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Didactic activities among elementary school students in mathematics: urban vs rural schools in Indonesia
This research analyzes the differences in didactical activities in mathematics learning in elementary schools between urban and rural environments, using a mixed method approach. Participants involved teachers and fifth grade students from 10 schools (5 urban and 5 rural), with a total of 325 students. Data collection methods include classroom observations, interviews with teachers, and analysis of mathematics learning outcomes. In urban environments, with access to sophisticated technology, activities that prioritize discipline and class resistance are found to dominate, apply group assignments and technology, but tend to be individualistic. Meanwhile, in rural environments, activities focus more on the use of traditional methods and local resources, integrating students' daily experiences and the natural environment, which encourages interest and collaboration in the classroom. Statistical analysis using the Mann-Whitney U Test revealed significant differences in mathematics learning outcomes, with urban students tending to have higher scores than rural students. These findings underscore disparities in educational quality and access to resources, emphasizing the need for policy interventions to reduce educational disparities, including more equitable allocation of resources, increasing access to technology, and strengthening teaching methods that are adaptive and responsive to student needs.
Journal Article
Educating across borders : the case of a dual language program on the U.S.-Mexico border
\"The first book to address the learning experiences of U.S.-Mexico border-crossing students whose lives span two countries and languages\"--Provided by publisher.
Book
Teaching approaches and strategies that promote healthy eating in primary school children: a systematic review and meta-analysis
BACKGROUND: Healthy eating by primary school-aged children is important for good health and development. Schools can play an important role in the education and promotion of healthy eating among children. The aim of this review was to: 1) perform a systematic review of randomised controlled, quasi-experimental and cluster controlled trials examining the school-based teaching interventions that improve the eating habits of primary school children; and 2) perform a meta-analysis to determine the effect of those interventions. METHODS: The systematic review was limited to four healthy eating outcomes: reduced food consumption or energy intake; increased fruit and vegetable consumption or preference; reduced sugar consumption or preference (not from whole fruit); increased nutritional knowledge. In March 2014, we searched seven electronic databases using predefined keywords for intervention studies that were conducted in primary schools which focused on the four healthy eating outcomes. Targeted internet searching using Google Scholar was also used. In excess of 200,000 possible citations were identified. Abstracts and full text of articles of potentially relevant papers were screened to determine eligibility. Data pertaining to teaching strategies that reported on healthy eating outcomes for primary school children was extracted from the 49 eligible papers. RESULTS: Experiential learning strategies were associated with the largest effects across the reduced food consumption or energy intake; increased fruit and vegetable consumption or preference; and increased nutritional knowledge outcomes. Reducing sugar consumption and preference was most influenced by cross-curricular approaches embedded in the interventions. CONCLUSIONS: As with most educational interventions, most of the teaching strategies extracted from the intervention studies led to positive changes in primary school children’s healthy eating behaviours. However, given the finite resources, increased overcrowding of school curriculum and capacity of teachers in primary schools, a meta-analysis of this scope is able to provide stakeholders with the best evidence of where these resources should be focused.
Journal Article
Youth literature for peace education
\"Carter and Pickett explore how educators and families can teach peace education through youth literature and literacy development. Showing how to assess, choose, and make use of literature that can be used to teach both literacy and peace education, they walk through individual methods: recognizing and teaching different portrayals of conflict in youth literature, analyzing characterization, and examining the role of illustrations. Educators who want to incorporate peace education within a broader, literacy-focused curriculum, and peace educators looking for age-appropriate materials and methodologies will find Youth Literature for Peace Education a rich and interdisciplinary resource\"-- Provided by publisher.
Book
Relations among intrinsic and extrinsic reading motivation, reading amount, and comprehension: a conceptual replication
Children’s motivation to read is a strong predictor of their reading comprehension. However, some recent research has suggested that the relationship between reading motivation and reading comprehension may be mediated through the amount that students read. This study attempts a conceptual replication of several existing models that explore the relationship among children’s reading motivations, out-of-school reading amount, and reading comprehension, using a large sample of over 4000 third- through fifth-graders in 59 U.S. elementary schools. Consistent with prior research, several control variables, including children’s prior reading comprehension ability, gender, and socioeconomic status, directly contributed to later reading comprehension. Results also replicated positive associations between intrinsic reading motivation, reading amount and reading comprehension, and negative associations between extrinsic reading motivation, reading amount and reading comprehension. Using structural equation models, our analyses found no evidence that the relationship between children’s intrinsic and extrinsic reading motivation and later reading comprehension was either partially or fully mediated by reading amount. This suggests that it is critical to attend to context-specific determinants of motivation and reading amount, including students’ background characteristics and quality of texts read. Furthermore, this study underscores the importance of replicating methods used by original researchers to confirm and disconfirm hypotheses, and of conducting research with large and diverse samples that enhance the generalizability of results.
