Relevant bibliographies by topics / Study and taching (Elementary)

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Study and taching (Elementary)'

Author: Grafiati
Published: 29 July 2024
Last updated: 31 July 2024

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Journal articles on the topic "Study and taching (Elementary)"

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Silva, Fabrício Oliveira da, and Charles Maycon de Almeida Mota. "TRIGONOMETRY IN RURAL SPACE: implications of contextualized mathematics education." Revista Baiana de Educação Matemática 1 (December 22, 2020): e202022. http://dx.doi.org/10.47207/rbem.v1i.10363.

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This text aims to understand how the experiences with pedagogical workshops on taching mathematics in rural areas favored the teaching and learning of geometry by undergraduate in Pedagogy and by elementary school students. The text reflects the contexts of the countryside, showing how this can be enhanced as a locus for valuing actions in teaching that go beyond the school walls and expand by the contexts of life of their students. The methodology of this work comprises the realization of a pedagogical workshop with a course load of 12 hours, held at Sítio Mata da Lua by graduates of the Pedagogy Course in the Teaching of Mathematics discipline, given to students of the 9th grade of Elementary School II and the High school. The workshop was the research device used to enable reflections on the development of teaching practices that aim to theorize and value the students' context through a study on the concepts of trigonometry, plane geometry and surface measurements in situations and experiences in the fields. We take the reports of teachers and students who participated in this workshop as an element of analysis. It is concluded that the teaching of mathematics generates meanings for the student when the context in which he lives is taken into consideration for the construction of school knowledge. The countryside was understood as a locus of teaching in mathematics, enabling students to create connections between th knowledge of the countryside and the knowledge of trigonometry, in a construction of significant learning about mathematical knowledge. Keywords: Mathematics teaching. Initial formation. Contextualized education. Teaching in the country.
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Nurhaliza, Erisma. "Penerapan Model CTL (Contextual Teaching And Learning) Melalui Alat Peraga Torso dalam Peningkatan Hasil Belajar Pada Mata Pelajaran IPA Kelas V di SDN Muara Bumban 1 Kabupaten Murung Raya." Al-Mudarris (Jurnal Ilmiah Pendidikan Islam) 2, no. 2 (November 1, 2019): 220–40. http://dx.doi.org/10.23971/mdr.v2i2.1837.

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So that the formulation of this problem is 1) How is the application of the CTL (Contextual Teaching and Learning) model through the Torso Props Class V at SDN Muara Bumban 1, Murung District, Murung Raya District. 2) Is there an increase in student learning outcomes after the application of the fifth grade CTL (Contextual Teaching and Learning) model at SDN Muara Bumban 1, Murung District, Murung Raya Regency. This study aims to determine: 1) The application is carried out using the CTL (contextual taching and learning) learning model using torso props in the fifth grade natural science subjects at SDN Muara Bumban 1, Murung District, Murung Raya District. 2) To find out the increase in student learning outcomes after using the CTL (Contextual Teaching and Learning) model class V at SDN Muara Bumban 1, Murung District, Murung Raya Regency. This study uses a mixed methodology (mixed methodology). The population and sample data in this study were 15 students. Data collection techniques used in this study were observation, objective tests (pre-test and post-test) and documentation. The results of this study indicate that: 1) The application is carried out using the CTL (contextual taching and learning) learning model using torso teaching aids that students tend to be active during learning and listening to what is explained and conveyed by the teacher. 2) There is an increase after is 43,733 receiving treatment (treatment) with an average post-test value that is equal to 87.2 and N-gain value of 0.767 with moderate criteria.
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Anas, Arif, Askar Askar, and Hamlan Hamlan. "The Roles of Islamic Education Teachers Strategy in Embedding Multicultural Values." INTERNATIONAL JOURNAL OF CONTEMPORARY ISLAMIC EDUCATION 3, no. 2 (October 31, 2021): 1–19. http://dx.doi.org/10.24239/ijcied.vol3.iss2.36.

