scholarly journals Use of Evidence-Based Survey Methods to Explore Early Elementary School Teachers’ Approaches to Managing Student Anxiety

2017 ◽  
Vol 7 (1) ◽  
pp. 123
Author(s):  
Richard D. Birnbaum ◽  
Sara E. Witmer ◽  
John S. Carlson
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Teaching Strategies ◽  
Survey Methods ◽  
School Personnel ◽  
Early Elementary ◽  
School Teachers ◽  
Student Anxiety ◽  
Early Elementary School ◽  
Whole Class

The purpose of this study was to describe and explore early elementary school teachers’ practices with regard to addressing student anxiety, focusing on the types of anxiety-reducing strategies they teach in their classes, the level at which they teach them (i.e., on an individual, small group, or whole class level), and the nature of the approach they use (i.e., proactive or reactive). Using a modified version of Tailored Design Methodology (TDM; Dillman, Smyth, & Christian, 2014), survey results (N=190 teacher participants; 64% response rate) indicated that almost two-thirds (66%) of teachers affirmed that student anxiety was impacting their classrooms. Almost all teachers (i.e., 90%) acknowledged teaching multiple anxiety-reducing strategies to their students, contrary to expectations. Survey participants most commonly reported teaching strategies to the whole class, as opposed to teaching strategies to small groups of students or to students on an individual basis. Use of reactive, as opposed to proactive approaches to teaching these strategies were more often reported. Implications are provided for how school personnel can support teachers in using a more proactive approach and ensuring that targeted instruction is available for students with more intensive needs.

scholarly journals Female teachers’ math anxiety affects girls’ math achievement

2010 ◽  
Vol 107 (5) ◽  
pp. 1860-1863 ◽  
Author(s):  
Sian L. Beilock ◽  
Elizabeth A. Gunderson ◽  
Gerardo Ramirez ◽  
Susan C. Levine
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Math Achievement ◽  
Math Anxiety ◽  
The United States ◽  
Early Elementary ◽  
School Teachers ◽  
Female Teachers ◽  
School Year ◽  
Early Elementary School

People’s fear and anxiety about doing math—over and above actual math ability—can be an impediment to their math achievement. We show that when the math-anxious individuals are female elementary school teachers, their math anxiety carries negative consequences for the math achievement of their female students. Early elementary school teachers in the United States are almost exclusively female (>90%), and we provide evidence that these female teachers’ anxieties relate to girls’ math achievement via girls’ beliefs about who is good at math. First- and second-grade female teachers completed measures of math anxiety. The math achievement of the students in these teachers’ classrooms was also assessed. There was no relation between a teacher’s math anxiety and her students’ math achievement at the beginning of the school year. By the school year’s end, however, the more anxious teachers were about math, the more likely girls (but not boys) were to endorse the commonly held stereotype that “boys are good at math, and girls are good at reading” and the lower these girls’ math achievement. Indeed, by the end of the school year, girls who endorsed this stereotype had significantly worse math achievement than girls who did not and than boys overall. In early elementary school, where the teachers are almost all female, teachers’ math anxiety carries consequences for girls’ math achievement by influencing girls’ beliefs about who is good at math.

Summer institutes in mathematics and science-mathematics for elementary-school personnel

1961 ◽  
Vol 8 (2) ◽  
pp. 90
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
National Science Foundation ◽  
School Personnel ◽  
School Teachers ◽  
National Science ◽  
Elementary School Personnel ◽  
Science Information ◽  
Mathematics And Science

The National Science Foundation has provided funds to support nineteen summer institutes in 1961 for elementary-school teachers, supervisors, and principals. Primary emphasis in the institutes will be devoted to strengthening the participants' knowledge of mathematics and science. Information and application blanks may be obtajned only from the host institutions. The completed application blanks must be postmarked by March 15, 1961, to assure consideration.

Re-education in mathematics for elementary school personnel: in-service programs—one way to solve the problem

1964 ◽  
Vol 11 (6) ◽  
pp. 413-417
Author(s):  
Joseph A. Izzo ◽  
Ruth Kelley Izzo
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Effective Instruction ◽  
School Personnel ◽  
School Mathematics ◽  
School Teachers ◽  
Service Programs ◽  
Mathematics Program ◽  
Elementary School Personnel

The recent revolution in school mathematics—the term associated with developments which have produced the so-called modern programs in mathematics—has presented a challenge to elementary school teachers. The challenge is to acquire sufficient background in mathematics to enable them to provide effective instruction in the mathematics program presently suggested for the elementary school.

