Thematische Bibliographien / 1st grade of elementary school

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  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
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Auswahl der wissenschaftlichen Literatur zum Thema „1st grade of elementary school“

Autor: Grafiati
Veröffentlicht am 28. Juni 2021
Zuletzt aktualisiert am 7. Februar 2022

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Zeitschriftenartikel zum Thema "1st grade of elementary school"

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KABATAŞ MEMİŞ, Esra, Büşra Nur ÇAKAN AKKAŞ, Zehra Esra KETENOĞLU KAYABAŞI, Esma KARAKUŞ und Nurullah FİLİZ. „Determining 1st– 4th Grade Elementary School Students’ Perceptions of Scientists“. Acta Didactica Napocensia 13, Nr. 2 (30.12.2020): 316–31. http://dx.doi.org/10.24193/adn.13.2.21.

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Abstract: The main purpose of this study is to determine the perceptions of elementary school students (1,2,3 and 4) about science and scientist. The study has been included three different elementary schools in the city center of Kastamonu in northwest Turkey. A total of 1862 students in the first (n = 480), second (n = 450), third (n = 471) and fourth (n = 461) classes participated in the study. The Draw-a-Scientist Test (DAST) developed by Chambers (1983) was used to determine the views of students about scientists. The content of the collected data was analyzed. It was found that the majority of the students, in total and at all grades, drew pictures of male scientists. It was determined that they made drawings of scientists who were in daily clothes, had well-groomed hair and were working in different environments (nature, space, etc.).
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Qodriyatun, Siti. „Improving Student Learning Outcomes About the Addition of Two Numbers with a Maximum Result of 20 Using the Make A Match Learning Model 1ST Grade Bonosari Elementary School“. Social, Humanities, and Educational Studies (SHEs): Conference Series 3, Nr. 3 (26.11.2020): 875. http://dx.doi.org/10.20961/shes.v3i3.46081.

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This study aims to: improve learning result on addition of two number with a maximum result of 20 in1st grade students Elementary School. The research was conducted in three cycles. The subjects were all students of 1st grade Elementary School Bonosari with total 20 students. Data sources in this research is students, peers,researcher and document. Data collection techniques used observation, questionnaires, documentation and testing. The validity of data used triangulation techniques and the sources. The qualitative and quantitative analysis were used to analyst the data. The results showed that the use of the Make a Match model can improve learning result on addition of two number in 1st grade elementary school.
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Fatmawati, Laila, Pristiya Irawati, Dholina Inang Pambudi, Purwadi Purwadi und Budi Santoso. „Perkembangan LKPD Berbasis Kearifan Lokal pada Materi-Materi Bencana Alam untuk Siswa SD Kelas I“. Proceedings Series on Social Sciences & Humanities 1 (14.06.2021): 76–83. http://dx.doi.org/10.30595/pssh.v1i.77.

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Student worksheets/Lembar Kerja Peserta Didik (LKPD) that promote local wisdom are still rarely found in elementary schools. Therefore, it is necessary to develop LKPD that supports the delivery of materials for the local wisdom preservation. This research aims to develop the LKPD based on local wisdom of natural disaster material for 1st grade elementary school students. The type of this research is Research and Development (RnD). The development procedure adopts the ADDIE model. The subject was the 1st Grade students at Unggulan Aisyiyah Elementary School in Bantul. However, due to the coronavirus pandemic, the research was only conducted until the validation test stage by expert lecturers. The data retrieval techniques were observations and interviews. The data was analyzed using qualitative and quantitative analysis. The criteria for the successful creation of LKPD can be seen from the assessment of validation experts. The results of the assessment by media experts are 77 "Very Worthy", by material experts are 80 "Very Worthy", by linguists is 82.5 "Very Worthy", and by teaching experts is 89.5 "Very Worthy". Thus, the average score is 82.25 "Very Decent", which if converted in qualitative data falls into the category "Very Decent". Thus, LKPD based on local wisdom of natural disaster materials for 1st grade students of elementary school is eligible to be used as a support for teaching materials.
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Et al., Nadiran Amanda. „Learning Math for 1st Grade Primary School Students using Intelligent Tutoring Systems“. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, Nr. 6 (05.04.2021): 2020–30. http://dx.doi.org/10.17762/turcomat.v12i6.4806.