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The objective of the paper is to find out the strategy of Isalamic education teachers in embedding multicultural values at a senior high school in Palu. The study used a qualitative case study method. Data were gathered through direct observation, un-depth interviews with the school’s teachers, and written material analyses. This study found that the teachers of the school embedded multicultural values through humanistic approach in taching and daily school’s interaction. Students were given tolerance understanding to respect religion and ethnicity differences. The curriculum of the school was also redusugned by integrating multicultural values. Intolerance attitudes were strongy prohibited and stric rules to respect each other were imposed. Islamic education teachers were imposed to teached moderate Islamic teachings which respect multicultural values. Radical Islamic views were prohibited to teach in the school. Muslim and non-Muslim students were treated equally regarding their views and beliefs.
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Rohmah, Saniatur, Ni Made Dwi Widyastuti, Apriani Sulu Parubak, and Christiana Niken Larasati. "PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE MAKE A MATCH (MAM) TERHADAP HASIL BELAJAR KOGNITIF DAN MOTIVASI PESERTA DIDIK." Arfak Chem: Chemistry Education Journal 2, no. 2 (December 12, 2019): 155–65. http://dx.doi.org/10.30862/accej.v2i2.292.

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AbstractThis study aims to determine whether there are differencas in cognitive dan motivation students’ learning out comes or to determine the percentage effect of using coooperative learing model Make A Match (MAM) X grade in SMK Negeri 2 Manokwari the study usen quasi exsperimental method. This study was conducted during three meetings, inckuding pretest before taeching the subject andthe postest after taching the subject. This research began on februari to may 2016. The sample of this study divided into two gruops they are 15 students in eksperimental class by using Make A Match (MAM) inadel and 15 students as a control class usinf conventional method.The instrument was used instrumen test. Based on analysis data, in uji deskriptif, uji normalitas , uji homogenitas and uji hypothesis Non-parametric test (Mann-Withney U-test). From Mann-Withney U-test in pretest, with significance level sig 0,025 obtained Asymp.Sig 0,916 and in posttest obtained Asymp.Sig 0,001. Keywords: Make A Match (MAM), student learning outcomes cognitive, Motivation, Elektrokimia
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Atsuwe, B. A., S. A. Adeniran, and A. I. Iortyom. "Effect of Multimedia Teaching Technology on SSS 1 Student’s Interest and Achievement in Mechanics in Gboko, Benue State, Nigeria." International Journal of Advance Research and Innovation 7, no. 3 (2019): 40–48. http://dx.doi.org/10.51976/ijari.731905.

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This work was carried out to determine the effect of multimedia teaching technology on SSSI student’s interest and achievement in mechanics. 160 students were randomly selected from two secondary schools in Gboko Local Government Area of Benue State. The research design employed for this study was Quasi-Experimentation research of two groups pre-test, post-test control design. The study lasted for the period of one week due to the experimental nature of the research, the pre-test was administered to all the participants in order to sure of their equivalent entry behavior. The treatment was administered to the experimental class with the use of multimedia teaching approach. The pre-test and post-test scores of the students in the conventional and multimedia teaching group were used for the purpose of data analysis. The result were analysed using T-test, four hypothesis were postulated. The result showed that (a) tcal (8.91)>tcritcal (2.83) where the hypothesis is rejected which confirmed that there is no significant difference in the academic interest of student taught mechanics with multimedia method against the students taught mechanics with conventional method. (b) tcal (0.56) tcritcal(2.09) hence the hypothesis is not rejected, this implies there is no significant difference between the mean interest ratings of male and female student taught mechanics using multimedia teaching approach. (c) tcal (9.01) >tcritcal (3.02) the hypothesis is rejected, which implies that there is a significant difference in the academic achievement of student taught mechanics with multimedia method against the students taught mechanics with conventional method. (d) tcal (0.60) tcritcal (2.10) hence hypothesis is not rejected, this implies that there is no significant difference between the achievement scores of male and female student in mechanics who were taught using multimedia. All at 0.05 level of significance. The findings therefore revealed that there is significance difference in the interest and achievement of students exposed to multimedia teaching approach than those that were conventionally taught and also there was no significant difference in the interest and achievement of male and female students taught using multimedia taching approach. It was therefore recommended that the use of multimedia taching approach should be adopted to encourage so as to complement other methods of teaching science in schools and colleges.
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Pandey, Ravish, and Maneesha Kaushik. "An Elementary Study of Query Optimization." SKIT Research Journal 12, no. 1 (January 4, 2022): 99–102. http://dx.doi.org/10.47904/ijskit.12.1.2022.99-102.

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kim BongSu. "Study method of elementary history focused." Studies on History Education ll, no. 14 (November 2011): 71–106. http://dx.doi.org/10.16976/kahe.2011..14.71.

