Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
929,803
result(s) for
"elementary schools"
Sort by:
Back to school : a global journey
\"Ajmera, the founder of the Global Fund for Children, and award-winning photographer Ivanko invite children to share the exciting experience of learning with kids just like themselves all over the world in this book filled with beautiful, joy-filled, photos of children studying, learning, exploring, and having fun\"--Provided by publisher.
Book
School Engagement in Elementary School: A Systematic Review of 35 Years of Research
School engagement is considered an antidote to several academic problems found in middle and high school. Previous data highlight the importance of understanding school engagement in early years. The present systematic review aims to outline investigations regarding school engagement in elementary school. Findings are expected to (i) help educators learn about research in a comprehensible way, (ii) design future school-based interventions with strong theoretical support, and (iii) systematize information about research gaps and indicate new avenues for investigation. The systematic search for original articles published up to 2018 followed the PRISMA statement and Cochrane’s guidelines. A total of 102 articles were included and organized, according to the self-system model of motivational development from Skinner et al. (Journal of Educational Psychology,100, 765–781, 2008). Results showed that balanced and quality support from peers, teachers, and parents positively influenced school engagement. Additionally, some common characteristics of the school context were found to undermine school engagement. Regarding interventions aimed to promote school engagement, we found various effective designs, differing in complexity. Moreover, studies focused on students’ emotions, behaviors and cognitions, experiences, motivational variables, and learning provided important inputs to promote school engagement. Furthermore, studies focused on examining the trajectories of school engagement provided data to understand how to prevent school engagement from declining throughout schooling. Finally, most studies found a positive and significant relationship between school engagement and achievement; however, results differ regarding the source of information or school domain examined. The school engagement conceptualizations, dimensions, and measures used were analyzed and their relationships to the results were discussed.
Journal Article
NERDS : National Espionage, Rescue, and Defense Society
While running a spy network from their elementary school, five socially awkward misfits combine their talents and use cutting-edge gadgetry to fight evil around the world.
Book
The Influence of Affective Teacher-Student Relationships on Students' School Engagement and Achievement: A Meta-Analytic Approach
A meta-analytic approach was used to investigate the associations between affective qualities of teacher-student relationships (TSRs) and students ' school engagement and achievement. Results were based on 99 studies, including students from preschool to high school. Separate analyses were conducted for positive relationships and engagement (k = 61 studies, N = 88,417 students), negative relationships and engagement (k = 18, N = 5,847), positive relationships and achievement (k = 61, N = 52,718), and negative relationships and achievement (k = 28, N = 18,944). Overall, associations of both positive and negative relationships with engagement were medium to large, whereas associations with achievement were small to medium. Some of these associations were weaker, but still statistically significant, after correction for methodological biases. Overall, stronger effects were found in the higher grades. Nevertheless, the effects of negative relationships were stronger in primary than in secondary school.
Journal Article
A cast is the perfect accessory (and other lessons I've learned)
Mandy is jealous of the attention Natalie is getting for having a broken wrist, and is worried that her friendship with her friend Anya may be in jeopardy when Mrs. Spangle assigns Anya to be Natalie's buddy.
Book
Science Achievement Gaps Begin Very Early, Persist, and Are Largely Explained by Modifiable Factors
We examined the age of onset, over-time dynamics, and mechanisms underlying science achievement gaps in U.S. elementary and middle schools. To do so, we estimated multilevel growth models that included as predictors children's own general knowledge, reading and mathematics achievement, behavioral self-regulation, sociodemographics, other child- and family-level characteristics (e.g., parenting quality), and school-level characteristics (e.g., racial, ethnic, and economic composition; school academic climate). Analyses of a longitudinal sample of 7,757 children indicated large gaps in general knowledge already evident at kindergarten entry. Kindergarten general knowledge was the strongest predictor of first-grade general knowledge, which in turn was the strongest predictor of children's science achievement from third to eighth grade. Large science achievement gaps were evident when science achievement measures first became available in third grade. These gaps persisted until at least the end of eighth grade. Most or all of the observed science achievement gaps were explained by the study's many predictors. Efforts to address science achievement gaps in the United States likely require intensified early intervention efforts, particularly those delivered before the primary grades. If unaddressed, science achievement gaps emerge by kindergarten and continue until at least the end of eighth grade.
Journal Article
Fangs!
Bertie is convinced that the grumpy school janitor is a vampire, but locking Mr. Grouch in a shed is probably not a good idea--and that is only the first trouble that Bertie finds in this trio of stories.
Book
What Is the Long-Run Impact of Learning Mathematics During Preschool?
The current study estimated the causal links between preschool mathematics learning and late elementary school mathematics achievement using variation in treatment assignment to an early mathematics intervention as an instrument for preschool mathematics change. Estimates indicate (n = 410) that a standard deviation of intervention-produced change at age 4 is associated with a 0.24-SD gain in achievement in late elementary school. This impact is approximately half the size of the association produced by correlational models relating later achievement to preschool math change, and is approximately 35% smaller than the effect reported by highly controlled ordinary least squares (OLS) regression models (Claessens et al., 2009; Watts et al., 2014) using national data sets. Implications for developmental theory and practice are discussed.
Journal Article
The school book
\"Todd Parr introduces readers to all the things they can do at school\"-- Provided by publisher.
Book
Teacher-Child Relationship and Behavior Problem Trajectories in Elementary School
The present study examined associations between the quality of teacher-child relationships and behavior problems among elementary school students using data from the NICHD Study of Early Child Care and Youth Development, a study of 1,364 children from birth through adolescence. There were two main findings. First, high-quality teacher-child relationships predicted low levels of externalizing behaviors. Second, high-quality relationships acted as protective factors, helping to prevent children with high levels of internalizing behaviors in early childhood from developing trajectories of long-term internalizing behavior problems. Teacher-child relationships may be proximal phenomena that can be targeted in interventions to help prevent behavior problems in middle childhood.
Journal Article