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Purpose: Classroom-based physical activity (PA) provides students the opportunity to achieve PA recommendations. However, limited research has examined grassroots efforts for classroom-based PA. The purpose of this study was to share the story of a grassroots initiative to increase PA during school, titled the 150 Project. Methods: Narrative inquiry was used to draw on participants shared experiences to bring the story into existence. Individual interviews were conducted (n = 4, project developers; n = 9, elementary classroom teachers). Interview data were coded to reveal connections and relationships between the participants' stories to form a narrative. Results: The narrative is told by explaining (a) challenge (achieve PA recommendations), (b) action steps (project design), (c) outcomes (student, teacher, and school), and (d) moral of the story (need valid data and increased advocacy for during-school PA). Discussion/Conclusion: The 150 Project successfully trained classroom teachers to increase PA and advocate for PE, but the project is unsustainable without additional support systems. [ABSTRACT FROM AUTHOR]

Purpose: Guided by the model of domain learning theory, this study was intended to determine the extent to which integrating a 10-min physical activity (PA) break in elementary school mathematics lessons would enhance the learning of mathematics content. Methods: A sample of 22 intact classes from a random sample of eight schools in Taiwan were randomly assigned to an experimental condition with PA breaks (n = 11) and a control condition (n = 11) for 12 weeks. Students' (N = 420) mathematics knowledge was assessed using the standardized aptitude tests accompanying the curriculum, which encompassed five knowledge domains. Results: Analysis on class means showed that adding the PA breaks did not benefit mathematics learning, which lends support to the model of domain learning theory. Discussion/Conclusion: The findings seem to question the theoretical foundation for adding PA breaks to classroom-taught content, including mathematics. Although interdisciplinary or cross-disciplinary instruction and learning may be necessary to advance students' knowledge, including PA in classroom-taught subjects needs extensive research. [ABSTRACT FROM AUTHOR]

Second-graders engaged in complex reading, writing, and thinking about Rosa Parks and the Montgomery Bus Boycott. Close readings of secondary and primary sources situated students to discover incongruencies between what is reported within trade-books and what is revealed within historical documents. Scaffolding directed students' scrutiny of secondary sources for historical gaps and of primary sources for historical significance. The scaffolding was differentiated for both text-based and visually oriented primary sources. The assessment—creation of a faux primary source—was discipline-specific and completed through peer- and teacher-led review. Students demonstrated historical literacy, thinking, and argumentation during different phases of this guided inquiry. Teachers and researchers can gain rich, nuanced understandings from examining classroom-based learning. [ABSTRACT FROM AUTHOR]

This study investigated relationships among home reading practices, shared book reading (SBR) behaviors, and child literacy outcomes in young children with cochlear implants in Baltimore, Maryland. Parents (N =18) completed a home reading questionnaire and recorded themselves reading books with their children at home. Shared book reading sessions were coded for interactive reading behaviors. Children's early language skills and literacy skills were also assessed. We explored variability in these behaviors with regard to demographic characteristics and type of book; these exploratory analyses revealed that parents used more literacy teaching techniques when reading the wordless picture book and that parent interaction and engagement and literacy teaching techniques were more frequent with younger children than with older children. While many families frequently used interactive reading behaviors, our analysis did not find significant relationships between the parent behaviors and children's literacy scores. However, there was an interaction between the amount of reading and cochlear implant experience such that more cochlear implant experience was associated with better reading outcomes only for the group of children who received more reading time. In a sample of young children with cochlear implants, reading time, cochlear implant experience, and child language skills were better predictors of reading outcomes than parents' frequency of SBR behaviors alone. [ABSTRACT FROM AUTHOR]

This study focuses on the practices implemented by tutors, considering education professionals, especially teachers, on the one hand, and on the other, non-education professionals, namely students. Interviews with 24 tutors, inspired by the explicitation interview technique, enabled us to determine that the nine most frequently implemented practices are similar regardless of whether the tutor is an education professional. Nevertheless, eight elements are likely to influence tutoring, most notably being familiar with the tutored students and their difficulties before the session, and knowing how the concepts are addressed in class. In this regard, tutoring provided by education professionals is likely to be even more effective the more they know the tutees. However, it would appear that non-professionals trained in program concepts and who benefit from follow-ups with the students' teachers or parents are also able to provide quality tutoring. [ABSTRACT FROM AUTHOR]

