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

2000 ◽  
Vol 86 (2) ◽  
pp. 521-525 ◽  
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.

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

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.

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

2012 ◽  
Vol 10 (4) ◽  
pp. 415-419 ◽  
Author(s):  
James Teufel ◽  
Pat Gilbert ◽  
Jeanne Foster ◽  
Peter Holtgrave ◽  
Christie Norrick
Keyword(s):  
United States ◽  
Elementary School ◽  
Elementary School Students ◽  
The United States ◽  
School Students

Algebraic arithmetic for elementary school

1965 ◽  
Vol 12 (3) ◽  
pp. 183-186
Author(s):  
Donald L. Bradfield
Keyword(s):  
United States ◽  
Elementary School ◽  
Secondary Schools ◽  
Elementary School Students ◽  
The United States ◽  
Elementary Level ◽  
School Students ◽  
Algebraic Concepts ◽  
Beginning Students

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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