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Peterson, Penelope L. "The California Study of Elementary Mathematics." Educational Evaluation and Policy Analysis 12, no. 3 (September 1990): 241–45. http://dx.doi.org/10.3102/01623737012003241.

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The purpose of the California Study of Elementary Mathematics is to examine the effects of state education reform in elementary mathematics curriculum on teaching and learning in elementary mathematics classrooms. In this article, we describe the methodology used in the study. We begin by providing an overview of the state policy that is aimed at realizing anew vision of mathematics teaching and learning. Then we describe participants and data collection procedures at each of four levels—state, school district, school, and classroom (teachers and students). We conclude with a description of methods used to collect the classroom-level data from which we constructed the cases in this issue.
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Jørgensen, Karsten Juhl, and Peter C. Gøtzsche. "Elementary flaws in the FH01 study." Lancet Oncology 12, no. 3 (March 2011): 215. http://dx.doi.org/10.1016/s1470-2045(11)70047-x.

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Pratiwi, Dewa Ayu Anom. "Policy Study Early Childhood Education to Elementary School Transition." International Journal of Multidisciplinary Sciences 2, no. 2 (January 29, 2024): 122–32. http://dx.doi.org/10.37329/ijms.v2i2.2314.

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There has been a wide gap between the approach to education in kindergarten/early childhood education and elementary school. It has contributed to the suboptimal children's learning process when they are in elementary school. This research aimed to provide an understanding and steps to be taken to eliminate the gap between educational approaches in early childhood education and elementary school. Researchers chose literature review as the research method, which went through the stages of designing, conducting, analyzing, and writing the reviews. The research showed that the fundamental thing about the learning transition from kindergarten/early childhood education to elementary school was that all parties had the same understanding and perception that children aged 7 – 8 years in elementary school were still in the early childhood phase. At that age, they should learn in a fun way to introduce various basic concepts taught through games. Furthermore, collaborative sharing between kindergarten/early childhood education and elementary school teachers so that everyone could understand each other’s position. Furthermore, the will to change following the learning pattern with kindergarten/early childhood education – elementary school transition strategy, which in this case was more dominant in intervening with teachers at the elementary education level. It means that elementary teachers had to learn more from kindergarten/early childhood education teachers in terms of organizing fun learning.
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Dissertations / Theses on the topic "Study and taching (Elementary)"

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Chan, Wing-kwong. "A study of the development of quality indicator systems in Hong Kong primary schools : a case study /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057957.

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Pierson, David Riley. "Elementary teachers' assessment actions and elementary science education: formative assessment enactment in elementary science." Thesis, University of Iowa, 2013. https://ir.uiowa.edu/etd/5043.

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A comparative case study was conducted of two elementary science teachers' enactment of a formative assessment strategy, known as Reflective Assessment. Qualitative analysis of three data sources addressed the two research questions of the differences in enactment of RA and what those differences look like. This study suggests that differences do exist in how teachers implement formative assessment in the enactment of the same science curricula, though further investigation into this is needed.
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Roselle, Daryl C. "Elementary Principals' Perceptions of Conflicts with Teachers in Elementary Schools: A Phenomenological Study." Diss., NSUWorks, 2018. https://nsuworks.nova.edu/shss_dcar_etd/86.

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The purpose of this phenomenological study was to examine the lived experiences and perceptions of principals in elementary schools regarding conflicts with teachers. In addition, this dissertation focused on four social science theories to analyze the findings of this study including: systems, social constructionism, symbolic interactionism, and functionalism. Through this five chapter dissertation, the researcher examined the lived experiences and elementary principals’ perceptions and 1) explored the root causes of conflicts among teachers and principals, 2) determined the challenges these principals face with teachers, 3) gathered reasons why the phenomenon has been overlooked, 4) examined the power of negative emotions within the conflict process among principals and teachers, and 5) analyzed conflict resolution approaches used by principals when addressing teacher conflicts. From the study, five major themes were identified. In addition, three objectives governed this study. The first objective was to provide an understanding of the lived experiences of conflicts among principals and teachers from a principal’s perspective. The second objective was to explore perceptions of principals about the impacts of conflicts between principals and teachers on students. The third objective was to gain knowledge that will contribute to more effective ways to address conflicts between principals and teachers. This study concluded with providing both theoretical and methodological implications for future research studies along with recommendations for principals on ways to manage conflict with teachers.
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Kayan, Fatma. "A Study On Preservice Elementary Mathematics Teachers." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608104/index.pdf.