This study explores the longitudinal association between Theory of Mind (ToM) and reading comprehension (RC) in middle childhood, focusing on three advanced ToM (AToM) components: social reasoning, reasoning about ambiguity and recognition of social norm transgressions. Over the course of a year, 112 nine‐year‐olds (61 girls, 51 boys; Mage = 9; 0 years, ±4 months at wave 1) were followed from Grade 3 to Grade 4 and assessed for AToM predictors of Grade‐4 RC. Findings show that only social reasoning predicts RC, independent of general intelligence and prior RC performance. In turn, RC did not predict any AToM component. These findings contribute to understanding cognitive development in educational contexts, emphasizing the significance of AToM, particularly social reasoning, in RC. [ABSTRACT FROM AUTHOR]

The purpose of this research is to find out i) the quality of the accountability management system of superior schools, ii) elementary school digital transformation capabilities, and iii) the relationship between the quality of the accountability management system for superior schools and the digital transformation capabilities of elementary schools in Indonesia. The research approach used is quantitative. The research location is in public elementary schools in Malang City. The population of this research is all 195 public elementary schools. The research sample is 22 public elementary schools. The research subjects were school principals, class teachers, and subject teachers totaling 51 people. Data collection is done by using a questionnaire. Elementary schools with superior school accountability management systems have the ability to drive their digital transformation capabilities. Excellent school accountability management systems and school digital transformation capabilities guarantee equal access to education for all students. Implications for improving teaching and learning are also discussed in this paper. The variables studied can be used to determine the priority scale for planning, implementing and evaluating superior school accountability management systems in digital transformation, in increasing teacher competency. [ABSTRACT FROM AUTHOR]

This study aims to develop a science, environment, technology, and society (SETS)-based learning module to enhance critical thinking skills among elementary school students. Employing a research and development (R&D) approach adapting the Borg and Gall model, this module is designed to enrich the learning process of natural and social sciences (IPAS). The research sample involved elementary school students from selected schools, utilizing quantitative methods to measure the module's effectiveness. Validation results showed high scores in content, media, language, and pedagogy, indicating a highly valid module. Practicality tests revealed high practicality from both learners' and educators' perspectives, with average scores above 90. The findings indicate a significant increase in students' critical thinking abilities post-module learning, as measured by pre-test and post-test instruments. Implications of these findings suggest that integrating SETS concepts into IPAS learning can be an effective strategy in enhancing elementary students' critical thinking skills. These findings also offer insights for educational practitioners in designing more interactive and environmentally relevant learning materials. [ABSTRACT FROM AUTHOR]

This action research aims to improve teachers' ability to enrich, redesign, develop, and test the ahlussunah waljamaah (Aswaja) Annahdliyah curriculum in strengthening Islamic moderation in 25 madrasah ibtidaiyah (Islamic elementary schools) in Kedu Caresidenan, Central Java, Indonesia. The method used was participatory action research modeled by Stephen Kemmis, Robin McTaggart, and Rhonda Nixon, an experimental type of action research. The research findings state that Islamic moderation through strengthening the Aswaja Annahdliyah curriculum is carried out by enriching and redesigning the curriculum in the aspects of objectives, content/materials, methods/activities, and assessment/evaluation. The form of strengthening the Aswaja Annahdliyah curriculum is carried out by developing a curriculum by providing material on the basic principles of Aswaja, Ukhuwah Nahdliyah, and Mabadi Khaira Ummah in the aspects of fikrah (thought), aqidah (belief), harakah (movement), and amaliyah (worship practices). As a result, teachers know the depth and breadth of the curriculum in terms of objectives, content, methods, and evaluation at the level of fikrah, aqidah, harakah, and amaliyah, determining basic competencies, operational verbs, materials, material enrichment, and selecting appropriate learning models, methods, strategies, and media. Future research needs to explore curriculum strengthening for Aswaja Annahdliyah at the high school or university level. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper examines the impact of COVID-19 on teachers’ relationships with students, parents, and other teachers as well as on the knowledge which they produce as their teaching and learning spaces are reconceptualised and their workplace relationships are redefined. The study adopted bricolage as a research approach and single-group case study as a research design, and used data obtained from a range of individual semi-structured interviews with elementary teachers which were supported by a series of naturally occurring data. The findings reinforce the conclusions that have been drawn in previous studies in terms of the significance of the social and relational aspects of educational settings and of the view of teachers as legitimate knowledge producers. Additionally, however, the results expand on our current understanding of teacher relationships and professional knowledge production by illustrating how participants collaboratively addressed the unprecedented challenges which the pandemic posed in order to strengthen their workplace relationships with significant others and enhance student educational experiences. The diversity of the strategies the teachers used provides evidence of growth in multiple dimensions of teacher knowledge and of different forms of agency, and has implications for teaching, teacher education, and future research in this area. [ABSTRACT FROM AUTHOR]

