Evaluating Frame Factors in Urban Elementary Schools by Causal Modeling Techniques

1983 ◽  
Vol 4 (4) ◽  
pp. 33-35
Author(s):  
H. C. Waxman
Keyword(s):  
Elementary Schools ◽  
Causal Modeling ◽  
Urban Elementary Schools ◽  
Modeling Techniques

Characterization of Classroom Fine Dust in Urban Elementary Schools

2021 ◽  
Vol 37 (1) ◽  
pp. 113-124
Author(s):  
Sujeong Heo ◽  
Yoon Kim ◽  
Yerim Kwoun ◽  
Tae Jung Lee ◽  
Young Min Jo
Keyword(s):  
Elementary Schools ◽  
Fine Dust ◽  
Urban Elementary Schools

scholarly journals Investigating the impact of Computer Supported Collaborative Learning (CSCL) to help improve reading comprehension in low performing urban elementary schools

2019 ◽  
Vol 25 (3) ◽  
pp. 1571-1584 ◽  
Author(s):  
Natalia Vega ◽  
James Stanfield ◽  
Sugata Mitra
Keyword(s):  
Reading Comprehension ◽  
Elementary Schools ◽  
Collaborative Learning ◽  
Grade Level ◽  
Internet Access ◽  
Fourth Grade ◽  
The Internet ◽  
Computer Supported Collaborative Learning ◽  
Urban Elementary Schools ◽  
The Impact

Abstract In the United States, literacy rates vary between socio-economic groups, and this reading gap is also a common feature in the education systems of OECD member states. To help address this reading gap previous research has identified a number of teaching strategies that have a positive impact on student learning outcomes, including the use of peer collaboration and complex texts. However, the contribution of Computer Supported Collaborative Learning to help address the reading gap for students attending low performing urban elementary schools has, to date, received much less attention and little is known about the ability of young students with access to the Internet to read complex texts in groups and how this impacts on individual reading comprehension scores. This study therefore examines the impact of combining the use of complex texts, collaborative learning and access to the internet on the reading comprehension scores of 58 fourth-grade students (ages 10-11). The students met once a week for an hour over six consecutive weeks and read under the following three conditions: eighth grade level texts independently, eighth grade level texts in groups with internet access and fourth grade level texts in groups with internet access. Our findings demonstrate that groups of young students with access to the internet are capable of reading complex texts with minimal teacher intervention. We also believe that this approach has the potential to help students develop both their offline and online reading comprehension skills.

Comparison of the Effects of Coaching for General and Special Education Teachers in High-Poverty Urban Elementary Schools

2020 ◽  
Vol 54 (1) ◽  
pp. 36-53
Author(s):  
Linda A. Reddy ◽  
Adam Lekwa ◽  
Elisa Shernoff
Keyword(s):  
Special Education ◽  
Elementary Schools ◽  
Special Education Teachers ◽  
Behavior Management ◽  
Student Outcomes ◽  
Management Practices ◽  
Assessment System ◽  
High Poverty ◽  
Urban Elementary Schools ◽  
And Behavior

Research that examines coaching approaches for special education teachers is very limited. This study, a secondary analysis of a wait-list controlled, randomized trial (106 teachers, 2,195 students, 18 schools), investigated the effects of a data-driven coaching that integrated observational assessment and performance feedback on general education (GE) versus special education (SE) teacher practices and student outcomes in high-poverty urban elementary schools. Coaches used observational data via the Classroom Strategies Assessment System to identify practice needs, set goals, create plans, and monitor progress toward goals. Prior to coaching, GE and SE teachers were observed using evidence-based instructional and behavior management practices; however, some practices were at rates lower than recommended by the research literature. Results suggest that goal selection and frequency and quality of practices were generally comparable between GE and SE teachers. However, SE teachers used 30% fewer behavior corrective feedback statements, on average, than GE teachers ( p = .04). Overall, the effect of the coaching intervention did not differ across GE and SE teachers; both had significantly improved instructional and behavior management practices and student outcomes when compared with teachers in the control condition. Limitations and future directions for research and practice are discussed.

scholarly journals Support for Physical Education as a Core Subject in Urban Elementary Schools

2015 ◽  
Vol 49 (5) ◽  
pp. 753-756 ◽  
Author(s):  
Jacqueline C. Castillo ◽  
B. Ruth Clark ◽  
Carling E. Butler ◽  
Susan B. Racette
Keyword(s):  
Elementary Schools ◽  
Physical Education ◽  
Urban Elementary Schools ◽  
Core Subject

Text Message Reminders for Child Influenza Vaccination in the Setting of School-Located Influenza Vaccination: A Randomized Clinical Trial

2019 ◽  
Vol 58 (4) ◽  
pp. 428-436 ◽  
Author(s):  
Peter G. Szilagyi ◽  
Stanley Schaffer ◽  
Cynthia M. Rand ◽  
Nicolas P. N. Goldstein ◽  
Mary Younge ◽  
...  
Keyword(s):  
Clinical Trial ◽  
Elementary Schools ◽  
Influenza Vaccination ◽  
Intervention Group ◽  
Text Message ◽  
Text Messages ◽  
Urban Elementary Schools ◽  
Vaccination Rates ◽  
Flu Vaccination ◽  
Percentage Points

Half of US school children receive influenza vaccine. In our previous trials, school-located influenza vaccination (SLIV) raised vaccination rates by 5 to 8 percentage points. We assessed whether text message reminders to parents could raise vaccination rates above those observed with SLIV. Within urban elementary schools we randomized families into text message + SLIV (intervention) versus SLIV alone (comparison). All parents were sent 2 backpack notifications plus 2 autodialer phone reminders about SLIV at a single SLIV clinic. Intervention group parents also were sent 3 text messages from the school nurse encouraging flu vaccination via either primary care or SLIV. Among 15 768 children at 32 schools, vaccination rates were text + SLIV (40%) and SLIV control (40%); 4% of students per group received influenza vaccination at SLIV. Text message reminders did not raise influenza vaccination rates above those observed with SLIV alone. More intensive interventions are needed to raise influenza vaccination rates.

Sign in / Sign up

Export Citation Format

Share Document