Research into Practice: Using Sharing Situations to Help Children learn Fractions

1995 ◽  
Vol 2 (2) ◽  
pp. 110-114
Author(s):  
Susan B. Empson
Keyword(s):  
First Graders ◽  
First Grade ◽  
Fifth Grade

It is surprising to learn that first graders know a lot about fractions. That is what two first-grade teachers and the author discovered when they collaborated on a five-week fraction unit. This article describes the highlights of a case study of fractions in a first-grade class then presents some preliminary findings suggesting that third-, fourth-, and fifth-grade children can learn fractions in similar ways.

Are self-reported depressive symptoms in first-grade children developmentally transient phenomena? A further look

1993 ◽  
Vol 5 (3) ◽  
pp. 433-457 ◽  
Author(s):  
Nick Ialongo ◽  
Gail Edelsohn ◽  
Lisa Werthamer-Larsson ◽  
Lisa Crockett ◽  
Sheppard Kellam
Keyword(s):  
Elementary School ◽  
Depressive Symptoms ◽  
Prognostic Value ◽  
Adaptive Functioning ◽  
First Graders ◽  
First Grade ◽  
Fifth Grade ◽  
Moderate Increase ◽  
Transient Phenomena ◽  
Self Reports

AbstractIn light of putative developmental constraints, some have argued that prior to the middle to late elementary school years children's reports of depressive symptoms represent nothing more than transient developmental phenomena. In an earlier study of an epidemiologically defined sample of first-grade children, self-reported depressive symptoms proved relatively stable and significantly related to adaptive functioning. In the present study, we follow that cohort of first graders longitudinally and assess the prognostic value of self-reports of depressive symptoms in first grade with respect to depressive symptoms and adaptive functioning in the late elementary school years. We also assess whether or not children's reports of depressive symptoms demonstrate greater stability and are more highly associated with adaptive functioning in the middle to late elementary school years. First-grade depressive symptoms were found to have significant prognostic value in terms of levels of depressive symptoms and adaptive functioning in fifth grade, with the strength of prediction varying by gender in the former. Although there was a moderate increase in short-term stability from first to fifth grade, it remained consistently strong across first, fourth, and fifth grades. The magnitude of the relationship between depressive symptoms and adaptive functioning also remained consistent over time. These findings on stability, caseness, and prognostic power attest to the significance of children's self-reports of depressive symptoms in the early as well as the middle to late elementary school years.

Positive adjustment to first grade despite divorce: Lessons for school psychologists

2018 ◽  
Vol 39 (5) ◽  
pp. 490-509
Author(s):  
Carla Bezuidenhout ◽  
Linda Theron ◽  
Elzette Fritz
Keyword(s):  
School Psychologists ◽  
Meaning Making ◽  
First Graders ◽  
First Grade ◽  
Positive Adjustment ◽  
Instrumental Case Study ◽  
Social Ecological ◽  
Formal School ◽  
Important Milestone

Positive adjustment to first grade is an important milestone in children’s lives. Yet, it is sometimes further complicated by additional challenges such as parental divorce. Drawing on a social ecological perspective we explored how the systems rooted in social ecologies enable children’s resilience when their parents are divorced so as to result in their coping well with adjusting to first grade. We used a single instrumental case study that involved visual methodologies to uncover lessons from the story of a first grader whose parents divorced but who continued to adjust well to first grade. Our findings suggest leverage points for school psychologists (SPs) who wish to champion the resilience of first graders who are adjusting to formal school as well as their parents’ divorce. SPs can intervene by supporting the first grader’s processes of agency and meaning making; by working systemically to engage systems of support; and by mobilizing systems with task-sharing.

scholarly journals Identifying Common Errors of the First Graders in the Writing of Vertical Numbers

2019 ◽  
Vol 9 (1) ◽  
pp. 229
Author(s):  
Zeynep Doğan
Keyword(s):  
Data Collection ◽  
Primary School ◽  
First Graders ◽  
First Grade ◽  
Data Collection Tool ◽  
Research Writing ◽  
Literacy Teaching ◽  
Straight Lines ◽  
Made In

