Teaching

The Effects of Technology on Engagement and Retention Among Upper Elementary Montessori Students.

The purpose of this paper is to describe the findings of a study on the effects of
integrating technology into lessons in a Montessori upper elementary classroom in
Raleigh, North Carolina. The research looked at both the student engagement and the
retention of information when technology was included in Montessori lessons. This study
spanned a six-week period and was conducted with 25 fourth through sixth grade
students. Data collection included a pre-lesson questionnaire, a teacher engagement
report form, a teacher ...

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Supporting Public Health Priorities: Recommendations for Physical Education and Physical Activity Promotion in Schools

Physical activity (PA) provides numerous physiological and psychosocial benefits. However, lifestyle changes, including reduced PA opportunities in multiple settings, have resulted in an escalation of overweight and obesity and related health problems. Poor physical and mental health, including metabolic and cardiovascular problems is seen in progressively younger ages, and the systematic decline in school PA has contributed to this trend. Of note, the crowded school curriculum with an intense focus on academic achievement, lack of school leadership support, funding and ...

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Inclusion of Children with Disabilities: Teachers’ Attitudes and Requirements for Environmental Accommodations

Teachers in general education are expected to cope with students with diverse needs. They might not always be ready or sufficiently supported to meet these challenges. The current study aims at identifying child, teacher and environmental barriers to inclusion. Specifically it addresses the importance of preschool teachers’ attitudes as the human environment factor that may facilitate inclusion of children with disability, and teachers’ major concerns about environmental accommodations that inclusion implies. The study assessed how teachers’ attitudes towards inclusion of ...

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Evidence for General and Domain-Specific Elements of Teacher–Child Interactions: Associations With Preschool Children’s Development

This study evaluates a model for considering domain-general and domain-specific associations between teacher–child interactions and children’s development, using a bifactor analytic strategy. Among a sample of 325 early childhood classrooms there was evidence for both general elements of teacher–child interaction (responsive teaching) and domain-specific elements related to positive management and routines and cognitive facilitation. Among a diverse population of 4-year-old children (= 1,407) responsive teaching was modestly associated with development across social and cognitive domains, whereas positive management and routines was ...

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Less-structured time in children’s daily lives predicts self-directed executive functioning

Executive functions (EFs) in childhood predict important life outcomes. Thus, there is great interest in attempts to improve EFs early in life. Many interventions are led by trained adults, including structured training activities in the lab, and less-structured activities implemented in schools. Such programs have yielded gains in children’s externally-driven executive functioning, where they are instructed on what goal-directed actions to carry out and when. However, it is less clear how children’s experiences relate to their development of self-directed executive ...

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Children’s Gender-Typed Activity Choices Across Preschool Social Contexts

Variability in children’s gender-typed activity preferences was examined across several preschool social contexts–solitary play, interactions with female peers, male peers, and both, and interactions with teachers. Participants were preschool children (N = 264; 49 % girls, M age = 52 months, range 37–60) attending Head Start classes in the Southwest United States. Seventy-three percent were Mexican/Mexican-American, and 82 % of families earned less than $30,000 per year. Children’s preferences for gender-typed activities varied as a function of their own gender and the identity ...

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Supporting Autonomy in the Classroom: Ways Teachers Encourage Student Decision Making and Ownership

In addition to classroom activities, teachers provide personal and instructional supports meant to facilitate the developing sense of student autonomy. In this article, we offer a way of thinking about autonomy-supportive practices that suggests that such practices can be distinguished at a featural level and that different practices may in fact have different outcomes in terms of student classroom behavior. Specifically, we propose that autonomy support can be manifested in the classroom in at least 3 distinct ways: organizational autonomy ...

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Biking across America to teach pop-up science classes

On April 17, the two UCLA alums will embark on an eco-friendly cross-country road trip, pedaling their bicycles over 3,800 miles from San Francisco to New York City. Along the way, they’ll make pit stops to teach middle school students quick lessons in physics, solar power, and renewable energy.

 

Biking across America to teach pop-up science classes

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The Research Behind Social and Emotional Learning | Edutopia

Teaching without implementing social and emotional learning (SEL) is like leading kids without shoes on a trek across the Appalachians. Count on a short trip with lots of whining.

The goals of SEL, according to the Collaborative for Academic, Social, and Emotional Learning (CASEL), “are to one, promote students’ self-awareness, self-management, social-awareness, relationships, ...

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4 Easy Teaching Tips for Autism Children

I love to tweet parenting tips and I love it even more when someone comments on them or asks for additional tips.

I received a request the other day from someone who wanted to know if I could expand upon the following tip I tweeted a few weeks ago ...

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