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Primary education after early childhood education is an important momentum in the education stage of a human being, in this case, education at the grade 1 level of elementary school. Where the delivery of subject matter properly and correctly at the early stages of this primary education will affect human education in the future. As well as the importance of early education at the elementary level, mathematics is an important initial subject to be given properly and correctly, so that the specter that says mathematics is a difficult subject is not true when a student in the early stages of basic education gets a good and correct mathematics education. Moreover, The Covid19 pandemic period is one of the parameters of the difficulty of knowledge transfer for students in the early stages of basic education, where physical meetings are not allowed to avoid Covid19 transmission in the classroom. Therefore, integrated tutoring systems (ITS) are a knowledge transfer tool that can help teachers, students, and parents in the delivery of subject matter, especially mathematics subjects which have a track record of being a scourge, scary and difficult to learn. In this paper, a simple ITS specifically for tutoring mathematics lessons for grade 1 elementary school students in Indonesia is tried to be implemented using the Unified Modeling Languages ​​(UML) tool as an object-oriented modeling tool. Use case diagrams are applied to describe business processes in the ITS system that we built and use class diagrams modeled database table designs. Not to forget, the user interface (UI) from the results of the implementation prototype was displayed as a communication medium for users, both children, and tutors, in using applications built using Personal Home Pages (PHP) and MySQL.
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Im, Yeongjin, Yunkyoung Cho und Youngkyong Jong. „A continuity analysis of the reading passages of elementary school 6th grade and middle school 1st grade English textbooks.“ Foreign Languages Education 22, Nr. 1 (30.03.2015): 125–48. http://dx.doi.org/10.15334/fle.2015.22.1.125.

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Kang, Eun Sun, und Kyung Hee Jung. „Comprehension of Polysemy in the 1st, 3rd and 5th Grade Elementary School Children“. Journal of speech-language & hearing disorders 28, Nr. 3 (31.07.2019): 31–40. http://dx.doi.org/10.15724/jslhd.2019.28.3.031.

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Sukiniarti, Sukiniarti. „KENDALA PENERAPAN PEMBELAJARAN TEMATIK DI KELAS RENDAH SEKOLAH DASAR“. Perspektif Ilmu Pendidikan 28, Nr. 2 (16.10.2014): 120. http://dx.doi.org/10.21009/pip.282.6.

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Abstract: Based on the curriculum of the unit level of education or school-based curriculum (KTSP), the thematiclearning is designed to be implemented at the lower grades of primary school, namely grade 1, 2, and 3. However,in the Curriculum of 2013 the thematic learning is designed to be applied at all grades from 1st grade to the 6thgrade, and even at the higher school levels. The purpose of this study was to describe the constraints faced by thelower grade elementary school teachers in developing the lesson plans, selecting the media, and deciding on theuse of the appropriate thematic learning methods. Moreover, this study was to describe the constraints in implementingthe thematic learning in the lower grade classrooms. The subjects of this qualitative research were lowergrade teachers of elementary school in Bangka Belitung province. The data were collected through questionnaires,interviews, observation, and review of lesson plan documents formulated by the teachers. The results showed, theconstraints experienced by the teachers included the difficulty in developing the thematic lesson plan, determiningthe method, selecting the media, and preparing the evaluation tools. From this study it can be concluded that theapplication of the thematic learning in lower grades will experience problems if the teachers are not creative and donot have a broad understanding of the selected theme in relation to the subjects combined.Keywords: constraints, the application of thematic learning, the lower grades.
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Fadlilah, Itsnaini, und Alik Musfidal Laili. „Pengaruh Reward terhadap Motivasi dan Hasil Belajar Kognitif Siswa Kelas IV di SDN 1 Karangan“. JURNAL PENDIDIKAN DASAR NUSANTARA 5, Nr. 1 (04.08.2019): 25. http://dx.doi.org/10.29407/jpdn.v5i1.13219.

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This study aimed to find out whether there is influence of reward toward motivation and mathemathic cognitive test result of the 4th grade student in 1st Karangan elementary school. The method of this study was quantitative. The types of study was quasi eksperimental with design of study was nonequivalent control group design. Population of this study was 4th grade student. Sample was selected using saturated sampling. Data collection technique used questionnaire and test. The data analysis technique used MANOVA test. MANOVA test output show that signivicance of Pillai’s Trace, Wilks’ Lambda, Hotelling’s Trace, dan Roy’s Largest Root was 0,00. The conclusion was there is influence of reward as an effort to increase motivation and cognitive test result for student 4th grade of Elementary School 1 Karangan
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Howard, Larry L. „Transitions between food insecurity and food security predict children's social skill development during elementary school“. British Journal of Nutrition 105, Nr. 12 (27.01.2011): 1852–60. http://dx.doi.org/10.1017/s0007114510005623.

