The Effects of Cognitive Counseling in the University Counseling Room on Elementary School Children and Their Parents

Purpose This study aims to provide insight into the question of whether graduate students who deliver environmental education workshops/residencies to elementary school children will develop environmental sustainability leadership qualities in themselves: a goal set in the University of Calgary’s Institutional Sustainability Strategy. Design/methodology/approach Survey research was undertaken in a case study setting. The researchers collected and analyzed data related to environmental leadership qualities, using the theory of planned behavior and an adaptation of the competing values framework. Graduate students participating in the co-curricular program responded to questions about the effect that the activity had on their knowledge, awareness and leadership characteristics. Findings Graduate students demonstrated considerable leadership potential in environmental sustainability. The survey results showed that their participation in a community educational program impacted their attitudes and awareness favorably in developing stronger competencies for leadership. In addition, they gained real-world knowledge about environmentally sustainable practices and skills to influence pro-environmental behavior changes in the community. Originality/value Through a partnership between a non-profit organization and the university, graduate students in an interdisciplinary sustainable energy development program used their formal education and previous work experience to adapt and deliver engaging and educational environmental content to younger children. This informal co-curricular activity brought together local educational institutions, educational content providers, graduate students, and elementary school children in an effective experiential learning platform to develop leadership characteristics both in the graduate students and elementary school children.

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Functions

The Arithmetic Teacher ◽

10.5951/at.14.8.0657 ◽

1967 ◽

Vol 14 (8) ◽

pp. 657-664

Author(s):

Edward Esty

Keyword(s):

High School ◽

Elementary School ◽

School Children ◽

Elementary School Children ◽

University Of Illinois ◽

The University

Some of the recent elementary school arithmetic textbooks introduce functions, a topic formerly appearing no earlier than in high school. The University of Illinois Arithmetic Project has long used functions (called “jumping rules” by the Project) in classes for elementary school children.

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PEDAGOGICAL REQUIREMENTS FOR THE IMPLEMENTATION OF DIFFERENTIATED APPROACH IN TEACHING ELEMENTARY SCHOOL CHILDREN

Humanities & Social Sciences Reviews ◽

10.18510/hssr.2019.7677 ◽

2019 ◽

Vol 7 (6) ◽

pp. 495-499

Author(s):

Gulnara Faridovna Dulmukhametova ◽

Zarina Nailevna Sirazieva ◽

Gulnara Faritovna Gali ◽

Usova Svetlana Nicolaevna ◽

Dilbar Valievna Shamsutdinova

Keyword(s):

Elementary School ◽

School Children ◽

Elementary School Children ◽

Developmental Psychology ◽

Sex Differentiation ◽

Educational Process ◽

Effective Organization ◽

And Gender ◽

Teachers And Parents ◽

The University

Purpose of the Study: The article describes the view of the authors on the model of the implementation of a differentiated approach in the training of elementary school children. Methodology: In the research the authors identify and systematize the pedagogical requirements for ensuring the sex differentiation in the education of elementary school children, together forming a meaningful model for implementing a gender approach to the educational process of primary school and including gender education for students, teachers, and parents. The authors analyze the category of sex differentiation in domestic and foreign pedagogy. Result: The authors theoretically describe the problem of implementing a differentiated approach in teaching elementary school children, and also substantiate the experimental work on testing the effectiveness of pedagogical conditions that interconnect and complement each other, forming a dynamic system that ensures the effective organization of the sex differentiation of elementary school children. Application and Novelty: Presented pedagogical requirements and model of a gender approach to the educational process can solve the age and gender problems of elementary school children and harmonize their relationships. Data of the article can be used not only in the educational process of elementary school but also at the lessons of such subjects as "Pedagogical psychology", "Developmental psychology", "Differential psychology" at the university. These requirements give the opportunity to prepare more qualified and competent psychologists and teachers for elementary school.

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PEDAGOGICAL REQUIREMENTS FOR THE IMPLEMENTATION OF DIFFERENTIATED APPROACH IN TEACHING ELEMENTARY SCHOOL CHILDREN

Humanities & Social Sciences Reviews ◽

10.18510/hssr.2019.7453 ◽

2019 ◽

Vol 7 (4) ◽

pp. 399-403

Author(s):

Gulnara Faridovna Dulmukhametova ◽

Zarina Nailevna Sirazieva ◽

Gulnara Faritovna Gali ◽

Usova Svetlana Nicolaevna ◽

Dilbar Valievna Shamsutdinova

Keyword(s):

Elementary School ◽

School Children ◽

Elementary School Children ◽

Developmental Psychology ◽

Sex Differentiation ◽

Educational Process ◽

Effective Organization ◽

And Gender ◽

Teachers And Parents ◽

The University

Purpose of the Study: The article describes the authors’ view on the model of the implementation of a differentiated approach in the training of elementary school children. Methodology: In the research, the authors identify and systematize the pedagogical requirements for ensuring the sex differentiation in education of elementary school children, together forming a meaningful model for implementing a gender approach to the educational process of primary school and including gender education for students, teachers, and parents. The authors analyze the category of sex differentiation in domestic and foreign pedagogy. Result: The authors theoretically describe the problem of implementing a differentiated approach in teaching elementary school children, and also substantiate the experimental work on testing the effectiveness of pedagogical conditions that interconnect and complement each other, forming a dynamic system that ensures the effective organization of the sex differentiation of elementary school children. Application and Novelty: Presented pedagogical requirements and model of a gender approach to the educational process can solve the age and gender problems of elementary school children and harmonize their relationships. Data of the article can be used not only in the educational process of elementary school, but also at the lessons of such subjects as "Pedagogical psychology", "Developmental psychology", and "Differential psychology" at the university. These requirements give the opportunity

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Teacher Identification of Elementary School Children with Hearing Loss

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.0901.24 ◽

1978 ◽

Vol 9 (1) ◽

pp. 24-28 ◽

Cited By ~ 1

Author(s):

Richard H. Nodar

Keyword(s):

Elementary School ◽

Hearing Loss ◽

School Children ◽

Elementary School Children ◽

Total Sample ◽

Hearing Impaired ◽

Teacher Interviews ◽

Teacher Screening ◽

Children With Hearing Loss ◽

Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

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Use of Revision by Elementary-School Stutterers and Nonstutterers during Oral Reading

Journal of Speech and Hearing Research ◽

10.1044/jshr.1604.584 ◽

1973 ◽

Vol 16 (4) ◽

pp. 584-585 ◽

Cited By ~ 7

Author(s):

Franklin H. Silverman ◽

Dean E. Williams

Keyword(s):

Elementary School ◽

School Children ◽

Oral Reading ◽

Elementary School Children ◽

Reading Errors

This paper describes a dimension of the stuttering problem of elementary-school children—less frequent revision of reading errors than their nonstuttering peers.

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