Journal Article
Promoting academic success with English language learners : best practices for RTI
\"Educators and school psychologists throughout the country are working with growing numbers of English language learners (ELLs), but often feel unprepared to help these students excel. This highly informative book presents evidence-based strategies for promoting proficiency in academic English and improving outcomes in a response-to-intervention (RTI) framework. Illustrated with a detailed case example, the book describes best practices for working with K-5 ELLs in all stages of RTI: universal screening, progress monitoring, data collection, decision making, and intensifying instruction. In a large-size format with lay-flat binding for easy photocopying, the book includes 14 worksheets. Purchasers get access to a Web page where they can download and print the reproducible materials\"-- Provided by publisher.
Book
An investigation into the motivation and attitudes of Japanese students toward learning English: A case of elementary and junior high school students
Given the importance of academic motivation, numerous inquiries have scrutinized the antecedents of this psycho-emotional variable in various educational environments. Nonetheless, the role of students’ attitudes in their academic motivation has remained elusive. Put simply, it is unclear whether students’ attitudes can make positive changes in their learning motivation. To bridge this gap, the present investigation explored Japanese students’ attitudes towards learning English. The research also examined the interplay between attitudes and academic motivation from Japanese students’ perspectives. In doing so, a closed-ended survey was given to 417 elementary and high school students. Following that, some interview sessions were conducted with a sample of elementary and high school teachers. The study outcomes disclosed that almost all participants had positive attitudes toward learning English. The results also demonstrated that Japanese students perceived personal attitudes to be highly influential in learning motivation. The outcomes of the present research may enrich the existing literature on the association between personal attitudes and learning motivation. The outcomes of this investigation may be beneficial and illuminating for school principals and language teachers. The findings would notably expand their knowledge about the predictors of academic motivation in language education environments.
Journal Article
The combined impact of diet, physical activity, sleep and screen time on academic achievement: a prospective study of elementary school students in Nova Scotia, Canada
Background
Few studies have investigated the independent associations of lifestyle behaviors (diet, physical activity, sleep, and screen time) and body weight status with academic achievement. Even fewer have investigated the combined effect of these behaviors on academic achievement. We hypothesize that the combined effect of these behaviors will have a higher impact on academic achievement than any behavior alone, or that of body weight status.
Methods
In 2011, 4253 grade 5 (10–11 years old) students and their parents were surveyed about the child’s diet, physical activity, screen time and sleep. Students’ heights and weights were measured by research assistants. Academic achievement was measured using provincial standardized exams in mathematics, reading and writing, and was expressed as ‘meeting’ or ‘not meeting’ expectations as per standardized criterion. Exams were written 1 year following the measurement of lifestyle behaviors. Lifestyle behaviors were measured with self- and parental proxy reports and expressed as meeting recommendations (yes/no) for each behavior. Mixed effects logistic regression models adjusting for demographic confounders and caloric intake were used to determine the independent and combined associations.
Results
Meeting dietary recommendations was associated with increased likelihood of meeting academic expectations for each of math, reading and writing. Meeting recommendations for screen time and sleep was associated with meeting expectations for writing. For all three subjects, meeting additional lifestyle behavior recommendations was associated with higher likelihood of meeting expectations. Children who met 7–9 lifestyle behavior recommendations had greater than three-times the odds of meeting expectations for reading compared to those who met 0–3 recommendations (OR: 3.07, 95% CI: 2.09, 4.51), and 1.47 and 2.77 times the odds of meeting expectations in mathematics and writing, respectively. Body weight status was not associated with academic achievement.
Conclusions
We found that lifestyle behaviors, not body weight status, are strongly associated with student academic performance. Promoting compliance with established healthy lifestyle recommendations could improve both the health and educational outcomes of school-aged children. School-based health promotion initiatives that target multiple lifestyle behaviors may have a greater effect on academic achievement than those that focus on a single behavior.
Journal Article
Student values and wellbeing in mathematics education: perspectives of Chinese primary students
Around the world the prevalence of mathematics anxiety and disengagement point to a poor sense of student ‘mathematical wellbeing’. Mathematical wellbeing is defined here as the fulfilment of one’s ultimate or core values, accompanied by positive feelings and functioning in mathematics education. Yet student wellbeing and how to support it in specific school subjects including mathematics is vastly under-researched. Also, despite outperforming other countries in international mathematics assessments, East Asian students generally appear to experience poor affect and high academic burden in mathematics education, which are indicative of poor mathematical wellbeing. In this context, this explorative and descriptive study investigates the values that are associated with the mathematical wellbeing of a cohort of Chinese primary school students. 258 Grade three students in Chengdu, China responded to a questionnaire which explored teacher-nominated mathematics learning moments that students valued most for their mathematical wellbeing. Findings pointed to students valuing all the learning moments to some extent, with good grades, fun and interest, mathematics-themed videos, and teacher praise rated most commonly for wellbeing. The values underlying these learning moments are similar to the seven mathematical wellbeing dimensions found in Australian classrooms. The findings also highlight the cultural subjectivities involved, in which the same classroom actions can reflect different underlying values across cultures, and in which a particular value can be espoused in different ways in different places. We also look ahead to suggest how teachers might support students’ mathematical wellbeing, by recognising and then fulfilling their students’ values in the mathematics classroom.
Journal Article