Direct Instruction Mathematics: A Longitudinal Evaluation of Low-Income Elementary School Students

1984 ◽  
Vol 84 (4) ◽  
pp. 395-407 ◽  
Author(s):  
Russell Gersten ◽  
Doug Carnine
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Direct Instruction ◽  
Low Income ◽  
School Students ◽  
Longitudinal Evaluation

scholarly journals Asthma Prevalence in Low-Income Urban Elementary School Students in St. Louis, 1992 and 2004

2009 ◽  
Vol 154 (1) ◽  
pp. 111-115 ◽  
Author(s):  
Kyle A. Nelson ◽  
Lisa Meadows ◽  
Yan Yan ◽  
Mario Schootman ◽  
Robert C. Strunk
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Low Income ◽  
Asthma Prevalence ◽  
School Students ◽  
Urban Elementary School

scholarly journals LET’S TALK FOOD: ELEMENTARY SCHOOL STUDENTS’ PERCEPTIONS OF SCHOOL AND HOME FOOD ENVIRONMENT AND THE IMPACT OF THE HARVEST OF THE MONTH PROGRAM ON THEIR DIETARY ATTITUDES AND BEHAVIORS

2018 ◽  
Vol 8 (3/4) ◽  
pp. 154 ◽  
Author(s):  
Amanda Margolin ◽  
Keiko Goto ◽  
Cindy Wolff ◽  
Stephanie Bianco
Keyword(s):  
Elementary School ◽  
Focus Groups ◽  
Elementary School Students ◽  
Healthy Eating ◽  
Low Income ◽  
Food Environment ◽  
School Students ◽  
Attitudes And Behaviors ◽  
And Behaviors ◽  
The Impact

This study aimed to further knowledge about elementary school students’ views on food environment, and the effects of the Harvest of the Month (HOTM) program on their dietary attitudes and behaviors. Three focus groups were conducted with a total of 24 fourth, fifth, and sixth grade students from low-income schools in northern California who received the National School Lunch Program and HOTM during the school year. Focus groups were tape-recorded, transcribed, and coded for specific themes. Following the intervention, participants expressed a desire for more healthy food options in the school cafeteria and wanted to receive more school and family support for healthy eating. The HOTM program created a positive environment that appeared to influence their dietary attitudes and behaviors, peer and family perceptions of healthy eating, and participants’ attitudes toward their schools. Specifically, cooking demonstrations, tasting activities, and take-home recipes provided them with a means to share with their parents what they had learned about fruits and vegetables. School food policy interventions may become more effective if they are combined with interventions based on nutrition education. Future research should focus on exploring effective and synergistic ways of implementing both types of interventions among children.

Using Direct Instruction: Teaching Preposition Use to Students With Intellectual Disability

2015 ◽  
Vol 46 (3) ◽  
pp. 194-206 ◽  
Author(s):  
S. Christy Hicks ◽  
Christopher J. Rivera ◽  
Charles L. Wood
Keyword(s):  
Elementary School ◽  
Intellectual Disability ◽  
Elementary School Students ◽  
Direct Instruction ◽  
Explicit Instruction ◽  
Language Skills ◽  
Multiple Baseline ◽  
Language Delays ◽  
School Students ◽  
Baseline Design

Purpose Students with intellectual disability often struggle with significant language delays or impairments and can require explicit instruction in language skills. The purpose of this study was to investigate the effects of direct instruction on the use of and response to prepositions by 3 elementary school students with intellectual disability. Method A multiple-baseline design across prepositions was used in this study with replication across students. Results Results of this study found that students were able to use and respond to prepositions consistently after receiving direct instruction on each of the 3 target prepositions. Furthermore, all 3 students demonstrated maintenance and generalization of the prepositions. Conclusion These results have implications for practice that could influence preposition acquisition for students with intellectual disability, providing educators with a simple, efficient instructional approach.

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