The aim of the study is to investigate the errors that first grade students have made in their writing of verticalnumbers which have just been applied by removing cursive writing. Considering the aim of the study, verticalnumber writing styles of the first-grade students in primary school were analyzed. The sample of the study consistsof 116 students who are studying in the first grade of primary school. The study was defined as a case study. A datacollection tool was developed for determining the mistakes that students made while writing the vertical numbers inline with the aim of the research. Through the data collection tool, all numbers from 0 to 9 are given as writtenstatements and it is required to write the numbers in the spaces left under them. The results obtained from theanalysis of the data include the existing types of errors that are relevant to the number writing in the students after thefirst literacy teaching processes. According to the results of the research, writing the numbers oblique,vertical-horizontal-diagonal straight lines are drawn in a curvilinear style, curvilinear and circular lines are distorted,numbers are not aligned in the direction of writing, and some numbers are written in reverse have been seen as themost common errors. In accordance with the types of errors identified in the research, it is thought that the emphasison dictation studies to increase the awareness of students will decrease these types of errors and their frequency. It isalso stated that it is important to diversify the related studies as much as possible, taking into consideration theindividual differences of the students.

scholarly journals Language classroom practices applied by native speaker teachers in a plurilingual elementary classroom

2021 ◽  
Vol 10 (2) ◽  
pp. 131-143
Author(s):  
Andres Mateo Montejo Rodriguez ◽  
Karen Daniela Fino Ortiz ◽  
Astrid Ramírez Valencia
Keyword(s):  
Foreign Language ◽  
Classroom Practices ◽  
Native Speaker ◽  
First Graders ◽  
First Grade ◽  
Foreign Languages ◽  
Language Classroom ◽  
Globalized World ◽  
Chinese Teaching

The need for learning a foreign language in this globalized world has become an essential skill, to the point English is not sufficient, but other foreign languages are required. Colombia has been reshaping its educational curriculum to achieve these foreign language skills. Though there are suggested curriculums for English, the lack of concrete methodologies for Chinese teaching leads to unsuccessful teaching practices. This exploratory case study will observe the first grade Mandarin class in a Colombian private institution whose teachers are native and non-native. There are obstacles in the native teacher's performance since she lacks knowledge of Colombian culture and strategies to implement; she teaches Mandarin through English and lacks a communicative bridge because she does not speak Spanish. This research focuses on those practices to analyze the strengths and weaknesses of the class development performed by Mandarin native speaker teachers and the implications and effect those practices have in first graders' learning processes.

scholarly journals Analysis of Distance Learning Implementation from the Teacher's Perspective (Case Study: Sdit Al Iman Bintara)

2021 ◽  
Vol 2 (3) ◽  
pp. 619-627
Author(s):  
Tissa Maharani
Keyword(s):  
Distance Learning ◽  
Information And Communication Technologies ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
First Graders ◽  
First Grade ◽  
Online Data ◽  
Information And Communication ◽  
The Government

This study aims to analyze and explain how the implementation of distance learning during the COVID-19 pandemic by first graders teacher. How the learning process  was held, what information and communication technology was used, how was the preparation, what obstacles are faced by the respondents. The research method used a case study of descriptive qualitative approach with a phenomenological paradigm. The research subject is the first grade teacher of SDIT Al Iman Bintara. Data collection techniques using observation and questionnaires conducted online. Data analysis used descriptive statistics, with stages of data reduction, data presentation and conclusions. The result of the research is that the implementation of distance learning at SDIT Al Iman Bintara is running well according to the policies and technical implementations made by the school. The most widely used information and communication technologies during distance learning are Zoom, Edmodo and WhatsApp. The use of information and communication technology makes it easier for respondents in teaching activities, because previously respondents had attended special training from schools. Although 100% of respondents are used to using it every day, there are still obstacles that occur, such as internet signals that are not supported (disconnected/disappeared) or signal struggles with fellow teachers at school; internet packages for educators from the government that are not enough to use for one month when teaching from home; the material presented is less understandable by students, especially when there is a signal problem, which makes students no longer want to continue learning even though the signal is smooth again

Exploring Bullying: Fifth Graders’ Interpretations and Understandings

2020 ◽  
pp. 016235322097830
Author(s):  
Diane Barone ◽  
Rebecca Barone
Keyword(s):  
Mental Health ◽  
Gifted And Talented ◽  
Fifth Graders ◽  
Gifted Students ◽  
School Personnel ◽  
Fifth Grade ◽  
Descriptive Case Study ◽  
Fixed State ◽  
Talented Students

This study explored understandings shared by fifth-grade gifted students as they read the book Restart, which explores bullying. Students read, created representations, and discussed the text. Grounded by Langer’s stances of envisionment, this descriptive case study analyzed student representations and conversations. Each of the stances was represented with most responses being represented in Stances 1 (getting a sense of the text), 2 (interpreting text), and 4 (analyzing the text). In addition, most students viewed bullies and their behavior as being in a fixed state, which was tied to the perceived power a bully held. The results from this study have implications for teachers who work with gifted and talented students, counselors who work with students in mental health and resilience programs, and the collaboration of these school personnel.