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This study analyzes the kinds of beliefs pre-service elementary mathematics teachers hold about mathematical problem solving, and investigates whether, or not, gender and university attended have any significant effect on their problem solving beliefs. The sample of the present study consisted of 244 senior undergraduate students studying in Elementary Mathematics Teacher Education programs at 5 different universities located in Ankara, Bolu, and Samsun. Data were collected in spring semester of 2005-2006 academic years. Participants completed a survey composed of three parts as demographic information sheet, questionnaire items, and non-routine mathematics problems. The results of the study showed that in general the pre-service elementary mathematics teachers indicated positive beliefs about mathematical problem solving. However, they still had several traditional beliefs related to the importance of computational skills in mathematics education, and following predetermined sequence of steps while solving problems. Moreover, a number of pre-service teachers appeared to highly value problems that are directly related to the mathematics curriculum, and do not require spending too much time. Also, it was found that although the pre-service teachers theoretically appreciated the importance and role of the technology while solving problems, this belief was not apparent in their comments about non-routine problems. In addition to these, the present study indicated that female and male pre-service teachers did not differ in terms of their beliefs about mathematical problem solving. However, the pre-service teachers&rsquo
beliefs showed significant difference when the universities attended was concerned.
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Eryigit, Arzu. "A Cross-age Study On Elementary Students." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612870/index.pdf.

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A cross age study was conducted to investigate 6th, 7th and 8th grade students&rsquo
value orientations, environmental optimism, and environmental concern. In addition, gender and grade level differences in the environmental-related attributes were examined. A total of 938 (491 girls and 447 boys) students attending public schools located in Kelkit, the district of Gumushane, were administered a questionnaire consisting of Demographics, Environmental Attitudes and Apathy Scales, Environmental Concern Scale , Environmental Optimism Scale, Locus of Control Scale and Conservation Behavior Scale. In general, students who participated in the current study found to endorse eco-centric attitudes, and express a high degree of concern as well as optimism level about the current and future state of the environmental issues and problems. They also seemed to be interested in environmental issues and problems and perceived environmental problems as one of the two or three most important problems currently being faced. In order to examine the role of gender and grade level on students&rsquo
environmental attitudes, two separate two-way MANOVAs were conducted. The results revealed a statistically significant gender and grade level differences both on students&rsquo
ecocentric, apathy and anthropocentric attitudes and on students&rsquo
environmental optimism and concern levels.
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Hasegawa, Hazel Young. "Teacher study group: : a case study in an elementary school." Thesis, University of Hawaii at Manoa, 2002. http://hdl.handle.net/10125/3024.

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The purpose of this research was to examine the experiences of participants in a teacher study group at the elementary school over a two-year period. The practitioner-researcher, who was also the assistant principal of the school, was both participant and observer in the process. To study the impact of the study group on the participants' personal and professional growth, qualitative research methodology was used. Data sources included transcriptions from eight monthly transcriptions the first year and four quarterly ones from the second year, personal reflective journaling, freewrites, informal conversations, and personal interviews. Three major themes emerged from the data: the influence of the study group on teacher socialization and professional growth, the dilemmas of creating study groups within a school, and the impact of the study group on school change. While this research examined the positive effects of the teacher study group as an alternative form of professional development, it also raised many issues which warrant further exploration as other schools adapt this concept of professional development to their specific contexts. As an insider-outsider practitioner-research, this dissertation accomplished two things. First, it explored the kind of professional development which evolves from teacher-generated talk and personal stories. Second, it attempted a small change in a bureaucratic system with the sharing of power for planning staff development between administration and faculty. Hopefully, more research in this area will be conducted.
Thesis (Ph. D.)--University of Hawaii at Manoa, 2002.
Mode of access: World Wide Web.
Includes bibliographical references (leaves 140-150).
Electronic reproduction.
Also available by subscription via World Wide Web
ix, 150 leaves, bound 29 cm
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Uysal, Emel. "A Modeling Study: The Interrelationships Among Elementary Students." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12611545/index.pdf.

