scholarly journals Examining the Impact of Music and Movement Interventions on Transitions and Behavioral Engagement in a First-Grade Classroom

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Dr. Alicia Stapp ◽  
Ms. Bryanna Hall
Keyword(s):  
First Grade ◽  
Behavioral Engagement ◽  
The Impact ◽  
Grade Classroom

Visual Literacy and Young Learners

2020 ◽  
pp. 190-208
Author(s):  
Hilde Tørnby
Keyword(s):  
Visual Literacy ◽  
First Grade ◽  
Learning And Development ◽  
Visual Texts ◽  
Written Text ◽  
Distinct Sense ◽  
Visual Text ◽  
The Impact ◽  
Grade Classroom

This chapter explores visual literacy from theoretical and practical perspectives. Ideas of what is meant by visual literacy and why this is important are presented through a selection of studies. The impact that visual literacy may have on students' learning and development is further elaborated. A case study from a Norwegian first-grade classroom is included to shed light on the ways in which visual work in the classroom can be implemented. In addition, exemplars of students' written verbal and visual texts are thoroughly examined. A tendency in the material is that the illustrations are detailed and elaborate, and carry a distinct sense of the written text. Hence, the visual text may be understood as the more important text and may be vital in a child's literacy development.

scholarly journals Children's behavioral regulation and literacy: The impact of the first grade classroom environment

2015 ◽  
Vol 53 (5) ◽  
pp. 409-428 ◽  
Author(s):  
Stephanie L. Day ◽  
Carol McDonald Connor ◽  
Megan M. McClelland
Keyword(s):  
Classroom Environment ◽  
First Grade ◽  
Behavioral Regulation ◽  
The Impact ◽  
Grade Classroom

scholarly journals A Gender Gap in Literacy? Exploring the Affective Im/materiality and “Magic” of Allure with/in a First Grade Classroom

2019 ◽  
Vol 10 (2-3) ◽  
pp. 330-355 ◽  
Author(s):  
Bessie P. Dernikos
Keyword(s):  
Gender Gap ◽  
First Grade ◽  
Literacy Learning ◽  
Male Students ◽  
Reading Practices ◽  
Grade Classroom

Within this article, I think with (Jackson & Mazzei, 2012) posthumanist theories of affect and assemblage (Deleuze & Guattari, 1987) to argue that literacy learning within a first grade classroom (NYC) involved allure (Thrift, 2008), or more-than-human technologies of public intimacy that were affectively contagious and seemed to take on a life of their own. By doing so, I contribute a new dimension to literacy-gender debates by exploring how the im/material practices of allure emerge to produce entanglement, bliss, and even violence. While male students’ entangled reading practices disrupted popular assumptions of “failing boys,” thereby making new gendered and literate subjectivities possible, these practices, at times, further reinforced rigid heteronormativities. Ultimately, attending to literacy learning as alluring invites more ethically response-able (Barad, 2007) considerations that take seriously how the forces of gender, sexuality, and race work to animate/contain bodies, spaces, and things, as well as shape the un/making of students as “successfully literate.”

scholarly journals Code to Learn: Where Does It Belong in the K-12 Curriculum?

10.28945/3521 ◽  
2016 ◽  
Vol 15 ◽  
pp. 283-303 ◽  
Author(s):  
Jesús Moreno León ◽  
Gregorio Robles ◽  
Marcos Román-González
Keyword(s):  
Social Studies ◽  
Empirical Studies ◽  
Early Age ◽  
School Subjects ◽  
Research Designs ◽  
Quasi Experimental ◽  
The Subject ◽  
K 12 ◽  
The Impact ◽  
Grade Classroom

The introduction of computer programming in K-12 has become mainstream in the last years, as countries around the world are making coding part of their curriculum. Nevertheless, there is a lack of empirical studies that investigate how learning to program at an early age affects other school subjects. In this regard, this paper compares three quasi-experimental research designs conducted in three different schools (n=129 students from 2nd and 6th grade), in order to assess the impact of introducing programming with Scratch at different stages and in several subjects. While both 6th grade experimental groups working with coding activities showed a statistically significant improvement in terms of academic performance, this was not the case in the 2nd grade classroom. Notable disparity was also found regarding the subject in which the programming activities were included, as in social studies the effect size was double that in mathematics.

scholarly journals Influence of probiotic and prebiotic on meat quality of broiler chicken carcasses