The IRI and RMI Diagnostic Concepts Should Be Synthesized

1974 ◽  
Vol 6 (2) ◽  
pp. 183-194 ◽  
Author(s):  
Leon E. Williamson ◽  
Freda Young
Keyword(s):  
Oral Reading ◽  
First Grade ◽  
Fifth Grade ◽  
Intuitive Knowledge ◽  
Grammatical Function ◽  
Reading Behavior ◽  
Intermediate Grade ◽  
Reading Errors ◽  
Instructional Level ◽  
Knowledge Of Language

Thirty intermediate-grade subjects, who by the Informal Reading Inventory (IRI) criteria demonstrated in basal materials a fifth grade instructional level in reading, used their intuitive knowledge of language, when reading, as effectively as Biemiller and Weber found first-grade subjects using theirs. These subjects' miscues were analyzed according to concepts set forth in the Reading Miscue Inventory (RMI) which are very similar to the ideas used by Biemiller and Weber. Subjects' performances demonstrated that reading behavior is different when reading at the instructional and frustrational levels. When reading at the frustrational level, subjects tended to adhere more closely to the sound and graphic materials represented in the text than when reading at their instructional level. Miscues made at the frustrational level had a higher frequency of having the same grammatical function as that intended in the text than when reading at the instructional level. Grammatical and semantic miscues acceptable to a paragraph or the whole text are more apt to occur at the instructional level of reading. Grammatical and semantic miscues acceptable only in the sentence or phrase in which they occur are produced more often when reading at the frustrational level. The RMI concepts are very powerful for analyzing oral reading errors made within the boundary set by IRI concepts. The concepts in these two techniques should be synthesized.

Factorial and Predictive Validity of First Graders' Scores on the Early Reading Screening Instrument

1997 ◽  
Vol 81 (1) ◽  
pp. 207-210 ◽  
Author(s):  
Jan Perney ◽  
Darrell Morris ◽  
Stamey Carter
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Predictive Validity ◽  
Reading Skills ◽  
First Graders ◽  
Early Reading ◽  
First Grade ◽  
Screening Instrument ◽  
Moderate Amount ◽  
School Year

The factorial and predictive validity of the Early Reading Screening Instrument was examined for 105 first grade students. Analysis indicated that the test is unidimensional and can predict first grade reading skills at the end of the school year with at least a moderate amount of accuracy. A previous study indicated predictive validity coefficients of .66 and .73 when the criteria were word recognition and reading comprehension. The current study yielded predictive validity coefficients of .67 and .70 for these criteria.

scholarly journals Enhancing Students’ Understanding and Revision of Narrative Writing through Self-Assessment and Dialogue: A Qualitative Multi-Case Study

2015 ◽  
Author(s):  
Stephanie Baxa
Keyword(s):  
Self Efficacy ◽  
Fifth Grade ◽  
Future Research ◽  
Writing Conferences ◽  
Teacher Language ◽  
Self Assessment ◽  
Self Assessments ◽  
Teacher Assessments ◽  
The Impact

With students losing hope when faced with challenges in the classroom, daily student-involved formative assessment that contributes to a growth mindset is essential. Through self-assessment and dialogue, students can generate feedback used for improvement of their writing, and teachers can give feedback that fosters self-efficacy. The purpose of this qualitative multi-case study was to explore the growth of fifth-grade writers as they participated in self-assessment, writing conferences with their teacher, and story revision. Research questions focused on students’ ability to explain learning targets and strengths and weaknesses of their writing and their ability to revise their writing. The participants, two male and one female, were randomly chosen from the teacher/researcher’s fifth-grade classroom in a large public school in the Midwest. Data sources included audio-recorded interviews and writing conferences, student-written work and self-assessments, and teacher assessments and notes. Self-assessment and dialogue with the teacher served as tools for providing feedback to the student and the teacher. Throughout implementation of the instructional strategies, students were able to talk about the learning targets and the strengths and weaknesses of their writing and were motivated and able to revise their writing. Limitations of the study included the length of the study and diversity of participants. Suggestions for future research included exploring ways to elicit more student feedback and the impact of teacher language during writing conferences on the self-efficacy of students.

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