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Recent findings indicate that household food insecurity affects children's social skill development in the early years of elementary school. It is important to assess the persistency of developmental consequences and investigate whether all categories of social skills are equally affected by food insecurity experiences. The present paper estimates population-averaged and subject-specific models for children's social skill scores reported by school teachers using longitudinal data on 2310 boys and 2400 girls in the USA enrolled in the 1st (aged 6–9 years), 3rd (aged 8–11 years) and 5th (aged 10–13 years) grades (1999–2003) from the Early Childhood Longitudinal Study-Kindergarten. The main findings are, first, significantly (P < 0·05) negative, contemporaneous and transitional relationships between food insecurity experiences and children's social skill scores are evident. Estimates based on sex-stratified samples indicate that the contemporaneous association is strongest among girls, while the association of an early transition from food insecurity in the 1st grade to food security in the 3rd grade is strongest among boys. Second, food insecurity experiences predict children's social skill scores emphasising self-control, attentiveness and task persistence, rather than interpersonal relationships or externalising behaviour. Overall, the findings underscore the multifaceted effect that household food insecurity has on children's social skills and provide the strongest empirical evidence to date that the experiences are linked with non-nutritional developmental consequences for children over a time horizon spanning several years.
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Kim,Jeong-ryeol und 천윤희. „Study on the Continuity of Elementary and Middle School English Textbooks through a Corpus-based Analysis: the 6th Grade Elementary School English Textbook and the 1st Grade Middle School English Textbook.“ English Teaching 63, Nr. 2 (Juni 2008): 361–94. http://dx.doi.org/10.15858/engtea.63.2.200806.361.

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Dissertationen zum Thema "1st grade of elementary school"

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Majaji, Sara. „S'approprier l'Ecrit autrement ? : du diagnostic à la remédiation chez des enfants en difficulté sur l'Ecrit“. Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20149/document.

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Dans une perspective de psychologie développementale appliquée à l’objet Écrit, la recherche présentée dans cette thèse s’articule autour de deux grands temps et notions : l’évaluation des compétences à l’Écrit d’une part et la remédiation des difficultés sur l’Écrit d’autre part. Le concept d’appropriation de l’Écrit développé par Besse constitue la base de ce travail et permet de faire le lien entre ces deux dimensions, en prenant en compte le rapport à l’Écrit dans sa globalité (aspects cognitifs, sociaux ou plus personnels). Dans un premier temps, les compétences et représentations de l’Écrit de 159 enfants scolarisés à l’école élémentaire sont mises en évidence à l’aide des outils DMA-Enfants (rencontres individuelles autour d’activités sur le lire-écrire-parler). Les analyses et observations alors conduites ont permis de suivre le développement des compétences en lecture-écriture et le cheminement sur l’Écrit des enfants du CP au CM2. Différents profils sur l’Écrit ont également été identifiés, venant notamment souligner les particularités des enfants en difficulté sur l’Écrit. Dans un second temps, 21 enfants de CM2 ont participé pendant trois mois à des ateliers de remédiation sur l’Écrit autour du Journal Scolaire, visant à les accompagner vers une autre réflexion et appropriation de l’Écrit. Les résultats obtenus sont encourageants et témoignent d’une certaine influence de la remédiation sur les représentations et les comportements face à l’Écrit des enfants concernés
This doctoral research on the Written language takes place in the field of developmental psychology. It can be focused on two main concepts and two main steps: reading and writing skills assessment on one hand, remediation of difficulties on the other hand. The reading and writing appropriation concept developed by Besse is used to link assessment and remediation and the Written language in all its dimensions (cognitive, social and more personal aspects) is taken into account. Based upon the use of the DMA method, 159 children from 1st to 5th grade were first met individually and activities relating to reading, writing and oral skills were proposed to highlight their Written language skills and representations. We were able to monitor the progress and we could analyze the development of reading and writing skills throughout elementary school. Different profiles of reading and writing skills were also identified, especially to differentiate children having problems with Written language.In a second step, remediation workshops were set up for three months with 21 5th grade children. The purpose was writing articles for the school newspaper in order to support children to another thought and appropriation of the Written language. The results are encouraging : they show some influence of remediation on representations and behaviors about reading and writing
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Evans, Christine M. „An evaluation of a university-school elementary literacy partnership“. Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 175 p, 2008. http://proquest.umi.com/pqdweb?did=1597615471&sid=6&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Lee-St, John Terrence J. „The Causal Impact of Systematic, Elementary School Student Support on Middle School Grade Retention“. Thesis, Boston College, 2013. http://hdl.handle.net/2345/3700.

