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Lakkala, Suvi; Uusiautti, Satu; Kyrö-Ämmälä, Outi; Grönfors, Perttu – International Journal of Whole Schooling, 2020
In this study, we assessed how Finnish teachers' professional actions support their students' engagement and positive self-image at school. This qualitative multimethod study is comprised of three sub-studies: (1) the research Data Set A included pedagogical reflective journals, observations of, and interviews with, two Finnish teachers and their…
Descriptors: Self Concept, Learner Engagement, Learning Activities, Teaching Methods
Teeters, Leah A. Peña; McKimmy, Caitlin; Shedro, Michelle; Ashar, Yoni K.; Alvarez, Adriana; Price, Emily Claire; Dimidjian, Sona – Journal of Teacher Education and Educators, 2021
This article investigates a teacher learning program in Mexico, Desarrollo de la Inteligencia a través del Arte: DIA (Development of Intelligence through Art: DIA), that supports teachers in applying holistic approaches to instruction that support social, emotional, academic, and cognitive growth. Using qualitative and quantitative measures, this…
Descriptors: Social Emotional Learning, Faculty Development, Holistic Approach, Student Development
McGuire, Margit E.; Stevahn, Laurie; Bronsther, Shari Wennik – Democracy & Education, 2019
This article explains why elementary school children need civic education, identifies common obstacles that frustrate efforts, then describes how the Storypath approach can provide all students with opportunities for powerful civic learning. An actual application in a culturally diverse fourth-grade classroom illustrates how children grappled with…
Descriptors: Teaching Methods, Elementary School Students, Civics, Citizenship Education
Anderson, Cynthia M.; Smith, Tristram; Iovannone, Rose – Education and Treatment of Children, 2018
There is a large gap between research-based interventions for supporting children with autism spectrum disorder (ASD) and current practices implemented by educators to meet the needs of these children in typical school settings. Myriad reasons for this gap exist including the external validity of existing research, the complexity of ASD, and…
Descriptors: Pervasive Developmental Disorders, Autism, Capacity Building, Intervention
Anderson, Cynthia M.; Smith, Tristram; Iovannone, Rose – Grantee Submission, 2018
There is a large gap between research-based interventions for supporting children with autism spectrum disorder (ASD) and current practices implemented by educators to meet the needs of these children in typical school settings. Myriad reasons for this gap exist including the external validity of existing research, the complexity of ASD, and…
Descriptors: Pervasive Developmental Disorders, Autism, Capacity Building, Intervention
Handsfield, Lara J.; Valente, Patricia – International Journal of Multicultural Education, 2016
In this article, we describe how students were invited to write and publicly read their "momentos de cambio" (moments of change) stories--memoirs in which they recount moments of significant change, both joyful and traumatic, in their lives. Drawing from elements of Latino critical theory, we conceptualize these stories in part as…
Descriptors: Critical Theory, Autobiographies, Bilingual Students, Grade 4
Horowitz, Rob – New York City Department of Education, 2016
The purpose of this study was to examine the impact of the Everyday Arts for Special Education (EASE) program on elementary special education students' academic achievement (reading and math) and social-emotional learning. EASE was a 5-year program providing professional development and instruction in the arts in 10 New York City special education…
Descriptors: Special Education, Program Effectiveness, Elementary School Students, Reading Achievement
Allen-Hughes, Lily – Online Submission, 2013
The intense focus of academics currently in practice in elementary schools limits the opportunities for developing social skills and abilities that are necessary 21st century skills. Through a specifically structured Morning Meeting a teacher can create a space in the classroom that encourages the growth of important social skills that will…
Descriptors: Elementary Schools, Educational Objectives, Academic Achievement, Elementary School Teachers
Ljusberg, Anna-Lena – International Journal of Inclusive Education, 2011
The aim of this article is to highlight the organisation of the remedial classroom. The data were collected from observations and semi-structured interviews with 10 teachers in remedial classes for children seen and treated as having concentration deficits. The teachers use primarily compensatory language that places the deficits in the pupils.…
Descriptors: Remedial Programs, Interviews, Remedial Instruction, Observation
McFadden, Lauren Bosworth – Kappa Delta Pi Record, 2012
The purpose of this study was to examine how the infusion of theatre arts into the language arts and social studies curricula in grades 4 and 5 impacted the cognitive and prosocial development of special populations, as well as the students' attitudes toward learning. An experimental/control group design was employed. Various instruments were used…
Descriptors: Theater Arts, Student Attitudes, Teaching Methods, Language Arts
Fan, Tin – Online Submission, 2012
The goal of this study is to understand the effective learning of the iPad and the use of the system to assist elementary-age students with learning. The research literature promotes different types of assistive technology used for learning and suggests a few applications to use for the iPad. Four students with autism learned to use an iPad tablet…
Descriptors: Action Research, Autism, Educational Technology, Assistive Technology
Brown, Joshua L.; Jones, Stephanie M.; Aber, J. Lawrence – Society for Research on Educational Effectiveness, 2010
This presentation capitalizes on a three-year, longitudinal, school-randomized trial of the 4Rs Program, a comprehensive, school-based social-emotional and literacy program for elementary schools, to test intervention induced changes in features of classroom climate and key dimensions of teacher affective and pedagogical processes and practices…
Descriptors: Intervention, Academic Achievement, Literacy, Classroom Environment
Stichter, Janine P.; Lewis, Timothy J.; Whittaker, Tiffany A.; Richter, Mary; Johnson, Nanci W.; Trussell, Robert P. – Journal of Positive Behavior Interventions, 2009
The importance of effective instruction on student academic and social achievement has been well documented. Strong classroom management and the use of high rates of opportunities to respond (OTR) have been two advocated classroom practices to positively impact student performance. This article presents an analysis of data collected across 35…
Descriptors: Classroom Techniques, Elementary Schools, General Education, Elementary School Teachers
Jarvey, Marya; McKeough, Anne; Pyryt, Michael C. – Research in the Teaching of English, 2008
Trickster tales, with their teachings on how to behave in the world, are a powerful means for transmitting social knowledge and cultural mores to children. In this study we compared two approaches to teaching fourth-grade students to write trickster tales. Although both instructional methods incorporated aspects of the writing process approach,…
Descriptors: Writing Processes, Tales, Process Approach (Writing), Cognitive Development
Santos, Carol A. – ProQuest LLC, 2009
This study examines the relationships among third and fourth grade teacher practices in cognitive development: understanding, application, synthesis, and judgment; emotional/social development; their students' self-reported opportunities for emotional/social development; and academic self-concept. In addition, this study investigates the…
Descriptors: Ethnicity, Student Attitudes, Mothers, Language Arts
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