The role of question-asking in the elementary school classroom

1969 ◽  
Author(s):  
Edwin Susskind
Keyword(s):  
Elementary School ◽  
Question Asking ◽  
School Classroom

Beyond Direct Instruction: Educational Leadership in the Elementary School Classroom

1992 ◽  
Vol 2 (3) ◽  
pp. 280-288 ◽  
Author(s):  
George Davidson
Keyword(s):  
Elementary School ◽  
Educational Leadership ◽  
Direct Instruction ◽  
Instructional Methods ◽  
Planning Tool ◽  
Instructional Methodology ◽  
School Classroom ◽  
Instruction Model

The instructional imperatives of the principalship demand a knowledge of more than the direct instruction model. Changing the role of the direct instruction model from an instructional methodology to a planning tool permits the principal to introduce additional instructional methods based upon the characteristics of the school and the classroom. The article presents a set of frames for the implementation of instructional methods and strategies.

scholarly journals Toward an Understanding of the Development of Skilled Remembering: The Role of Teachers’ Instructional Language

2020 ◽  
Vol 29 (5) ◽  
pp. 445-452
Author(s):  
Peter A. Ornstein ◽  
Jennifer L. Coffman
Keyword(s):  
Elementary School ◽  
Cognitive Skills ◽  
Developmental Change ◽  
Language Of Instruction ◽  
School Classroom ◽  
Children's Memory ◽  
Role Of Teachers ◽  
Over Time ◽  
Children's Strategies

Although there is a rich literature on children’s strategies for remembering, little attention has been paid to characterizing developmental change within individual children and to examining mediators that may bring about such change. To address these issues, we assess children’s memory skills over time while simultaneously examining communicative interactions in the classroom. Children are not taught memory strategies in an explicit manner, but these skills emerge in the context of the elementary school classroom. Accordingly, we use longitudinal and experimental methodologies to examine the ways in which the language of instruction contributes to the development of children’s memory and cognitive skills. The basic findings are discussed here in terms of possible applications in the classroom that may impact teachers’ instruction and students’ learning.

Things you can try: A model for using diagnosis in individualizing mathematics instruction in the elementary school classroom

1971 ◽  
Vol 18 (7) ◽  
pp. 505-511
Author(s):  
Cecil R. Trueblood
Keyword(s):  
Elementary School ◽  
Mathematics Instruction ◽  
Elementary Mathematics ◽  
Major Change ◽  
Instructional Environment ◽  
Traditional Role ◽  
Elementary School Mathematics ◽  
School Classroom ◽  
Educative Process

A revolution in mathematics instruction has begun and will probably continue through this decade. The revolution consists of a major change in the elementary school teacher's role in the educative process. The teacher of elementary school mathematics is modifying his traditional role as “director” and “lesson planner” for classroom-sized groups and is assuming the role of “instructional programmer” for individual learners. In assuming this role, the elementary mathematics teacher's concern has shifted to exercising more control over the instructional environment by arranging scope, sequence, content, feedback, evaluation, and materials appropriate for individual learners.

The Role of Tahfidzul Quran Learning to Build the Students’ Character at Madrasah Ibtidaiyah Istiqomah Sambas Purbalingga

2018 ◽  
Vol 2 ◽  
pp. 235-245
Author(s):  
Ikhwandi Arifin
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Quality Of Education ◽  
Learning Approach ◽  
The Future ◽  
Character Building

This paper discusses the importance of the students ‘character building in the level of primary school/Islamic elementary school to face the globalization and information era. Education is the process of determining the nation’s character. Good or bad character of the nation in the future will be determined by the present quality of education. Building the character through Tahfidzul Quran learning approach is expected to be the main foundation to improve the degree and prestige of learners as the asset of the nation. This study aimed to describe the process of Tahfidzul Quran learning which included planning, organizing, doing action and monitoring the important role of learning itself to build the learners’ character, especially in Madrasah Ibtidaiyah Istiqomah Sambas Purbalingga.

scholarly journals From policy to practice: Examining the role of recess in elementary school

2021 ◽  
Vol 2 ◽  
pp. 100091
Author(s):  
Janelle Thalken ◽  
William V. Massey ◽  
Alexandra Szarabajko ◽  
Isabella Ozenbaugh ◽  
Laura Neilson
Keyword(s):  
Elementary School

scholarly journals The Role of Aggressive Peer Norms in Elementary School Children’s Perceptions of Classroom Peer Climate and School Adjustment

2021 ◽  
Author(s):  
Lydia Laninga-Wijnen ◽  
Yvonne H. M. van den Berg ◽  
Tim Mainhard ◽  
Antonius H. N. Cillessen
Keyword(s):  
Elementary School ◽  
Elementary Education ◽  
Classroom Climate ◽  
School Adjustment ◽  
Fifth Grade ◽  
Peer Norms ◽  
Descriptive Norms ◽  
Climate Perceptions ◽  
School Maladjustment

AbstractAlthough prior research has indicated that peer norms for aggression enhance the spread of aggression in classrooms, it is unclear to date how these norms relate to students’ classroom climate perceptions and school adjustment. Aggressive descriptive norms reflect the average aggression of all students in classrooms, whereas aggressive popularity norms represent the extent to which aggressive behavior relates to popularity among peers. This study examined the role of aggressive descriptive and popularity norms in the classroom climate perceptions (cooperation, conflict, cohesion, isolation) and school adjustment (feelings of belonging; social, academic, and general self-esteem) of popular, well-liked, and victimized children. Self-reported and peer-nominated data were obtained from 1511 children (Mage = 10.60 years, SD = 0.50; 47.2% girls) from 58 fifth-grade classrooms. The results indicated that aggressive descriptive and popularity norms both matter in elementary school, but in diverging ways. Specifically, aggressive descriptive norms—rather than popularity norms—contributed to negative classroom climate perceptions irrespective of students’ social position. In addition, whereas descriptive norms contributed to between-classroom variations in some aspects of school adjustment, aggressive popularity norms related to increased school maladjustment for popular and victimized children specifically. Thus, aggressive descriptive norms and popularity norms matter in complementary ways for children’s classroom climate perceptions and adjustment in elementary education.

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