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Thesis advisor: Henry Braun
City Connects (CCNX) was developed as a codified student support practice for schools serving students in grades K-5. CCNX addresses each student's unique pattern of needs and strengths by putting a system in place that designs and coordinates custom support plans which connect each student and, when suitable, their families, to prevention, intervention, and enrichment opportunities provided by community agencies and the school district. CCNX hopes to promote student thriving by addressing factors that are directly related to academics, as well as those that are related to out-of-school domains such as social/emotional, health, and family. This study estimates the causal effect of CCNX on the probability of being retained in grade during middle school (grades 6-8). The quasi-experiemental analysis addresses four likely sources of bias in effect estimates: (1) selection, (2) multiple treatment versions due to the individualized nature of the intervention, (3) multiple treatment versions due to modifications of the intervention over time, and (4) multiple treatment versions due to different exposure schedules. Stratification and propensity score weighted two-level logistic regression models are utilized to estimate a matrix of cell-specific, causal treatment-effects. Patterns in the matrix of estimates are summarized using weighted least squares ANCOVA. Results do not reveal that the magnitude of the treatment-effect varies as a function of cohort, exposure schedule, or risk level of students. However, the study does find that, on average, students who are exposed to CCNX have a significantly lower probability of being retained in grade during middle school: relative to comparison students, CCNX students are approximately half as likely to be retained. Findings underscore the promise of elementary school, student support as a strategy for impacting long-term educational outcomes
Thesis (PhD) — Boston College, 2013
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement, and Evaluation
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McIntosh, Novea. „Authentic Instruction and Achievement of Fifth Grade Charter School Students“. Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3643809.

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Students' performance on standardized tests continues to dominate the discourse in the educational arena as it reflects student growth and teacher performance. The low performance index scores of 5th grade students at 2 elementary charter schools in urban southwestern Ohio has been a major concern of the school district. Guided by social constructivism, the purpose of this research study was to identify curricular practices that influence student academic achievement. Semistructured interviews were conducted with 4 reading teachers and 2 administrators; curriculum maps, tests scores, and lesson plan documents were also reviewed. Interview, test score, and lesson plan documents were analyzed through an open-coding process and constant comparison of data to ensure trustworthiness. The findings revealed that 5 th grade reading teachers and principals used teacher-centered instructional practices that did not connect with students' backgrounds. Based on the findings, a capstone project was developed that provided a content-specific professional development training for reading teachers that would expose them to student-centered instructional practices related to students' backgrounds. The implications for positive social change include engaged classrooms with student-centered instructional practices that could increase student achievement in urban schools.

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McIntosh, Novea. „Authentic Instruction and Achievement of Fifth Grade Charter School Students“. ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1165.

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Students' performance on standardized tests continues to dominate the discourse in the educational arena as it reflects student growth and teacher performance. The low performance index scores of 5th grade students at 2 elementary charter schools in urban southwestern Ohio has been a major concern of the school district. Guided by social constructivism, the purpose of this research study was to identify curricular practices that influence student academic achievement. Semistructured interviews were conducted with 4 reading teachers and 2 administrators; curriculum maps, tests scores, and lesson plan documents were also reviewed. Interview, test score, and lesson plan documents were analyzed through an open-coding process and constant comparison of data to ensure trustworthiness. The findings revealed that 5 th grade reading teachers and principals used teacher-centered instructional practices that did not connect with students' backgrounds. Based on the findings, a capstone project was developed that provided a content-specific professional development training for reading teachers that would expose them to student-centered instructional practices related to students' backgrounds. The implications for positive social change include engaged classrooms with student-centered instructional practices that could increase student achievement in urban schools.
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Gungoren, Savas. „The Effect Of Grade Level On Elementary School Students&#039“. Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610449/index.pdf.

