Strategy Games: Treasures from Ancient Times

1997 ◽  
Vol 3 (2) ◽  
pp. 110-116
Author(s):  
Jacqueline Gorman
Keyword(s):  
Small Groups ◽  
Fifth Grade ◽  
Dry Beans ◽  
Strategy Games ◽  
Winning Strategies ◽  
Ancient Times ◽  
Game Board ◽  
Grade Classroom

The fifth-grade classroom was filled with the sounds of tension and concentration. I heard the quiet clicking of dry beans; hushed, intense discussions; and sighs of both frustration and satisfaction. My students were scattered around the room in small groups, leaning over game board and attempting to work out winning strategies for the game of kalah.

Self-Contained versus Team Teaching: An Analysis of a Physical Education Intervention by Classroom Teachers

1992 ◽  
Vol 11 (3) ◽  
pp. 268-287 ◽  
Author(s):  
Nell Faucette ◽  
Thomas L. McKenzie ◽  
James F. Sallis
Keyword(s):  
Physical Education ◽  
Team Teaching ◽  
Stages Of Concern ◽  
Fifth Grade ◽  
Classroom Teachers ◽  
Education Curriculum ◽  
Service Program ◽  
Service Training ◽  
Team Model ◽  
Grade Classroom

A primary purpose of this study was to describe differences between self-contained and team teaching approaches when two groups of fourth- and fifth-grade classroom teachers attempted to implement a physical education curriculum during a 4-month in-service program. One school featured team teaching in pairs during physical education classes; the other used a self-contained teaching approach. The program required a minimum of three 30-min physical education classes weekly. All teachers participated in an extensive in-service training program that included weekly on-site assistance. Data collection included teachers’ lesson-completion forms, specialist’s reports, SOFIT PE class observations, teacher-completed Stages of Concern questionnaires, and teachers’ formal interviews. Results indicated that classroom teachers who used the self-contained model more consistently implemented the curriculum and more frequently expressed positive responses. Participants who used the team model for the physical education curriculum frequently strayed from the assigned pedagogical approach, ignored major portions of the program, and experienced extreme management concerns.

Lukrecja – czy tylko słodka? Badania kliniczne, bezpieczeństwo stosowania, preparaty

2020 ◽  
Vol 21 (4) ◽  
Author(s):  
Katarzyna Antoniak ◽  
Marlena Dudek-Makuch ◽  
Wiesława Bylka
Keyword(s):  
Clinical Trials ◽  
Essential Oil ◽  
Infectious Diseases ◽  
Respiratory Tract ◽  
Small Groups ◽  
Sweet Taste ◽  
Biological Properties ◽  
Licorice Root ◽  
Ancient Times ◽  
Gastrointestinal Ulceration

Licorice has been used in medicine for ancient times. Licorice root contains active compounds with different activities: saponins, flavonoids, coumarins and essential oil. It shows diverse biological properties. This article presents current achievements with clinical trials and creates new possibilities to use licorice in therapy. It has been proved effectiveness of licorice preparations in infectious diseases of respiratory tract, aphthous stomatitis, in dermatoses and also in skin care. The conducted researches on licorice preparations, especially DGL, present on the pharmaceutical market, which are recommended in gastrointestinal ulceration, have not proved their anti-ulcerative effect. The results of some clinical trials may, however, raise doubts due to the small groups and sometimes the lack of randomization or standardization of the studied preparation. Due to its sweet taste, it is used as a corrigens.