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This study is aimed to explore the relationships among elementary students&rsquo
epistemological beliefs of science, perceptions of learning environments, learning approaches and science achievement. For this purpose, a model of the associations among these variables was proposed and tested by structural equation modeling. In this model, it was hypothesized that a) students&rsquo
perceptions of their learning environments would directly influence their epistemological beliefs of science and learning approaches, b) students&rsquo
epistemological beliefs of science would directly influence their learning approaches and science achievement, c) students&rsquo
learning approaches would directly influence their science achievement. A total of 2702 students from 139 public elementary schools from istanbul, Ankara, izmir, Diyarbakir, Van, Antalya, Afyon, EskiSehir, and Samsun were administered three instruments to assess their epistemological beliefs of science, perceptions of learning environments, and learning approaches. Students&rsquo
previous year final report card grades were used as the indicator of their science achievement. Confirmatory factor analyses were conducted to determine the structure of students&rsquo
epistemological beliefs of science, perceptions of learning environments, and learning approaches. Although multidimensionality of epistemological beliefs of science was supported, a different factor structure was obtained for Turkish elementary school students compared to the theoretically proposed structure for the instrument. The results of the structural equation modeling generally supported the proposed hypotheses. The final model obtained in the study revealed that students&rsquo
perceptions of the classroom environments directly predicted students&rsquo
epistemological beliefs and learning approaches. Students&rsquo
epistemological beliefs predicted their learning approaches and science achievement, and students&rsquo
learning approaches influenced their science achievement.
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Adams, Sandra K. (Sandra Kay). "An Ethnographic Study of Outstanding, Veteran Elementary Teachers." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc935662/.

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The purpose of this study was to describe outstanding, veteran elementary teachers using an ethnographic approach. This qualitative study was conducted in a suburban independent school district in northeast Texas serving approximately 17,000 students. The data collected focused on five outstanding, veteran elementary teachers who had at least twenty years of uninterrupted teaching service. Data were collected through interviews, classroom observations, and the administration of the Mind Styles (Gregorc,1982) inventory. The findings of this research were as follows. This study found that many factors were responsible for retaining outstanding, veteran elementary teachers in the work force. These included adequate preparation, a strong personal commitment, a successful initial teaching assignment, a development of skills and abilities inside and outside the teaching field, and professional accomplishments throughout the teaching career.
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Lien, Joseph, and 連主恩. "The research of teachers'' taching believes, effectiveness and behaviors of Kaoshung elementary school teachers." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/13744372952449530321.

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Liu, Yi-Chun, and 劉怡君. "Elementary tuition grants review process takingA Case Study of Elementary." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/78352853069421076746.

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碩士
元智大學
經營管理碩士在職專班
99
In recent years, due to domestic economic booming change, there is expanded difference in the rich and the poor hierarchy in the society, that is, there are more and ore poor economic families, which indirectly impact the education right of students. Therefore, both central government and the city and county government have proposed all kinds of tuition support plans for the weak group, through the school’s examination mechanism, students from the weak family can eventually go to school. However, how the schools can, through just and reasonable examination standard and effective support examination process, distribute the limited tuition support resource to students from the weak families with the real need, that is, how the goal of equal educational opportunity and the objective of social justice can be achieved is the focus of this study. Based on the above statement, the following objectives have been made in this study: (1) The tuition support types and application methods in elementary schools of Taoyuan county are analyzed. (2) The tuition support examination processes and all kinds of support deployment statuses for three county elementary schools in Taoyuan county are compared. (3) The tuition examination processes and all kinds of support deployment statuses in A elementary school is investigated. (4) Set up support integration system concept so as to improve the defects in tuition support examination process. In order to achieve the above research objectives, this study has adopted interview method and case study method. The interview targets are three county elementary schools in Taoyuan county. Through the interviewed, collected and analyzed tuition support examination process data, how case A elementary school uses the designed computerized E system to turn the tuition support process more efficiently implemented and examined, and how each support money is effectively, fairly and reasonably deployed will be studied. Based on the above analysis, this study has proposed the following conclusions and suggestions: 1. Support process aspect (1) Use the designed support E system to integrate all the related administrative business to enhance the implementation effectiveness. (2) The support information should be announced in multiple channels so that students of the weak groups can be really taken care of. 2. The support examination standard aspect (1) Through the support integration system, examination standards that can be followed should be made objectively. (2) The examination results should be, in the name of school and in written form, used to notify parent to enhance the information transfer hierarchy. 3. The support examination system aspect (1) The support integration system can simplify the operation flow and enhance the examination efficiency. (2) Support integration system should be connected to the academic affairs system to exploit its real function.
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Books on the topic "Study and taching (Elementary)"

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Maier, Bryan N. The separation of psychology and theology at Princeton, 1868-1903: The intellectual achievement of James McCosh and James Mark Baldwin. Lewiston, N.Y: Edwin Mellen Press, 2006.