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The aim of this study was twofold: first, to investigate the effect of grade level on students&rsquo
motivational beliefs (self-efficacy, intrinsic value, mastery goals and performance goals) in science, and second to examine the relationships between students&rsquo
motivational beliefs and their science grades. The Turkish version of the Approaches to Learning Instrument (mastery goals and performance goals) and the Motivated Strategies for Learning Questionnaire (self-efficacy and intrinsic value) were used as data collection instruments. The Turkish version of the Approaches to Learning Instrument (ALI) was adopted into Turkish and pilot tested with 390 elementary school students. The main study was applied to 900 elementary school students in Grades 6 through 8 from 5 randomly selected schools in Bolu. The data obtained from the measuring instruments were analyzed by using Multivariate Analyses of Variance (MANOVA) and correlation analyses. Results of the analyses revealed that grade level has a significant effect on students&rsquo
motivational beliefs and as grade level increases student motivation in science declines. Accordingly, 6th grade students are found to be more self-efficacious in science and they show more intrinsic interest in science and study science course for the reasons of learning and mastering as well as showing their abilities to others compared to 7th grade and 8th grade students. Concerning the motivational level of 7 and 8 graders, results also showed that 7 graders&rsquo
motivational beliefs are more favorable than 8 graders. Moreover, results revealed significant positive relationships between all motivational belief variables and science grade in all grade levels except for the performance goal orientation. Additionally, significant positive relationships were found among all motivational belief variables.
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Hill, James Hill. „The Experiences of Grade 4 Public Elementary School Teachers Regarding Multiculturalism“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3106.

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An increasing number of multicultural students are attending U.S. public schools. At a Title I elementary school in a rural region of the southern United States, multicultural students had not met academic standards as measured by state exams, and state scores had been very low for 5 consecutive years. The purpose of this qualitative case study was to understand the instructional strategies used by Grade 4 teachers in helping multicultural students pass state tests. The conceptual framework was Vygotsky's theory of cognitive and social constructivism and Gardner's theory of multiple intelligences. The foci of research questions were on identifying teachers' instructional strategies and clarifying why those strategies are used. Nine teachers who had taught in multicultural classrooms were selected via purposive sampling and were interviewed individually. Data were analyzed using thematic analysis. Themes that emerged included the use of educational software, students' learning styles, and differentiation of instruction. Key findings indicated that these Grade 4 teachers incorporated students' background knowledge and interests into lessons and educational resources authored by multicultural authors. The resulting project was a professional development program for Grade 4 teachers of multicultural students that includes a workshop, PowerPoint presentation, an executive summary, and instructional strategies. These findings will help teachers improve their instructional strategies, which will, in turn, enance the learning of these Grade 4 students.
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Grimaldi, Stephanie Levine. „Flexible grouping in first and second-grade: differentiating instruction to meet individual needs“. Thesis, Boston University, 2001. https://hdl.handle.net/2144/32768.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This study investigated the ways in which teachers differentiate instruction to meet individual students' literacy needs. Specific questions related to planning, grouping, instruction, and monitoring were considered. Case studies of two teams of teachers in two classrooms in an urban elementary school were conducted. Three focal children, identified as low, average, or high performers, were shadowed by observers for 16 hours over 8 days. The teachers were interviewed before, during, and after the study and classroom artifacts were collected. Data analysis yielded eight findings in two categories (grouping practices and instruction) for the first-grade classroom and six findings in two categories (grouping practices and instruction) for the second-grade classroom. First, teachers used all forms of grouping routinely and flexibly throughout the day and week. Second, in the first-grade classroom, the change in group membership varied according to type, while in the second grade classroom the change was dictated by student need. Third, in both classrooms, teacher's decisions about grouping arrangements were made on the basis of: grade level curriculum or content, and observation of individual needs. In the second-grade classroom, teacher's decisions were also made on the availability of personnel. Fourth, in the first grade classroom, students' decisions about grouping arrangements were made on the basis of: (I) environment created by the teacher, (2) student choice or interest, (3) availability of books/materials, and ( 4) availability of time. In the first-grade classroom, children at all levels received equal teacher time. Instruction in word level and comprehension strategies were balanced across performance levels. Finally, instruction was modified by explicitness of directions, expectations for independent work, and/or teacher support. In the second-grade classroom, instructional time and instructional focus varied among performance levels. Children who struggled received increased emphasis on word level knowledge. Finally, instruction was modified by explicitness of directions, expectations for independent work, and/or teacher support. Limitations include the inability of the researcher to observe and describe the literacy instruction provided outside the scheduled literacy block.
2031-01-01
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King, Joseph Dain. „The effects using positive statements in a discipline code on sixth grade students“. Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1998. http://www.kutztown.edu/library/services/remote_access.asp.

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Estes, Ronald James. „California school administrators and school board presidents' perceptions of grade level organization in school districts“. Scholarly Commons, 1996. https://scholarlycommons.pacific.edu/uop_etds/2772.