“Airplanes Not Walls”: Broaching Unauthorized (Im)migration and Schooling in Mexico

2020 ◽  
Vol 122 (8) ◽  
pp. 1-40
Author(s):  
Sarah Gallo ◽  
Andrea Ortiz
Keyword(s):  
United States ◽  
School Teacher ◽  
Research Question ◽  
Video Recording ◽  
The United States ◽  
Ethnographic Study ◽  
Fifth Grade ◽  
Educational Practices ◽  
Academic Year ◽  
Grade Classroom

Background/Context This article builds on U.S.-based research on undocumented status and schooling to examine how an elementary school teacher in Mexico successfully integrates transnational students’ experiences related to unauthorized (im)migration into the classroom. Purpose/Objective/Research Question/Focus of Study Drawing on a politicized funds of knowledge framework, we focus on an exceptional fifth-grade teacher's curricular, pedagogical, and relational decisions to provide concrete examples of how educators on both sides of the border can carefully integrate students’ politicized experiences into their classrooms. Setting This research took place in a semirural fifth-grade classroom in Central Mexico during the 2016–2017 academic year, when Donald Trump was elected president of the United States. Population/Participants/Subjects This article focuses on the routine educational practices within a single fifth-grade classroom in a highly transnational Central Mexican town. Participants included a binational student who had recently relocated to Mexico because of U.S.-based immigration policies, her peers from transnational families with ties to the United States, and their fifth-grade teacher. Research Design This school-based ethnographic study involved weekly participant observation and video recording of routine activities in Profe Julio's fifth-grade classroom during the 2016–2017 academic year. Observations were triangulated with additional data sources such as interviews (with educators, binational students, and binational caregivers) and artifacts (such as homework assignments and student writing). Findings/Results Through a close examination of a fifth-grade classroom in Mexico, we illustrate how the teacher brought students’ (im)migration experiences into school by leveraging openings in the curriculum, developing interpersonal relationships of care, and engaging in a range of pedagogical moves. Conclusions/Recommendations We discuss how this teacher's educational practices could be carefully tailored to U.S. classrooms within the current anti-immigrant context. These practices include building relationships of care, looking for openings in the curriculum, providing academic distance, prioritizing teachers as learners, and working with school leadership for guidance on navigating politicized topics under the current U.S. administration.

Bringing the Background to the Foreground: What Do Classroom Environments That Support Authentic Discussions Look Like?

2007 ◽  
Vol 44 (2) ◽  
pp. 370-399 ◽  
Author(s):  
Xenia Hadjioannou
Keyword(s):  
Classroom Environment ◽  
Physical Environment ◽  
Classroom Community ◽  
Fifth Grade ◽  
Classroom Environments ◽  
Student Beliefs ◽  
Multiple Perspectives ◽  
Field Notes ◽  
Grade Classroom

Authentic discussions are dialogically oriented classroom interactions where participants present and consider multiple perspectives and often use others’ input in constructing their contributions. Despite their instructional effectiveness, authentic discussions are reportedly rare in classrooms. This qualitative case study examines the features of the environment of a fifth-grade classroom community where authentic discussions were frequent. The examination used recorded class sessions, interviews, and field notes to identify seven aspects of the classroom environment that appeared to be essential to the presence of authentic discussions: physical environment, curricular demands and enacted curriculum, teacher beliefs, student beliefs about discussions, relationships among members, classroom procedures, and norms of classroom participation.

The Intersection of Two Unlikely Worlds: Ratios and Drums

2001 ◽  
Vol 7 (6) ◽  
pp. 376-383
Author(s):  
Anthony C. Stevens ◽  
Janet M. Sharp ◽  
Becky Nelson
Keyword(s):  
African American ◽  
The Other ◽  
Fifth Grade ◽  
Personal Experiences ◽  
Pattern Repetition ◽  
Grade Classroom

When mathematics lessons are linked with personal experiences, typically, the result is that the student gains a stronger understanding of the content than if the lessons are isolated and unconnected. This premise was recently supported in a local fifth-grade classroom. The students learned to play three mathematically disparate rhythms on conga drums as an introduction to an exploration of ratio. Ratios connect naturally with African and Afro-Cuban drumming because the drummer's combination of many rhythms, each with a pattern repetition of different length results in a polyrhythmic song. The pattern repetitions are comprised of a given quantity of one type of beat mixed with a specified quantity of another type of beat, or a ratio of one beat to the other one. Although we completed this lesson with a group of children of whom half were African American, we believe this lesson can be powerful and meaningful for children of all ethnic backgrounds.

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