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Andra, Johnson, and National Art Education Association, eds. Art education : elementary. Reston, VA: National Art Education Association, 1992.

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Trivieri, Lawrence A. Elementary algebra. Edited by Weinfeld Mark, Jones Charles M, and Smith Douglas G. Lincolnwood, Ill: NTC LearningWorks, 1996.

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Ghosh, J. K. Elementary engineering surveying. New Delhi: Studium Press (India) Pvt. Ltd., 2010.

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E, Freund John. Modern elementary statistics. 7th ed. Englewood Cliffs, N.J: Prentice-Hall, 1988.

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Harvey, Pressman, and Barnett Eileen, eds. Elementary science. New York: HarperCollins College Publishers, 1994.

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Service, Educational Testing, ed. Elementary education: Content knowledge : study guide. Princeton, N.J: Educational Testing Service, 2001.

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Collingswood Public Schools (N.J.), ed. Elementary mathematics curriculum. [Collingswood, N.J.]: The Schools, 1986.

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Collingswood Public Schools (N.J.), ed. Elementary mathematics curriculum. [Collingswood, N.J.]: The Schools, 1986.

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Collingswood Public Schools (N.J.), ed. Elementary mathematics curriculum. [Collingswood, N.J.]: The Schools, 1986.

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Book chapters on the topic "Study and taching (Elementary)"

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Cooley, William W., and William E. Bickel. "Elementary School Achievement Study." In Decision-Oriented Educational Research, 155–62. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4227-1_11.

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Fabbri, Kristian. "Elementary School Case Study." In Indoor Thermal Comfort Perception, 249–76. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-18651-1_9.

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Fabbri, Kristian. "Elementary School Case Study." In Thermal Comfort Perception, 275–301. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-52610-7_10.

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Udagawa, Masayuki, Mitsuo Watabe, and Kohji Ohbayashi. "Polarization Study of Raman Scattering from Quantum Fluids." In Elementary Excitations in Quantum Fluids, 53–58. Berlin, Heidelberg: Springer Berlin Heidelberg, 1989. http://dx.doi.org/10.1007/978-3-642-83428-8_5.

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Whitehead, Jack, Jacqueline Delong, Marie Huxtable, Liz Campbell, Cathy Griffin, and Joy Mounter. "Self-Study in Elementary and Secondary Teaching." In International Handbook of Self-Study of Teaching and Teacher Education Practices, 1253–89. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-6880-6_42.

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Whitehead, Jack, Jacqueline Delong, Marie Huxtable, Liz Campbell, Cathy Griffin, and Joy Mounter. "Self-Study in Elementary and Secondary Teaching." In Springer International Handbooks of Education, 1–38. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1710-1_42-1.

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Wu, Haiyan, and Xun Wang. "Study of Game Scheme for Elementary Historical Education." In Technologies for E-Learning and Digital Entertainment, 421–26. Berlin, Heidelberg: Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-69736-7_45.

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Hucknall, D. J. "Study of elementary reactions involved in hydrocarbon combustion." In Chemistry of Hydrocarbon Combustion, 74–128. Dordrecht: Springer Netherlands, 1985. http://dx.doi.org/10.1007/978-94-009-4852-5_3.

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Gatto, Lynn Astarita. "A Retrospective Case Study With Former Students." In A Retrospective Study of a Dialogic Elementary Classroom, 42–57. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003121893-3.

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Gatto, Lynn Astarita. "Living Dialogue and Authority in the Elementary Classroom." In A Retrospective Study of a Dialogic Elementary Classroom, 106–18. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003121893-6.

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Conference papers on the topic "Study and taching (Elementary)"

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Avelino Gomes, Ricardo. "Study of the Neutral Cascade Muon Semi-Leptonic Decay." In INSTRUMENTATION IN ELEMENTARY PARTICLE PHYSICS. AIP, 2003. http://dx.doi.org/10.1063/1.1604098.

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Ulum, Maghfirotul, Mu’arifin, and Febrita Paulina Heynoek. "Discovery Learning Approach for Elementary School Student (A Case study in Elementary School PE Subject)." In 4th International Conference on Sports Sciences and Health (ICSSH 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/ahsr.k.210707.024.

