scholarly journals A second grade teacher's innovations toward multimodal literacies in an urban primary school

2014 ◽  
Vol 16 (1) ◽  
pp. 21 ◽  
Author(s):  
K. Dara Hill
Keyword(s):  
Primary School ◽  
Discussion Groups ◽  
Interactive Whiteboard ◽  
Curriculum Materials ◽  
Second Grade ◽  
Social Worlds ◽  
High Performing ◽  
Multimodal Literacies

This study is an examination of a second grade teacher’s negotiation of multimodal literacies in a high performing urban primary school in Detroit. In spite of the school’s high performing record, teachers were required to adhere closely to paced curriculum and exclusive use of curriculum materials. A teacher and researcher collaboration implemented supplemental texts and negotiated innovations toward multimodal literacies with a theme entitled Fossils. An examination of peer-led discussion groups, peer-led reading logs and the focal teacher’s Interactive Whiteboard innovations demonstrates  deeper comprehension and enhanced participation due to linkages across texts and with students’ social worlds.

scholarly journals Primary Students’ Book Club Participation

2012 ◽  
Vol 14 (1) ◽  
pp. 91
Author(s):  
K. Dara Hill
Keyword(s):  
Primary School ◽  
Book Club ◽  
First Grade ◽  
Discussion Groups ◽  
Primary Students ◽  
High Poverty ◽  
Multiple Perspectives ◽  
High Performing ◽  
Personal Connections ◽  
High Achieving

This study is an examination of first grade students’ participation in Book Club at a high achieving, high poverty urban primary school in Detroit. In spite of the school’s high performing record, teachers are constrained by having to adhere closely to the pacing guide and the exclusive use of curriculum literature to preserve the school’s high achieving status. Irrelevant curriculum materials surrounding the themes “Keep Trying” and “Being Afraid” led to a teacher and researcher collaboration to use relatable supplemental texts. An examination of peer-led discussion groups demonstrated deep comprehension and students’ ability to mediate personal connections and multiple perspectives. 

Gender and Children's Social World: Esteemed and Marginalised Masculinities in the Primary School Playground

2005 ◽  
Vol 14 (2) ◽  
pp. 177-192 ◽  
Author(s):  
Anne Lodge
Keyword(s):  
Primary School ◽  
Middle Childhood ◽  
Peer Group ◽  
Primary School Children ◽  
Social Worlds ◽  
Institutional Practices ◽  
The Social ◽  
Lower Status ◽  
Relative Status ◽  
The Impact

This article examines the role played by the social worlds of primary school children in producing and reproducing a range of masculine identities. It describes the relatively gender-segregated nature of the culture of middle-childhood, arguing that the specific institutional context reinforces this segregation. The article outlines the range of masculinities documented in the primary school playground and examines the ways in which both the school institution and the peer-group define and police the boundaries of masculinity. The school negatively labels dominant, assertive males through certain institutional practices and attitudes. Certain boys with more androgynous styles are of higher status with peers in this context. The impact of other identities on the relative status of boys is examined. It is shown how those boys who are differently abled are of lower status. Peers perceive them as less socially mature. Their relative invisibility and stigmatisation is partly a consequence of institutional practices.

scholarly journals Developing Learning Model of Basic Throw In Physical and Health Education Through Games for Second Grade Students In Central Semarang District

2020 ◽  
Vol 5 (1) ◽  
pp. 7
Author(s):  
Selvi Atesya Kesumawati ◽  
Husni Fahritsani ◽  
Saipul Ambri Damanik
Keyword(s):  
Primary School ◽  
Field Testing ◽  
Primary Students ◽  
Development Model ◽  
Second Grade ◽  
Primary School Students ◽  
School Students ◽  
Initial Product ◽  
Second Grade Students ◽  
Physical And Health Education

This study aims to produce a model of basic throw through games which is useful for teachers in giving lessons to primary school students. This development model is a procedural development, because it is in accordance with the problem to be solved and the objectives to be achieved. The procedure used includes five main stages, namely: 1) conducting an analysis of the product you want to develop, 2) making an initial product of a model of basic throw through games for primary students, 3) expert validation, 4) field testing, and 5) product revision. The data are qualitative and quantitative data, while the instruments are list question and observations. Data analysis uses percentages to analyze and subject ratings to assess the feasibility, quality and acceptability of the product. The research study in a model of basic throw through games for primary students along with the development of infrastructure, regulations, and playing techniques. The model for developing basic throw through this game is proven to be feasible, of quality, then acceptable for developing the concept skills of game motion and increasing the physical fitness of primary school students, because respondents when playing ball show that the average category is quite good, meaning that this development model is average - can be demonstrated.

Risk factors for myopia progression in second-grade primary school children in Taipei: a population-based cohort study

2017 ◽  
Vol 101 (12) ◽  
pp. 1611-1617 ◽  
Author(s):  
Chih-Chien Hsu ◽  
Nicole Huang ◽  
Pei-Yu Lin ◽  
Shao-You Fang ◽  
Der-Chong Tsai ◽  
...  
Keyword(s):  
Risk Factors ◽  
Cohort Study ◽  
Primary School ◽  
School Children ◽  
Population Based ◽  
Primary School Children ◽  
Second Grade ◽  
Myopia Progression

Effect of a six-week dance-based physical education intervention on primary school children’s creativity: A pilot study

2020 ◽  
Vol 27 (1) ◽  
pp. 203-220
Author(s):  
Ross D Neville ◽  
Kyriaki Makopoulou
Keyword(s):  
Pilot Study ◽  
Physical Education ◽  
Primary School ◽  
Controlled Trial ◽  
School Context ◽  
Second Grade ◽  
International Consensus ◽  
Second Grade Students ◽  
Post Hoc ◽  
Post Assessment

There is international consensus that creativity is a fundamental outcome of schooling. Opportunities exist to enhance the creativity of schoolchildren, particularly in movement-based subjects such as physical education (PE). In this pilot study, we investigated the effect of a six-week dance-based PE intervention on children’s creativity in a primary school context. Forty second grade students participated in a controlled trial. One class ( n = 20) was assigned to the intervention and participated in dance-based PE lessons (10 girls, 10 boys; age 7–8 years). The other class ( n = 20) was assigned to the control condition and continued regular PE with no dance (10 girls, 10 boys; age 7–8 years). Pre–post assessment of creativity was obtained through an adapted version of Guilford’s (1967) Alternative Uses task. Data were analysed using linear mixed models, with adjustment made for children’s perceived dance ability and for baseline differences in creativity between groups. The overall effect of the intervention was small ( d = 0.36, 95%CI = –0.21 to 0.92), but not statistically significant ( p = 0.21). Post-hoc analysis revealed a large difference in the effect of the intervention between children with above and below-average baseline creativity ( d = 1.26, 95%CI = 0.14 to 2.39, p = 0.03). Children with above-average creativity at baseline benefitted more ( d = 0.99, 95%CI = 0.01 to 1.96, p = 0.047). This pilot study provides further support for the place of dance and creativity within the PE curriculum. However, particular attention should be given to students’ starting points.

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