Parent’s involvement in their children’s education has been shown to have a positive impact on student outcomes, including academic achievement, attitude toward school, and skill development. However, there is limited research exploring how to help Hispanic parents become more involved in their children’s schooling. There are more than 13.8 million Hispanic students in public elementary and secondary schools. Due to the increase in Hispanic students within the U.S. there is a need to better understand and support their parents’ involvement in schools. This study evaluated the effectiveness of the Parents + Schools = Successful Children (PSSC) program on the involvement of 19 hispanic parents at an urban elementary school. This study used a mixed-methods design with concurrent triangulation to evaluate the effectiveness and social validity of the program. Results indicated that PSSC improved the overall level of involvement by helping parents improve reading in the home, increase their understanding of the school system, and be more involved in their child’s school. Additionally, the program was viewed as socially valid and helpful according to parents and program teachers. The significance of these results is discussed, as well as study limitations and suggestions for school practices that may encourage Hispanic parent involvement. [ABSTRACT FROM AUTHOR]

The introduction of elementary schools in Sweden (and elsewhere) in the mid-nineteenth century required the quick hiring of many new teachers, which in turn posed challenges about their financing. This paper analyses school inspectors' reports and teachers' journals to illuminate local strategies to provide affordable teaching in the Uppsala region in central Sweden from 1861 to 1910. The feminisation of the teacher's role and the secondary occupations undertaken by (usually) male teachers during this time have not previously been studied together in this context. The main aim of studying these areas together was to contribute to social and economic research in the history of education. The methods were historical and statistical analyses of source materials, with a particular focus on local and regional school developments. The results show that hiring more women to teach in the lower school forms and providing or encouraging side occupations for male teachers were common strategies to make teaching affordable in Sweden during the period studied. In conclusion, it would have been very difficult to implement the elementary school model in Sweden without these strategies. The study confirms the notion of the local character of school funding and provides new empirical evidence of the limitations of state intervention during this period. [ABSTRACT FROM AUTHOR]

Although the notion of assumptions is important in mathematical activity as early as the elementary school, there is limited research on how to help elementary teachers develop mathematical knowledge for teaching related to assumptions. In this paper, we discuss the theoretical foundation and implementation of an intervention that aimed to promote three key elements of this knowledge among prospective elementary teachers. We developed the intervention in a 4-year design experiment that we conducted in an undergraduate mathematics course for prospective elementary teachers. The intervention's design utilized the notion of productive ambiguity in the context of a deliberately ambiguous task where the role of assumptions surfaced and was reflected upon in purposefully organized ways. We focus on the implementation of the intervention in the last of 5 research cycles of our design experiment to exemplify our theoretical framework and to discuss the promise of the intervention to promote the three targeted elements of knowledge. The approach to promoting mathematical knowledge for teaching that we discuss in the paper offers a paradigmatic case of how teacher educators can use productive ambiguity to design learning opportunities for prospective teachers to intertwine mathematical learning with pedagogical awareness thus developing pedagogically functional mathematical knowledge. [ABSTRACT FROM AUTHOR]