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Taboer, Mohammad Arif, Sunaryo Kartadinata, Endang Rochyadi, and Sunardi. "Assessing Students with Reading Problem in Elementary School: A Case Study in 7 elementary Schools." 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-19.2019.95.

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Michaels, Rosemarie. "Mathematics Lesson Study in Elementary Preservice Teacher Preparation." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1679900.

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Lubis, Wildansyah, Rosmala Dewi, Nindy Ayu Pristanti, Muhammad Bukhori Dalimunthe, and Gaffar Hafiz Sagala. "Instructional Leadership in Elementary School: An Explanatory Study." In 2nd International Conference of Strategic Issues on Economics, Business and, Education (ICoSIEBE 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/aebmr.k.220104.017.

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Sari, Tyas Kartika, Syamsir Abduh, Dianing Novita Nurmala Putri, Chairul Gagarin Irianto, and Maulasukma Widjaya. "Engineering Study of Rooftop Photovoltaic “Study Case in Elementary School, Jakarta”." In 2023 4th International Conference on High Voltage Engineering and Power Systems (ICHVEPS). IEEE, 2023. http://dx.doi.org/10.1109/ichveps58902.2023.10257563.

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Manukovskiy, K. V., O. G. Ryazhskaya, N. M. Sobolevskiy, and A. V. Yudin. "MUON-INDUCED NEUTRON BACKGROUND STUDY FOR UNDERGROUND EXPERIMENTS." In 16th Lomonosov Conference on Elementary Particle Physics. WORLD SCIENTIFIC, 2015. http://dx.doi.org/10.1142/9789814663618_0014.

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Polyarush, A. Yu. "STUDY OF K+ → π0e+νeγ DECAY WITH OKA SETUP." In Eighteenth Lomonosov Conference on Elementary Particle Physics. WORLD SCIENTIFIC, 2019. http://dx.doi.org/10.1142/9789811202339_0077.

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Chou, Pao-Nan. "Elementary school students' conceptions of engineers: A preliminary study." In 2015 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2015. http://dx.doi.org/10.1109/icl.2015.7317984.

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Meciarova, Ludmila. "INDOOR ENVIRONMENTAL QUALITY IN ART ELEMENTARY SCHOOL � CASE STUDY." In 17th International Multidisciplinary Scientific GeoConference SGEM2017. Stef92 Technology, 2017. http://dx.doi.org/10.5593/sgem2017/41/s19.069.

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Reports on the topic "Study and taching (Elementary)"

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McKeown, Robert D. Study of Nuclei and Elementary Particles At Low and Intermediate Energies. Office of Scientific and Technical Information (OSTI), February 2013. http://dx.doi.org/10.2172/1063986.

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McGuire, S. Y. Implementation of the Lawrence Livermore National Laboratory Elementary Science Study of Nature (LESSON) in North Alabama elementary and middle schools. Office of Scientific and Technical Information (OSTI), January 1989. http://dx.doi.org/10.2172/6262018.

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Ducret, D., J. Vendel, and Garrec S. L. Experimental study of elementary collection efficiency of aerosols by spray: Design of the experimental device. Office of Scientific and Technical Information (OSTI), February 1995. http://dx.doi.org/10.2172/95688.

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Dagdigian, Paul J., and Millard H. Alexander. Study of Elementary Reactions and Energy Transfer Processes Involving the NH and CN Free Radicals. Fort Belvoir, VA: Defense Technical Information Center, June 1991. http://dx.doi.org/10.21236/ada238461.

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Caldwell, Tamara. A retrospective study of the Clinical evaluation of language functions elementary screening test (CELF-S). Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6052.

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Ronak, Paul, and 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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Roschelle, Jeremy, Britte Haugan Cheng, Nicola Hodkowski, Julie Neisler, and Lina Haldar. Evaluation of an Online Tutoring Program in Elementary Mathematics. Digital Promise, April 2020. http://dx.doi.org/10.51388/20.500.12265/94.

