scholarly journals Elementary School Entry: Stress, Competence and Adjustment in First Grade Students

2017 ◽  
Vol 25 (2) ◽  
pp. 517-529
Author(s):  
Erica Taciana S. Crepaldi ◽  
Marta Regina Gonçalves C. Zanini ◽  
Edna Maria Marturano
Keyword(s):  
Elementary School ◽  
First Grade ◽  
School Entry

Family, Neighborhood, and School Settings across Seasons: When Do Socioeconomic Context and Racial Composition Matter for the Reading Achievement Growth of Young Children?

2010 ◽  
Vol 112 (5) ◽  
pp. 1338-1390 ◽  
Author(s):  
James Benson ◽  
Geoffrey D. Borman
Keyword(s):  
Social Context ◽  
Reading Achievement ◽  
Young Children ◽  
First Grade ◽  
Ethnic Composition ◽  
School Entry ◽  
Reading Growth ◽  
School Settings ◽  
Achievement Growth ◽  
Nationally Representative

Background/Context Seasonal researchers have developed a theory and hypotheses regarding the importance of neighborhood and school contexts for early childhood learning but have not possessed nationally representative data and precise contextual measures with which to examine their hypotheses. Purpose/Research Questions This empirical study employs a seasonal perspective to assess the degree to which social context and race/ethnic composition—in neighborhoods and schools—affect the reading achievement growth of young children. The authors ask, Were there specific seasons when context and/or composition were particularly salient for reading achievement? Also, did accounting for context and composition challenge established appraisals of the relationship between family factors and achievement? Population Data for a nationally representative sample of students proceeding through kindergarten and first grade came from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K). Neighborhood social and race/ethnic measures came from the 2000 Census. Research Design: This quantitative study employs a three-level model that assesses reading achievement at school entry and during three subsequent seasons. The model represents reading achievement as a time-varying process at level 1, conditional upon family socio/demographic factors at level 2, and dependent on social context and race/ethnic composition at level 3. Findings/Results Neighborhood social context mattered substantially for students’ reading achievement levels at school entry and for their reading achievement growth during the summer. The proportion of neighborhood residents from minority race/ethnic groups was not associated with reading achievement at school entry or during the summer season. During the school year, school social context was associated with reading growth during kindergarten, and school social context and race/ethnic composition were associated with reading growth during first grade. Conclusions/Recommendations The magnitude and frequency of contextual effects found in this national sample have considerable implications for achieving educational equality in the United States. The authors recommend that policy makers attend to the quality of neighborhood and school settings as a means of promoting literacy development for young children.

Disfluency Behavior of Elementary-School Stutterers and Nonstutterers: Loci of Instances of Disfluency

1969 ◽  
Vol 12 (2) ◽  
pp. 308-318 ◽  
Author(s):  
Dean E. Williams ◽  
Franklin H. Silverman ◽  
Joseph A. Kools
Keyword(s):  
Elementary School ◽  
Word Length ◽  
Sixth Grade ◽  
First Grade ◽  
Grammatical Function ◽  
Initial Phoneme ◽  
Speech Task ◽  
Sentence Position ◽  
Word Attributes

One hundred fifty-two children from kindergarten and grades one through six, 76 stutterers and 76 nonstutterers, performed a speech task. Each of the kindergarten and first-grade children repeated 10 sentences after the experimenter, and each of the second- through sixth-grade children read a passage. All words judged to have been spoken disfluently were analyzed for the presence of each of Brown’s four word attributes—initial phoneme, grammatical function, sentence position, and word length. Disfluencies were not randomly distributed in the speech of these children. For both stutterers and nonstutterers, disfluencies occurred most frequently on words possessing the same attributes as those reported by Brown to be troublesome for adult stutterers. The findings of this study demonstrate the essential similarity in the loci of instances of disfluency in the speech of (1) children and adults and (2) stutterers and nonstutterers.

