SCHOOL PARTICIPATION AND ACADEMIC SUCCESS OF BOYS AND GIRLS AT ELEMENTARY SCHOOL STAGE

2021 ◽  
Vol 16 (3) ◽  
pp. 31
Author(s):  
MURTAZA FAZL ALI SYED ◽  
Keyword(s):  
Elementary School ◽  
Academic Success ◽  
School Participation

scholarly journals Preschool cognitive control and family adversity predict the evolution of classroom engagement in elementary school

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Caroline Fitzpatrick ◽  
Isabelle Archambault ◽  
Tracie Barnett ◽  
Linda Pagani
Keyword(s):  
Social Support ◽  
Working Memory ◽  
Elementary School ◽  
Academic Success ◽  
Cognitive Control ◽  
Developmental Trajectories ◽  
Classroom Engagement ◽  
Family Adversity ◽  
Growth Mixture Modelling ◽  
Maternal Hostility

Background: Classroom engagement is key predictor of child academic success.Aim: The objective of the study was to examine how preschool cognitive control and the experience of family adversity predict developmental trajectories of classroom engagement through elementary school.Setting: Children were followed in the context of the Quebec Longitudinal Study of Child Development from birth to age 10.5 (N = 1589).Methods: Working memory was directly assessed when children were 3 years old and mothers reported child impulsivity, parenting characteristics, stress and social support when children were 4 years old. Elementary school teachers rated classroom engagement from kindergarten through Grade 4.Results: Growth mixture modelling identified three distinct trajectories of classroom engagement. Child working memory and impulsivity, and maternal hostility, social support and stress predicted greater odds of belonging to the low versus high engagement trajectory. Child impulsivity and maternal hostility and stress also distinguished between the low and moderate engagement trajectories.Conclusion: Our results suggest that targeting preschool cognitive control and buffering the effects of family adversity on children may facilitate academic success.

CLASSROOM BEHAVIOUR AND ACADEMIC SUCCESS OF FRENCH AND AMERICAN ELEMENTARY SCHOOL CHILDREN

1972 ◽  
Vol 21 (1) ◽  
pp. 1-11 ◽  
Author(s):  
MARSHALL S. SWIFT ◽  
GEORGE SPIVACK ◽  
ALAIN DANSET ◽  
JACQUELINE DANSET-LÉGER ◽  
FAJDA WINNYKAMEN
Keyword(s):  
Elementary School ◽  
Academic Success ◽  
School Children ◽  
Elementary School Children ◽  
Classroom Behaviour

A Six-Year Follow-up of Academic Achievement in An Israeli Elementary School Integration Project

1992 ◽  
Vol 74 (1) ◽  
pp. 123-129 ◽  
Author(s):  
Yaacov J. Katz ◽  
Avraham Ben-Yochanan ◽  
Masha Sheinman
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Elementary School ◽  
Academic Success ◽  
Achievement Gap ◽  
Control Group ◽  
Lower Socioeconomic Status ◽  
Lower Socioeconomic ◽  
Integration Project ◽  
Experimental Group

An integration project initiated at the Gush Etzion Regional Elementary School in Israel at the beginning of the 1984/85 school year has now been running for six years. In the program ethnically Oriental pupils from a lower achievement-oriented environment and lower socioeconomic status were assigned to integrated classrooms together with higher achievement-oriented and higher socioeconomic-status students of Western ethnic background. A number of interventions designed to promote improved academic achievement were implemented at the school. Analysis indicated that pupils of lower socioeconomic status assigned to the experimental group achieved significantly higher reading scores than pupils of lower socioeconomic status in the control group attending a nonintegrated school. However, pupils of higher socioeconomic status studying in the integrated school and belonging to a comparison group achieved higher scores on the research instrument than members of either the experimental or the control groups despite the interventions undertaken to close the achievement gap. It appears that, although the interventions undertaken contributed to academic success of the experimental group subjects, they did not go all the way towards closing the achievement gap between lower and higher socioeconomic-status pupils.

scholarly journals The First Eight Years ~ Giving Kids a Foundation for a Lifetime Success Resource Review

2013 ◽  
Vol 8 (3) ◽  
pp. 134-136
Author(s):  
Patricia Dawson
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Academic Success ◽  
Early Development ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Policy Recommendations ◽  
Broad Policy

The First Eight Years: Giving Kids a Foundation for a Lifetime Success” is a recent KIDS COUNT policy report from the Annie E. Casey Foundation. The report discusses how a child’s early development from birth through age 8 is critical in one’s transition into elementary school as well as long-term academic success. The report also provides broad policy recommendations to help America’s children succeed and data on early childhood development for every state.