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Many students struggle with mathematics in late elementary school, particularly on the topic of fractions. In a best evidence syntheses of research on increasing achievement in elementary school mathematics, Pelligrini et al. (2018) highlighted tutoring as a way to help students. Online tutoring is attractive because costs may be lower and logistics easier than with face-to-face tutoring. Cignition developed an approach that combines online 1:1 tutoring with a fractions game, called FogStone Isle. The game provides students with additional learning opportunities and provides tutors with information that they can use to plan tutoring sessions. A randomized controlled trial investigated the research question: Do students who participate in online tutoring and a related mathematical game learn more about fractions than students who only have access to the game? Participants were 144 students from four schools, all serving low-income students with low prior mathematics achievement. In the Treatment condition, students received 20-25 minute tutoring sessions twice per week for an average of 18 sessions and also played the FogStone Isle game. In the Control condition, students had access to the game, but did not play it often. Control students did not receive tutoring. Students were randomly assigned to condition after being matched on pre-test scores. The same diagnostic assessment was used as a pre-test and as a post-test. The planned analysis looked for differences in gain scores ( post-test minus pre-test scores) between conditions. We conducted a t-test on the aggregate gain scores, comparing conditions; the results were statistically significant (t = 4.0545, df = 132.66, p-value < .001). To determine an effect size, we treated each site as a study in a meta-analysis. Using gain scores, the effect size was g=+.66. A more sophisticated treatment of the pooled standard deviation resulted in a corrected effect size of g=.46 with a 95% confidence interval of [+.23,+.70]. Students who received online tutoring and played the related Fog Stone Isle game learned more; our research found the approach to be efficacious. The Pelligrini et al. (2018) meta-analysis of elementary math tutoring programs found g = .26 and was based largely on face-to-face tutoring studies. Thus, this study compares favorably to prior research on face-to-face mathematics tutoring with elementary students. Limitations are discussed; in particular, this is an initial study of an intervention under development. Effects could increase or decrease as development continues and the program scales. Although this study was planned long before the current pandemic, results are particularly timely now that many students are at home under shelter-in-place orders due to COVID-19. The approach taken here is feasible for students at home, with tutors supporting them from a distance. It is also feasible in many other situations where equity could be addressed directly by supporting students via online tutors.
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Ferner, Bernd. Elementary Teacher Candidates' Images of Mathematics, Diverse Students, and Teaching: An Exploratory Study With Implications for Culturally Responsive Mathematics Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1097.

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Travis, Amanda, Margaret Harvey, and Michelle Rickard. Adverse Childhood Experiences and Urinary Incontinence in Elementary School Aged Children. University of Tennessee Health Science Center, October 2021. http://dx.doi.org/10.21007/con.dnp.2021.0012.

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Purpose/Background: Adverse Childhood Experiences (ACEs) have an impact on health throughout the lifespan (Filletti et al., 1999; Hughes et al., 2017). These experiences range from physical and mental abuse, substance abuse in the home, parental separation or loss, financial instability, acute illness or injury, witnessing violence in the home or community, and incarceration of family members (Hughes et al., 2017). Understanding and screening for ACEs in children with urinary incontinence can help practitioners identify psychological stress as a potentially modifiable risk factor. Methods: A 5-month chart review was performed identifying English speaking patients ages 6-11 years presenting to the outpatient urology office for an initial visit with a primary diagnosis of urinary incontinence. Charts were reviewed for documentation of individual or family risk factors for ACEs exposure, community risk factors for ACEs exposures, and records where no related documentation was included. Results: For the thirty-nine patients identified, no community risk factors were noted in the charts. Seventy-nine percent of patients had one or more individual or family risk factors documented. Implications for Nursing Practice This chart review indicates that a significant percentage of pediatric, school-aged patients presenting with urinary incontinence have exposure to ACEs. A formal assessment for ACEs at the time of initial presentation would be helpful to identify those at highest risk. References: Felitti VJ, Anda RF, Nordenberg D, Williamson DF, Spitz AM, Edwards V, Koss MP, Marks JS. Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: the adverse childhood experiences (ACE) study. Am J Prev Med. 1998;14:245–258 Hughes, K., Bellis, M.A., Hardcastle, K.A., Sethi, D., Butchart, D., Mikton, C., Jones, L., Dunne, M.P. (2017) The effect of multiple adverse childhood experiences on health: a systematic review and meta-analysis. Lancet Public Health, 2(8): e356–e366. Published online 2017 Jul 31.doi: 10.1016/S2468-2667(17)30118-4 Lai, H., Gardner, V., Vetter, J., & Andriole, G. L. (2015). Correlation between psychological stress levels and the severity of overactive bladder symptoms. BMC urology, 15, 14. doi:10.1186/s12894-015-0009-6
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Rose, Mary. A study of the impact of the Federal ECIA, Chapter 2, block grant program on elementary and secondary education in the state of Oregon. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.819.

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