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The purpose of this study was to determine which factors associated with particular school configurations are considered when "reconfiguring" suburban and rural school districts. Superintendents, site administrators, and school board presidents from suburban and rural California school districts of no less than 800 and no more than 6,000 ADA served as the population for this study. A survey questionnaire was developed and sent to superintendents, site administrators and school board presidents in school districts that had considered reconfiguration in the last ten years. Within the questionnaire, perceptions towards factors related to grade configuration were explored. Open-ended questions and in-depth interviews were also conducted by the researcher. The typical survey respondent was between 45 and 49 years of age, Caucasian (over 90%) and had an average education at the master's degree level. The typical school district of the respondents had an enrollment between 2,000 and 2,999. Respondents indicated that their districts had been reconfigured within the last three years. The five most cited factors were: To better meet the needs of children, Desire to improve academics, Overcrowded conditions, Building a new school, and Evaluation of the education program. Responses to the open-ended questions revealed that there is not consistent support for any particular grade level organization. Responses to the open-ended questions also revealed that overcrowding and a lack of adequate facilities significantly hastened district efforts in reconfiguration. The recommendations from this research to district policy makers are: (1) Be thorough in the study of district reconfiguration, survey all groups but remain focused on the issues brought forth in this study, (2) Decision makers should consider the research but not allow the dialog regarding district reconfiguration to become muddled by its conflicting findings and recommendations, (3) Prioritize what you wish to accomplish when reconfiguring and stay focused on those issues, and (4) Decisions should be based on local concerns and needs.
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Bücher zum Thema "1st grade of elementary school"

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Sarah, Little, und Princeton Review (Firm), Hrsg. Cracking the 1st grade.: A parent's guide to helping your child excel in school. New York: Random House, 2008.

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Berenstain, Stan. The Berenstain Bears accept no substitutes. New York: Random House, 1993.

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Little, Jean. The art lesson. New York: Putnam, 1989.

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First prize, advanced reader grade 2: Harcourt school publishers storytown. [Place of publication not identified]: Holt Mcdougal, 2005.

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Lambdin, Dolly. Fitness for life: Elementary school classroom guide : Third grade. Champaign, IL: Human Kinetics, 2010.

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C, Clark Donald, Hrsg. Inside grade eight: From apathy to excitement. Reston, Va: National Association of Secondary School Principals, 1990.

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Amadio, Massimo. Primary school repetition: A global perspective. Geneva, Switzerland: Unesco, International Bureau of Education, 1996.

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Little, Angela. Multi-grade teaching: A review of research and practice. London: Overseas Development Administration, 1995.

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Frasier, Glenda. Geometry at school: It's everyplace you are : grade K. Herausgegeben von Aten Jerry. Grand Rapids, Mich: Frank Schaffer Publications, 2003.

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Boy who a epsicle below level reader grade 6: Harcourt school publishers storytown. [Place of publication not identified]: Holt Mcdougal, 2005.

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Buchteile zum Thema "1st grade of elementary school"

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Muya, Gerby R., und Ma Anna Corina P. Kagaoan. „Assessment of Media Literacy Campaign for Grade 4 Pupils at a Public Elementary School in the Philippines“. In Redesigning Learning for Greater Social Impact, 289–99. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4223-2_27.

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Song, Juyeon, Donguk Cheong, Youngtae Kim und Junghwan Park. „The Effect of the Activity-Centered Sex Education Program on Higher Grade Elementary School Children’s Sexual Consciousness“. In Communications in Computer and Information Science, 159–66. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-35251-5_22.

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Lee, Chaehyun. „Oral and written language use and translanguaging functions of 1st-grade Korean bilingual students across school and home contexts“. In Understanding the Oral and Written Translanguaging Practices of Emergent Bilinguals, 66–112. Names: Lee, Chaehyun, author.Title: Understanding the oral and written translanguaging practices of emergent bilinguals : insights from Korean heritage language classroomsin the US / Chaehyun Lee.Description: New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003093824-4-4.

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Lee, I.-Chen, und Pei-Jung Cheng. „The Influence of Different Drawing Tools on the Learning Motivation and Color Cognition of the Fourth Grade Students at the Elementary School“. In HCI International 2021 - Posters, 80–90. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78645-8_11.

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Akyol, Tugce, und Havva Erdem. „Behavioral Engagement of Elementary School Students in Turkey“. In Fostering Meaningful Learning Experiences Through Student Engagement, 119–41. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4658-1.ch006.