Patterns of Early Reading and Social Skills Associated With Academic Success in Elementary School

2014 ◽  
Vol 25 (8) ◽  
pp. 1248-1264 ◽  
Author(s):  
Brittany Rhoades Cooper ◽  
Julia E. Moore ◽  
C. J. Powers ◽  
Michael Cleveland ◽  
Mark T. Greenberg
Keyword(s):  
Elementary School ◽  
Social Skills ◽  
Academic Success ◽  
Early Reading

scholarly journals Non-cognitive factors in the development of combinatorial thinking in future elementary school teachers

2021 ◽  
Vol 117 ◽  
pp. 01002
Author(s):  
Aleksander I. Savenkov ◽  
Marina A. Romanova
Keyword(s):  
Elementary School ◽  
Academic Success ◽  
Elementary School Students ◽  
Psychosocial Development ◽  
Cultural Development ◽  
Reciprocal Relationship ◽  
Cognitive Factors ◽  
Mathematical Tasks ◽  
Logical Thinking ◽  
School Students

The article describes the study of the effectiveness of methodological techniques used in classes with students training to become teachers of mathematics in elementary schools in accordance with the methods of teaching mathematics to elementary school students. The methods proposed by the authors activate the mutual connection between logical thinking and several non-cognitive abilities of students. This reciprocal relationship is seen as a means to diagnose and develop students’ combinatorial abilities. The study uses testing methods with subsequent mathematical processing. The non-cognitive factors (level of general cultural development, general humanitarian training, features of the micro-environment, as well as the level of general psychosocial development, etc.) are assessed through the methods of academic success diagnostics, expert assessment of the level of general cultural development, and assessment of the level of psychosocial development. The obtained data were compared with the level of development of students’ logical thinking determined through the Raven test. The formative stage deployed original methodological methods allowing to stimulate students’ interest in composing textual mathematical tasks. The proposed methodological solutions to the problems of diagnosing and developing combinatorial thinking understood as a combination of logical thinking and several non-cognitive factors in future teachers show themselves effective. The proposed hypothesis is that composing textual mathematical tasks for elementary school students is an effective means of developing combinatorial abilities in students. The main conditions stimulating the effectiveness of non-cognitive factors are the increase in the level of an individual’s general cultural development, the expansion of their outlook, and the development of knowledge base, the creation of the “right” atmosphere for creativity, and stimulation of metaphorical thinking in the learning process.

scholarly journals Differences in achievement on tests of perceptual abilities in lower and upper elementary school grade students involved in the process of determining the psychophysical state

2021 ◽  
Vol 16 (1 (30)) ◽  
pp. 5-18
Author(s):  
Vanja Marković
Keyword(s):  
Elementary School ◽  
Academic Success ◽  
Auditory Memory ◽  
Upper Elementary ◽  
School Grade ◽  
Arithmetic Means ◽  
Educational Support ◽  
Ability Test ◽  
Upper Elementary School ◽  
Perceptual Abilities

This paper investigates whether there are differences in the results achieved during the assessment of visual and auditory perceptual abilities in students (N = 166) of upper and lower elementary school grades who are involved in the process of determining the psychophysical condition. Adequate assessment is important not only because of the prediction of students’ academic success, but also as a basis for the development of individualized curricula that will enable the selection of adequate forms and content of educational support for each student. The Acadia developmental ability test was used to assess students’ perceptual abilities. In data processing, in addition to calculating frequencies and arithmetic means by groups, in order to determine the deviation of the observed frequencies from the expected frequencies, the χ2-test was used. The results indicate the existence of significant differences in student achievement on the subtests of visual and auditory memory and visual differentiation. It turned out that lower results in all three tests were achieved by lower elementary school grade students. The pedagogical implications of this study indicate the need for more intensive educational monitoring of students from the beginning of their education.

scholarly journals Predicting elementary school participation in children with disabilities

2000 ◽  
Vol 81 (3) ◽  
pp. 339-347 ◽  
Author(s):  
Marisa C. Mancini ◽  
Wendy J. Coster ◽  
Catherine A. Trombly ◽  
Timothy C. Heeren
Keyword(s):  
Elementary School ◽  
Children With Disabilities ◽  
School Participation
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