Sheffer ◽  
Zohar Mor
Keyword(s):  
Cohort Study ◽  
Influenza Vaccine ◽  
School Children ◽  
School Setting ◽  
Health Benefit ◽  
Third Grade ◽  
Second Grade ◽  
Rate Reduction ◽  
Influenza Like Illness ◽  
Household Members

Abstract Background Second-grade pupils in Israel have been vaccinated against influenza since the winter of 2016–2017. This study aims to appraise the rate reduction of seasonal influenza vaccine among vaccinated children and their household members, and that of the vaccinated cohort and their household members. Methods This retrospective cohort study was performed in winter 2016–2017 in Tel-Aviv District, Israel and compared second-grade pupils who were vaccinated at school, with third-grade pupils- who were not vaccinated at school. Parents in nine schools were asked to report prior vaccination against influenza and influenza-like illness (ILI) of their children and other household members. Rate reduction was defined as [(ILI among unvaccinated) – (ILI among vaccinated)] / (ILI among vaccinated) (%). Results Of 527 participants, 359 (68.1%) were unvaccinated and 168 (31.9%) vaccinated. Unvaccinated children reported more ILI compared with vaccinated children (19.5% vs. 7.7%), yielding a rate reduction of 60.5%. Unvaccinated children also had a greater number of physicians’ visits and missed school days (35.7% vs. 14.9 and 42.9% vs. 25.6%, respectively). The rate of ILI among household members of unvaccinated children was 34.5%, compared with 25.0% among household members of vaccinated children. The vaccinated cohort (defined as all children in second grade) reported less ILI compared with the unvaccinated cohort (defined as all children in third grade), with a rate reduction of 44.6%. Pupils of the unvaccinated cohort were more likely to miss school days (42.1% vs. 32.0%, respectively), and a higher rate of ILI was reported among household members of the unvaccinated cohort (35.4% vs. 27.3%, respectively). Conclusion Influenza vaccine administered in school setting reduced ILI among the vaccinated cohort and their household members by 60.5 and 27.5%, respectively, compared with the unvaccinated cohort. Expansion of the vaccination program in a school setting increased the public health benefit of influenza vaccines among both school children and their household members.

scholarly journals Evaluating Mathematic- Textbooks of Intermediate Stage in KSA according  to Van Hiele’s Geometric Thinking Model

2019 ◽  
Vol 3 (6) ◽  
Author(s):  
Mohammed Najjar Al Otaibi
Keyword(s):  
Intermediate Stage ◽  
Third Grade ◽  
Hierarchical Level ◽  
Second Grade ◽  
Middle Stage ◽  
The Third ◽  
Geometric Thinking ◽  
Secondary Stage ◽  
Grade Average ◽  
Descriptive Method

This study aimed to find out the relevance of mathematics books in the intermediate stage of Van Hill levels of geometric thinking, in order to achieve this goal, the researcher utilized the analytical descriptive method, using the analysis card as a tool to conduct this study and prepared a list of skills in which Van Hill's levels of geometric thinking (conceptual, analytical, quasi- Inductive, Inductive, abstract). A number of results were found, most notably: the incompatibility of the engineering subjects in the second- grade books as well as the third- grade average with the hierarchy of Van Hill levels of geometric thinking. Failure to observe mathematics books in the middle stage, to include engineering activities at the induction level, to equip students to deal with secondary engineering topics. The researcher recommended a number of recommendations, the most important of which are: To reconsider the hierarchy of the levels of engineering thinking in the engineering activities included in the mathematics books in the intermediate stage. The work on enriching mathematics books in the second grade is average of engineering activities of semi- inductive level, to match the hierarchy of the levels of engineering thinking of the intermediate stage. The work of enriching mathematics books in the third grade is an average of engineering activities of semi- inductive and indicative level to match the hierarchical level of the engineering thinking of the middle stage, which is the basis for higher levels of engineering thinking in the secondary stage. The inclusion of additional topics in engineering and measurement in mathematics books for the third- grade, to contribute to the development of levels of engineering thinking for students.  

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