Mirror, Mirror

2015 ◽  
Vol 22 (5) ◽  
pp. 272-276
Author(s):  
Sarah Quebec Fuentes
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Class Discussion ◽  
School Teachers ◽  
Geometric Concepts ◽  
Crucial Component ◽  
Whole Class Discussion ◽  
Whole Class ◽  
Mirror Mirror

Each month, elementary school teachers receive a problem along with suggested instructional notes and are asked to use the problem in their own classrooms and report solutions, strategies, reflections, and misconceptions to the journal audience. This month's problem integrates two areas: Students must consider the properties of rectangles, rhombuses, and squares in the context of reflecting shapes. A whole-class discussion during which students share their solutions and ideas is a crucial component of the task, allowing students to further develop and solidify their understanding of the underlying geometric concepts.

scholarly journals Determinants of First Aid Knowledge and Basic Practice Among Elementary School Teachers in Debre Tabor Town, Northcentral Ethiopia

2020 ◽  
Vol 13 (1) ◽  
pp. 380-387
Author(s):  
Wubet Taklual ◽  
Maru Mekie ◽  
Chalachew Yenew
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Multivariable Analysis ◽  
School Personnel ◽  
Educational Status ◽  
First Aid ◽  
School Teachers ◽  
First Aid Training ◽  
Debre Tabor ◽  
Study Participants

Background: Pre-hospital school-based Emergency Medical Service (EMS) at school by school personnel is mandatory for saving the pupils from disability and death attributed to injury-related problems. Therefore, this study aimed to assess the determinant factors of first aid knowledge and basic practice among elementary school teachers in Debre Tabor, Ethiopia. Methods: Institution based cross-sectional study was employed in Debre Tabor among 216 elementary school teachers. A simple random sampling technique with proportional allocation was applied for the selection of the study participants. Data entry was done by Epi data version 3.1 and exported to SPSS version 21 for cleaning and analysis. Descriptive statistics was performed by using frequency, percentage, and table. Bivariable and multivariable logistic regressions were performed to determine the significance and strength of association at a 95% confidence interval. P-value <0.05 was considered as statistically significant. Results and Discussion: Our study revealed that 45.8% of study subjects were knowledgeable on first aid. More than 75% of study participants reported that they have encountered a child who needs first aid. Among these, 64% of them provide first aid. The multivariable analysis revealed that service year (AOR=3.51, 95%CI: (1.06, 11.59)), educational status (AOR=12.15, 95%CI: (3.17, 46.67)), previous first aid training (AOR=0.43, 95%CI: (0.21, 0.87)) and information about first aid (AOR=0.12, 95%CI ;(0.03, 0.48)) were found to be significantly associated with having knowledge on first aid. Conclusion: School teachers have low knowledge of first aid. Educational status, service year, previous first aid training and information on first aid were the predictors of first aid knowledge. Introducing essential first aid training in the curriculum during teachers’ training shall be considered.

scholarly journals PENGARUH PEMAHAMAN KURIKULUM 2013 DAN INTEGRITAS GURU TERHADAP KINERJA GURU-GURU SD KATOLIK DI MANADO

2020 ◽  
Vol 12 (2) ◽  
pp. 148-158
Author(s):  
Kosmas Sobon ◽  
Jelvi Monica Mangundap ◽  
Stief Walewangko
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Primary Schools ◽  
Hypothesis Test ◽  
Survey Methods ◽  
Positive Influence ◽  
School Teachers ◽  
Significance Level ◽  
Knowledge Variable

The purpose of this research is to evaluate and analyze the understanding of the  curriculum 2013 and integration on the performance of Catholic elementary school teachers in Manado City. The total of samples are 76 respondents in 11 Catholic Primary Schools. This research is in June to July 2019. The method of the research is quantitative approach by survey methods. The results showed that (1) There is a positive influence of the understanding of the  curriculum 2013 on the performance of Catholic elementary school teachers in Manado City. The effect of understanding of the  curriculum 2013 on teacher performance was relatively low that is 39.1% with a significance level of 0.000 ≤ from α = 0.05. While the results of the hypothesis test knowledge variable with the t test shows the fact that t-count = 6.889 ≥ (t-tab) = 1.992. (2) There is effect of  teacher’s integration on the performance of Catholic elementary school teachers with the results of the determination of percentage, 8.2% and a significance level of 0.012 ≤ from α = 0.05; (3) There is a effect of curriculum 2013 and integration simultaneously on the performance of Catholic elementary school teachers, 37.5% with a significance level of 0,000 ≤ from α = 0.05.

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