2021 ◽  
Vol 32 ◽  
pp. 04009
Author(s):  
Irina Chervonova
Keyword(s):  
Meat Quality ◽  
Broiler Chickens ◽  
Broiler Chicken ◽  
First Grade ◽  
Control Group ◽  
Muscle Weight ◽  
The Third ◽  
The Impact ◽  
Positive Effect

The article presents the results of studying the impact of the spore-forming probiotic “Olin” and the prebiotic “Eсofiltrum” on the meat quality of broiler chicken carcasses of the Ross-308 cross. In the course of the research, it has been found that the inclusion of these preparations in the broiler diet has a positive effect on the studied indicators: the pre-slaughter weight increased by 4.3-5.7%, the weight of the gutted carcass by 4.6-6.2%, the muscle weight 4.8-6.5%, the weight of the loin muscles by 5.7-8.2%. The ratio of edible parts to inedible parts is 4.14 in the third experimental group, 4.08-in the second, and 4.04-in the control. Based on the results of the anatomical cutting of broiler carcasses and according to the fatness indicators the poultry carcasses of the third and second experimental groups, 87.5% and 87.2%, respectively, belong to the first grade, and the yield of the first grade carcasses is 86.2% in the control group. Meat products obtained from both the control poultry and the poultry of both experimental groups has no off-aroma odor and taste, the meat is juicy, tender and aromatic. The products obtained from broiler chickens, whose ration includes the probiotic “Olin” and the prebiotic “Ecofiltrum”, do not have any deviations from the established standards and norms. During the research, it has been found that the use of the studied drugs has a positive effect on the meat quality of poultry carcasses. However, broiler chickens receiving the probiotic “Olin” has more pronounced meat qualities.

scholarly journals Motivational and Emotional Orientation, Engagement, and Achievement in Mathematics. A Case Study With One Sixth-Grade Classroom Working With an Electronic Textbook on Fractions

2021 ◽  
Vol 6 ◽  
Author(s):  
Frank Reinhold ◽  
Stefan Hoch ◽  
Anja Schiepe-Tiska ◽  
Anselm R. Strohmaier ◽  
Kristina Reiss
Keyword(s):  
Learning Outcomes ◽  
Prior Knowledge ◽  
Cognitive Learning ◽  
Sixth Grade ◽  
Emotional Engagement ◽  
Behavioral Engagement ◽  
Electronic Textbook ◽  
The Relationship ◽  
Grade Classroom

Interactive and adaptive scaffolds implemented in electronic mathematics textbooks bear high potential for supporting students individually in learning mathematics. In this paper, we argue that emotional and behavioral engagement may account for the effectiveness of such digital curriculum resources. Following the general model for determinants and course of motivated action, we investigated the relationship between students’ domain-specific motivational and emotional orientations (person)—while working with an electronic textbook on fractions (situation), their emotional and behavioral engagement while learning (action), and their achievement after tuition (outcome). We conducted a case-study with N = 27 students from one sixth-grade classroom, asking about the relationship between students’ motivational and emotional orientations and their emotional and behavioral engagement, and whether emotional and behavioral engagement are unique predictors of students’ cognitive learning outcomes while working with an e-textbook. For that, we designed a four-week-intervention on fractions using an e-textbook on iPads. Utilizing self-reports and process data referring to students’ interactions with the e-textbook we aimed to describe if and how students make use of the offered learning opportunities. Despite being taught in the same classroom, results indicated large variance in students’ motivational and emotional orientations before the intervention, as well as in their emotional and behavioral engagement during the intervention. We found substantial correlations between motivational and emotional orientations (i.e., anxiety, self-concept, and enjoyment) and emotional engagement (i.e., intrinsic motivation, competence and autonomy support, situational interest, and perceived demand)—with positive orientations being associated with positive emotional engagement, as expected. Although the correlations between orientations and behavioral engagement (i.e., task, exercise, and hint count, problem solving time, and feedback time) also showed the expected directions, effect sizes were smaller than for emotional engagement. Generalized linear mixed models revealed that emotional engagement predicted cognitive learning outcomes uniquely, while for behavioral engagement the interaction with prior knowledge was a significant predictor. Taken together, they accounted for a variance change of 44% in addition to prior knowledge. We conclude that when designing digital learning environments, promoting engagement—in particular in students who share less-promizing prerequisites—should be considered a key feature.

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