Advantaged/Disadvantaged School Neighborhoods, Parental Networks, and Parental Involvement at Elementary School

2017 ◽  
Vol 90 (4) ◽  
pp. 355-377 ◽  
Author(s):  
Angran Li ◽  
Mary J. Fischer
Keyword(s):  
Elementary School ◽  
First Grade ◽  
School Level ◽  
School Involvement ◽  
School Students ◽  
Data Set ◽  
Positive Effects ◽  
Parental School Involvement ◽  
Formal Organizations ◽  
Nationally Representative

This article examines the relationship between parental networks and parental school involvement during the elementary school years. Using a large, nationally representative data set of elementary school students—the Early Childhood Longitudinal Study–Kindergarten Cohort—and contextual data from the 2000 U.S. Census, our multilevel analysis shows that higher levels of parental networks in first grade are associated with higher levels of parental school involvement in third grade after controlling for individual- and school-level characteristics. Parental networks are positively related to school involvement activities in formal organizations that consist of parents, teachers, and school staff, including participating in parent–teacher organizations and volunteering at school. Furthermore, the positive effects of parental networks on parental school involvement is stronger for families whose children attend schools in disadvantaged neighborhoods. This suggests that well-connected parental networks can serve as a buffer against school neighborhood disadvantages in encouraging parents to be actively involved in schools.

scholarly journals Orijentacija u prostoru

2018 ◽  
Vol 36 (13) ◽  
Author(s):  
Marija Obad
Keyword(s):  
Elementary School ◽  
Physical Education ◽  
Spatial Orientation ◽  
First Grade ◽  
Teaching Process ◽  
Study Results ◽  
Left And Right ◽  
And Mathematics

Space is the basic geographical concept which we gradually acquire. Through an articulation of the concepts LEFT and RIGHT from spatial orientation in first grade elementary school, using different contents, methods and resources one discovers a richness of methodical forms of which each, in its own fashion, participates in the realisation of the process of teaching and upbringing. The correlation with Physical education, art classes and mathematics confirms this fact. Such a mode of elaborating the content fulfills the basic requisite of wholeness in the teaching process which results in a higher motivation of pupils and better study results.

scholarly journals Analysis of The Application of Learning Theory of J.B. Bruner in a Counseling Study Counting Operation to Add Whole Numbers

2021 ◽  
Vol 4 (1) ◽  
pp. 109
Author(s):  
Ejen Jenal Mutaqin ◽  
Neni Nadiroti Muslihah ◽  
Nizar Alam Hamdani ◽  
Sri Dewi Febriani Sasty
Keyword(s):  
Elementary School ◽  
Learning Theory ◽  
First Grade ◽  
Learning Ability ◽  
Learning Theories ◽  
Good Effect ◽  
Whole Numbers ◽  
Qualitative Descriptive ◽  
The Individual ◽  
Learning Concept

<p><em>This study was a qualitative descriptive study design which aims to find out the analysis results of the implementation of Jerome S. Bruner's learning theory in learning concept of addition count operations of whole numbers in the first grade of elementary school. Jerome S. Bruner's learning theory is one of the learning theories that emphasizes the learning process using mental, namely the individual who learns to experience what he is learning for himself, so that the process can be recorded in his mind by his own way. The stages of Bruner's learning theory are: (1) the enactive stage, (2) the iconic stage, and (3) the symbolic stage. Data collection techniques in this study used student worksheets, observation, interviews and documentation. Based on the results of the study, it can be concluded that the process of applying Jerome S. Bruner's learning theory can have a good effect and increase students' understanding and learning ability in learning addition count operations of whole numbers in the first grade of 1 Mekarsari Elementary School.</em></p>

scholarly journals Metaphor Counseling and Students Responsibility on Elementary School

2017 ◽  
Vol 7 (2) ◽  
pp. 140
Author(s):  
Riana Mashar ◽  
Juntika Nurihsan
Keyword(s):  
Elementary School ◽  
Research Result ◽  
First Grade ◽  
Control Group ◽  
Untreated Control Group ◽  
Sample Design ◽  
Control Group Design ◽  
Group Design ◽  
Analysis Technique ◽  
Experimental Group

The research aimed to figure out the effect of metaphor counseling in STAR KIDS (Story Teach Responsibility for Kids) module toward the responsibility of 6-7-year-old students of the first grade of elementary school. The research used untreated control group design by providing pretest and posttest sample design. The research subject consisted of 21 students in the experimental group and 26 students as the control group. The responsibility data collection performed by using observation guideline checklist, which quantified in the interval scale. SPM Raven scale measured the children's bits of intelligence. The STAR KIDS treatment is given in 15 meetings. The results of the pretest and posttest were analyzed by using Anacova analysis technique through SPSS 17 for Windows. The research result showed that (1) students of experiment group who received STAR KIDS metaphor counseling showed higher responsibility increase rather than students of a control group who did not receive the treatment, (2) The intelligence of the students did not show the effect on the effectiveness of counseling metaphor.

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