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This study aims to evaluate the behavioral engagement levels of elementary school students in Turkey and to determine the factors affecting the behavioral engagement levels of students in line with the views of elementary school teachers. Participants of the quantitative stage are selected by the random sampling method, from 50 students each from 1st, 2nd, 3rd, and 4th grades and 200 in total that attend to an elementary school in Turkey's inner Aegean region directed by the Ministry of Education. The participants of the study concerning the qualitative stage were 10 elementary school teachers. It was determined that elementary school students have a medium behavioral engagement level, and the gender variable is effective on engagement levels. It has been determined that elementary school teachers have awareness about engagement indicators and teachers think that the interaction they establish with students and the methods they use in the lessons affect the engagement.
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Greenburg, Jordan E., und Adam Winsler. „Early School Outcomes for Children Who Delay Kindergarten Entry“. In Advances in Early Childhood and K-12 Education, 275–302. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4435-8.ch013.

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This chapter explores the transitional practice of voluntarily delaying a student's kindergarten entry through a combination of reviewing prior literature and also presenting new research findings. Using data from a large, predominantly low-income and ethnically diverse sample, the authors examine early elementary school outcomes for a group of children (n = 305) who delayed kindergarten entry in comparison to their on-time peers. Results indicate that children who delay kindergarten entry slightly outperform their peers in the kindergarten year, but these differences disappear by the end of 1st grade. Results were similar for students with disabilities. Overall, delaying kindergarten entry did not seem to provide sustained academic advantages for this sample of students. Implications for delaying kindergarten entry are discussed.
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Hanzec Marković, Ivana, und Gordana Kuterovac Jagodić. „Transition to Elementary School in Croatia“. In Advances in Early Childhood and K-12 Education, 165–87. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4435-8.ch008.

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This chapter presents the results of an empirical study conducted in Croatia examining individual child characteristics (specific cognitive skills and social-emotional competence) and contextual factors (parental involvement in transition and the schools' readiness) as possible determinants of a successful transition to elementary school (i.e., children's early social and academic school adjustment). The results of the study with 417 first-grade students showed that specific cognitive skills were the best predictor of academic adjustment, and also a significant predictor of some social adjustment indicators, while social-emotional competence predicted the student-teacher relationship. Contextual factors showed no significance as predictors or moderators in the model. Patterns of relationships were equal for girls and boys. The chapter offers possible explanations for the study results, along with suggestions for future research and potential practical implications of the obtained results.
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„RELATIONSHIP BETWEEN CHARACTERISTIC OF TEENAGE GIRLS WITH PRIMARY DISMENOREA INCIDENCE FEMALE STUDENTS IN GRADE X AND GRADE XI AT SENIOR HIGH SCHOOL 1 PADANG CITY IN 2017“. In 1st Annual Conference of Midwifery, 282–91. Sciendo, 2020. http://dx.doi.org/10.2478/9788366675087-034.

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„Fitness, Fatness, and Academic Performance in Seventh-Grade Elementary School Students“. In The Complexity of Adolescent Obesity, 201–18. Apple Academic Press, 2014. http://dx.doi.org/10.1201/b17956-18.

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Rahman, Arif, Lukman Nasution und Muhammad Rahmat. „Factors that Affected the Performance of Elementary School Supervisors in Medan“. In The 1st Virtual Conference on Social Science in Law, Political Issue and Economic Development, 377–82. De Gruyter Open, 2021. http://dx.doi.org/10.2478/9788366675377-050.

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Konferenzberichte zum Thema "1st grade of elementary school"

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Suhartono, Dr. „Modularization of Science Instructional in Elementary School on Fourth Grade at 1st Semester“. In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.67.

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Mačura, Peter, Anna Blahutová, Andrej Hubinák, Ján Koštial, Peter Krška, Nadežda Novotná, Jaromír Sedláček und Mária Hulinková. „Basic motor competencies in the 1st and 2nd grade elementary school children in Slovakia“. In 12th International Conference on Kinanthropology. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-9.

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Anumber of youth movement activities, e.g. running, walking, jumping, climbing trees, throw-ing and catching a ball, has been on a decline in the current European cultural space. The results of this research contribute to broadening the knowledge about the level of basic motor competencies and qualifications of the 1st and 2nd grade elementary children in the Slovak Republic. The primary data on the basic motor competencies and qualifications of the examined group (n=307, age = 7.58 ± 0.69 years) were collected by means of the MOBAK 1‒2 test battery (Herrmann et al., 2018b). The significance of differences between boys (n=156, age 7.62 ± 0.69) and girls (n=151, age 7.55 ± 0.70) was evaluated by Student’s t-test in two independent groups. The boys in the first grade (n = 97) achieved a significantly better performance in basic motor competency object movements (x = 5.17 ± 1.79 points) than their female peers (n=88, x = 3.52 ± 1.78). The girls in the second grade did not achieve a statistically better performance in the movement qualifications in throwing, balancing and rolling than the first-graders of the same gender. Knowledge of the level of basic motor com-petencies and qualifications of the Slovak elementary school children allows the national and European educational and cultural authorities to design and improve the content of physical and sport education classes.
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Rahmah, Wulanir, und Lena Pandjaitan. „The Effectivity of Phonics Method in Improving Reading Ability of 1st Grade Elementary School Students“. In 1st International Conference on Education Innovation (ICEI 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-17.2018.101.

