The research to set up an Eco-Experience educational space for an urban elementary school -A focus on the roof area-

Recognition of Kazakh language as the state language of the Republic of Kazakhstan by the Constitution of the Republic of Kazakhstan, adoption of ‘State programme of functioning and development of languages for 2011–2020’, the Law of the Republic of Kazakhstan ‘On languages of the Republic of Kazakhstan’, ‘The State programme on education and science development for 2016–2020’ allowed our native language to develop and prosper. Nowadays, special attention is paid to the problem of teaching the Kazakh language. In today's organised pedagogical environment, it is not fully examined the need for the development of communication skills of elementary school students and scientifically-based and practical communication to solve this problem via audio and graphic tools. Therefore, this article focuses on the need to teach elementary school students to work with audio and graphic materials and technology issues on the use of practical materials. Provided that the theoretical foundations for the development of communication skills of elementary school students through audio-visual aids hold true, the structural-substantial model will allow the development of each student’s individual abilities and creativity. Taking into account the foregoing, we have set up a positive outline of the effectiveness of the work with audio equipment through the organisation of practical work, practice-assemblage, research, diagnostics, practical work in elementary school teachers through specially organised thematic seminars

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The relationship between teacher emotional intelligence and the academic progress of urban, elementary school students

10.17760/d20208935 ◽

2016 ◽

Author(s):

Danielle Grace Moreau Neves

Keyword(s):

Elementary School ◽

Emotional Intelligence ◽

Elementary School Students ◽

Academic Progress ◽

School Students ◽

Urban Elementary School ◽

The Relationship

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Digital Epistemologies and Classroom Multiliteracies

Handbook of Research on Digital Information Technologies ◽

10.4018/978-1-59904-970-0.ch018 ◽

2011 ◽

pp. 264-283

Author(s):

Heather Lotherington

Keyword(s):

Elementary School ◽

21St Century ◽

New Literacies ◽

Communication Technologies ◽

Home School ◽

Educational Challenges ◽

Urban Elementary School ◽

Socially Responsive ◽

Children's Stories ◽

Opening Up

Contemporary conceptualizations of literacy as socially and culturally situated practice must be framed in our digitally-mediated, glocalized societies where networked communication technologies have created innovative texts opening up new literacies and demanding new pedagogies. This chapter discusses a Toronto-based program of collaborative school-university action research that aims to develop a pedagogy of multiliteracies in an urban elementary school. The project engaging our research collective is about guiding children to rewrite traditional children’s stories as individualized digital narratives that enfold their cultural understandings and community languages. Situated within current epistemological questions about what it means to become a literate person in the 21st century, our project responds to reciprocal educational challenges: How can we facilitate the acquisition of relevant literacies for contemporary children experiencing divergent home, school, community and societal practices? How can we redesign curricula and assessment to be socially responsive and responsible?

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Examining the Technical Adequacy of the Social, Academic, and Emotional Behavior Risk Screener

Assessment for Effective Intervention ◽

10.1177/1534508419857225 ◽

2019 ◽

Vol 46 (1) ◽

pp. 67-75 ◽

Cited By ~ 1

Author(s):

Samuel F. Whitley ◽

Yojanna Cuenca-Carlino

Keyword(s):

Elementary School ◽

Convergent Validity ◽

Pearson Correlation ◽

Ethnically Diverse ◽

Criterion Validity ◽

Emotional Behavior ◽

Retest Reliability ◽

Urban Elementary School ◽

The Social ◽

Test Retest Reliability

Many schools attempt to identify and service students at risk for poor mental health outcomes within a multi-tiered system of support (MTSS). Universal screening within a MTSS requires technically adequate tools. The Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) has been put forth as a technically adequate screener. Researchers have examined the factor structure, diagnostic accuracy, criterion validity, and internal consistency of SAEBRS data. However, previous research has not examined its temporal stability or replicated the criterion validity results with a racially/ethnically diverse urban elementary school sample. This study examined the test–retest reliability, convergent validity, and predictive validity of teacher-completed SAEBRS ratings with racially/ethnically diverse group students enrolled in first through fifth grade in an urban elementary school. Reliability analyses resulted in significant test–retest reliability coefficients across four weeks for all SAEBRS scales. Furthermore, nonsignificant paired samples t tests were observed with the exception of the third-grade Emotional subscale. Validity analyses yielded significant concurrent and predictive Pearson correlation coefficients between SAEBRS ratings, oral reading fluency, and office discipline referrals. Limitations and implications of the results are discussed.

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