Three years after Japan integrated programming into all elementary school subjects, questions remain on how policy is being put into practice in arts education. This article examines the current state of programming – activities addressing a local version of computational thinking – in music, with a focus on Japan's pending challenges. First, an analysis of 23 activity reports sheds light on the main features of implementation efforts conducted by elementary school teachers from all over the country. Notably, compliance with official guidelines seems to have been prioritized over subject-specific contents, and, in some cases, the mere use of digital technologies in the classroom appears to be more relevant than programming and music-making goals. Following that, two key stakeholders – Japanese professionals engaged in planning and implementing programming in music in elementary schools – provide insights on its present state and future prospects through an open questionnaire. Their often-contrasting answers include perspectives on learning goals, teachers' skills and assessment, as well as their expectations and concerns. A number of unresolved issues and tensions persist regarding how subject contents and programming should be balanced. Given this situation, final remarks address how music-centered, postdigital views of programming may inform future initiatives in the intersection of computing science and music education. [ABSTRACT FROM AUTHOR]

So far, mathematics learning has only focused on a curriculum that prioritizes outcomes over processes, so attitudes are rarely the target of learning. In fact, a positive attitude, especially self-regulated and creativity, is needed in learning mathematics and must have been formed since elementary school. This research, with the aim of describing efforts to establish independence and creativity in learning mathematics by elementary school teachers in West Kalimantan, uses a qualitative descriptive method with a questionnaire as a research instrument. The results of the study show that: i) the formation of self-regulated learning by the teacher is very good, especially in the indicators of disciplined behavior. However, it needs to be improved on indicators of behaving based on one's own initiative; and ii) the formation of learning creativity by the teacher is very good, especially on the indicator of having a great curiosity. However, it needs to be improved on indicators of diligent behavior and not getting bored easily. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore Moroccan pre-service elementary teachers' attitudes toward integrated science, technology, engineering, and mathematics (STEM) education and the use of mobile devices in integrated STEM education. The research sample was selected using convenience sampling. Data were collected from 226 pre-service teachers in the Bachelor of Education Elementary Specialty (BEES) using a 28-item questionnaire. The validity of the items was tested by factor analysis using the extraction method of principal component analysis with varimax rotation. Reliability tests for the different constructs were conducted by calculating Cronbach's alpha. Frequency, mean, standard deviation and Mann-Whitney tests were used to analyze the data. The results revealed that pre-service elementary teachers have generally neutral attitudes toward integrated STEM education, and they also showed that pre-service teachers' attitudes toward integrated STEM education do not depend on gender or grade level. However, these attitudes are dependent on pre-university studies. Pre-service teachers with a scientific background have significantly more positive attitudes toward integrated STEM education than their counterparts with a literary background. Furthermore, the results of this study also revealed that pre-service teachers have positive attitudes toward the use of mobile devices in integrated STEM education, and these attitudes are not dependent on gender, grade level, or pre-university studies. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study used a single-case design to investigate the effectiveness of Daily Behavior Report Cards (DBRC) in addressing elementary school children's disruptive behavior. The study, conducted in a German elementary school, involved ten second-grade students identified by their teachers as exhibiting disruptive behaviors. The procedures included training teachers in the implementation of DBRC, setting specific behavioral goals for each student, and using the Direct Behavior Rating (DBR) to assess General Disruptive Behavior (GDB) and Specific Goal Behavior (SGB). The DBRC was implemented over 120 days, with daily monitoring and feedback provided to students. The results demonstrated a significant reduction in both variables. The data analysis was conducted using regression-based analyses and the Non-Overlap of All Pairs (NAP). This study confirms the effectiveness of DBRC in mitigating disruptive behaviors and achieving specific behavioral goals, thereby contributing valuable insights into the application of this evidence-based intervention within the German elementary school system. It also highlights the utility of the single-case design in educational research. [ABSTRACT FROM AUTHOR]

AbstractComputer science (CS) teachers are still learning how to enact culturally-sustaining/revitalizing CS education for Indigenous students. In response, elementary teachers on the Wind River Reservation, a professional development provider, researchers, and the Wyoming Department of Education formed a researcher-practitioner collaborative to implement and study the implementation of culturally- sustaining/revitalizing CS lessons using design-based implementation research (DBIR) practices. Researchers collected data via interviews, reflection forms, and observations. Findings indicated that teachers used students’ funds of knowledge to support engagement and expanded lessons to reflect Indigenous priorities of language revitalization and Tribal sovereignty. Creating culturally-sustaining/revitalizing CS education was a collective activity, drawing on interdependence of teachers and students. [ABSTRACT FROM AUTHOR]