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Susilaningsih, Sri, und Mela Ferantika. „The Development of Pancasila Cartoon Wayang Media on Students’ Characters of 1st Grade Elementary School“. In Proceedings of the International Conference Primary Education Research Pivotal Literature and Research UNNES 2018 (IC PEOPLE UNNES 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icpeopleunnes-18.2019.35.

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Dwipayana, I. M., und I. N. Sukajaya. „Delta’s Adventure: A Constructivism-based Serious Game for the 1st Grade of Elementary School Students on Inequality Concept“. In 2020 International Conference on Computer Engineering, Network, and Intelligent Multimedia (CENIM). IEEE, 2020. http://dx.doi.org/10.1109/cenim51130.2020.9297943.

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Ermiana, Ida, I. Nyoman Karma und Lalu Hamdian Affandi. „The Effectiveness of Multimedia-Based Learning on Students’ Concept Understanding at Grade 4 Elementary School in Kediri District“. In 1st Annual Conference on Education and Social Sciences (ACCESS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200827.060.

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Haling, Abd, Ms Rohana und Abd Halik. „Developing Character-based Thematic Teaching Materials with Model of Mind-Mapping Plus for Early Grade Students at Elementary School“. In Proceedings of the 1st International Conference on Advanced Multidisciplinary Research (ICAMR 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icamr-18.2019.28.

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Munirah, Munirah, Sulfasyah Sulfasyah und Aliem Bahri. „Pamis Learning Model (Acquisition, Natural, Monitoring, Input Filters) In Learning Bugis Language High Grade Of Elementary School“. In Proceedings of the 1st International Conference of Science and Technology in Elementary Education, ICSTEE 2019, 14 September, Makassar, South Sulawesi, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.14-9-2019.2290289.

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Kartini, R. „Improving Learning Outcomes of Mathematics Lesson Through Roman Numeral Puzzle at Fourth Grade Elementary School Students in Malang“. In 1st International Conference on Social Sciences Education - "Multicultural Transformation in Education, Social Sciences and Wetland Environment" (ICSSE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icsse-17.2018.57.

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Sukartiningsih, Wahyu, Maasengut Sukidi und Endang Darmawati. „Readiness of Literacy Program Implementation in the Early Grades of Elementary School“. In Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icesshum-19.2019.96.

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Berichte der Organisationen zum Thema "1st grade of elementary school"

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Cook, Philip, Robert MacCoun, Clara Muschkin und Jacob Vigdor. Should Sixth Grade be in Elementary or Middle School? An Analysis of Grade Configuration and Student Behavior. Cambridge, MA: National Bureau of Economic Research, August 2006. http://dx.doi.org/10.3386/w12471.

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Ronak, Paul, und Rashmi. Is educational wellbeing associated with grade repetition and school dropout rates among Indian students? Evidence from a panel study. Verlag der Österreichischen Akademie der Wissenschaften, August 2021. http://dx.doi.org/10.1553/populationyearbook2021.res5.2.

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Despite the Indian government’s continuing efforts to encourage children to attend school, levels of educational wellbeing among some groups of children during their elementary schooling remain low. High school dropout and grade repetition rates are among the negative and deleterious outcomes of poor educational wellbeing in children that are rarely discussed as policy issues. Using the panel dataset of the India Human Development Survey (IHDS) conducted in 2005 and 2012, this study explores the effects of educational wellbeing on children’s later educational outcomes, as measured by their school dropout and grade repetition rates. Variation in the educational outcomes of children across states was also examined. The results show that the children whose educational wellbeing index was below average during their elementary schooling were more likely to drop out of school or repeat a grade in early adolescence. For policymakers, this study highlights that the experiences of children during their elementary schooling merit more attention.
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Leedy, Larry. A study to determine the relationship between interest as measured by a Student interest inventory and recreational nonfiction books checked out of the library media center by intermediate grade students at Sunnyside Elementary School, North Clackamas School District Number 12, Clackamas, Oregon. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.5008.

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