scholarly journals Validation of the single-items Spanish-School Science Attitude Survey (S-SSAS) for elementary education

PLoS ONE ◽  
2019 ◽  
Vol 14 (1) ◽  
pp. e0209027 ◽  
Author(s):  
Radu Bogdan Toma ◽  
Jesús Ángel Meneses Villagrá
Keyword(s):  
Elementary Education ◽  
School Science ◽  
Attitude Survey ◽  
Science Attitude

Spanish-School Science Attitude Survey

2019 ◽  
Author(s):  
Radu Bogdan Toma ◽  
Jesús Ángel Meneses Villagrá
Keyword(s):  
School Science ◽  
Attitude Survey ◽  
Science Attitude

Student-teacher interaction in CLIL and non-CLIL elementary education

2021 ◽  
Author(s):  
Rafael Alejo-González ◽  
Manuel Lucero ◽  
Mary Schleppegrell ◽  
Ana Sánchez
Keyword(s):  
Elementary Education ◽  
Science Classroom ◽  
School Science ◽  
Teacher Interaction ◽  
Instructional Unit ◽  
Primary School Science ◽  
Verbal Strategies ◽  
Scaffolding Strategies ◽  
Verbal Scaffolding ◽  
Regular Session

Abstract This study analyzes interaction in a primary school science classroom. We compare the verbal scaffolding strategies used by a teacher during lessons from the same instructional unit taught in CLIL (English) and regular (Spanish) contexts. Results show that although there was no difference in the amount of information (‘content’) made available to students through the interactions, different verbal strategies were used (precision, justification and recall were more frequent in Spanish and exemplification in English) and that students were more active in engaging with science knowledge in the Spanish context. We discuss these findings in relation to the level of abstraction the teacher supported in interacting about science in the regular session, with implications for supporting children in learning both content and language in CLIL contexts.

Undergraduate Elementary Education Majors' Knowledge of Augmentative and Alternative Communication

2010 ◽  
Vol 19 (4) ◽  
pp. 100-107 ◽  
Author(s):  
Lindsay Kessel ◽  
Linda Sue Sickman
Keyword(s):  
Elementary Education ◽  
General Education ◽  
Augmentative And Alternative Communication ◽  
General Education Teachers ◽  
Classroom Teachers ◽  
Education Majors ◽  
Alternative Communication ◽  
Elementary Education Majors ◽  
Education Major ◽  
Survey Results

Abstract This study describes survey results measuring the knowledge undergraduate elementary education major students have about augmentative and alternative communication. Those students with experience and course knowledge surrounding AAC were more knowledgeable. Implications for speech-language pathologists (SLPs) will be addressed, including how SLPs can provide classroom teachers with classroom support for general education teachers.

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