Nanoscience and Nanotechnology (NST) education is at the forefront of an emerging interdisciplinary frontier, ready to address global challenges. In this context, our research adopts a distinctive approach—using software applications in digital games to introduce young children to NST concepts and analyse resulting learning outcomes. The three-step research unfolds strategically, aiming to assess the effectiveness of two distinct digital technologies (computers and tablets) at an introductory level, influencing children's understanding of Nanotechnology concepts. One hundred fifty second-grade students, divided into experimental and control groups, participated in an exploration facilitated by the Test for the NANOtechnology Elementary Knowledge Assessment (TENANO). This tool meticulously measures the depth of children's knowledge about size, a fundamental aspect of NST. The experimental groups, especially the tablet group, significantly outperformed their post-test control counterparts. This marks a pioneering stride in early primary education. By leveraging children's familiarity with digital technology, this research harnesses the recent health crisis to advance NST education through interactive games, leaving a distinctive mark on early-primary NST education and paving the way for transformative educational methodologies. [ABSTRACT FROM AUTHOR]

Copyright of Pamukkale University Journal of Education is the property of Pamukkale University Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of School Administrators is the property of School Administration Research Association, R.O.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Sociology of Education is the property of Journal of Sociology of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Elementary Education / Revija za Elementarno Izobraževanje is the property of University of Maribor, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This special issue presents recent research designed to translate research into practice and policy so literacy interventions can make sustainable changes in schools worldwide. Integrating learning theories with a bioecological model of human development, we examine how research is translated for practice in policy, textbooks, and interventions. This compilation includes reports of PreK–Grade 8 interventions for reading, writing, science, and impact of evidence-based interventions for teacher practice-based professional development in reading comprehension. We further examine how professional development facilitates the adoption of reading and writing interventions. Finally, textbooks serve as the conduit for translating research and policy for classroom use and a previous special issue (2021) in this Journal reported on reading textbooks across the world. In this special issue, we update the review of textbooks to include writing and science. Our goal is to promote sustainable change by highlighting implementation challenges in school contexts worldwide. [ABSTRACT FROM AUTHOR]

Math development in children relies on several underlying cognitive functions, including executive functions (EF), working memory (WM), and visual-motor abilities, such as visual-motor integration (VMI). Understanding how these cognitive factors contribute to children's math performance is critical to supporting math learning and long-term math success. The present quasi-experimental waitlist control study (N = 28) aimed to (a) examine the unique contributions of EF, WM, and VMI to math abilities among children ages 5–8 years old with neurodevelopmental difficulties; (b) determine whether a math intervention (the Mathematics Interactive Learning Experience; MILE) that supports these cognitive processes was effective when modified to be delivered to small groups in a school setting, and (c) examine whether any participant characteristics, such as age or IQ, were correlated with post-intervention math score changes. At baseline, participants' math scores were significantly below the normative mean in all math content areas (p s <.01). EF, WM, and VMI were highly correlated with math ability; however, verbal WM was the only unique predictor of math ability in regressions analysis. Compared to a waitlist control group, children in the immediate MILE intervention group achieved significantly greater math gains overall. When all children who ultimately completed the intervention were considered together, significant improvement was observed in more than half of math content areas. Furthermore, at the individual level, 85.7% of participants showed reliable change in at least one math content area. Implications for supporting math learning in children with neurodevelopmental difficulties are discussed. [ABSTRACT FROM AUTHOR]

Becoming proficient in scientific discourse such as argumentation or developing explanations can be challenging for students, including neurodivergent students (e.g., autistic students, students with learning disabilities, students with ADHD). Students need to practice developing arguments and explanations as well as sharing their conclusions with others; however, these opportunities do not regularly occur. The use of multimedia technology shows promise in being an engaging and effective way to support student learning and discussion of science topics and phenomena. This study investigated the use of a multimedia presentation called Dialogic Instruction for Argumentative Learning in Science (DIALS) in supporting upper-elementary neurodivergent students to provide complete responses to science questions. DIALS provides a structured inquiry investigation to the student in which they learn about a phenomenon through completing scaffolded animated experiments, explicitly learning how to develop an argument and respond to others conclusions, and learning relevant content information to support their argument and explanation development. An adapted alternating treatments design approach was used in this study. The phenomena explored were counterbalanced between three options: DIALS, PowerPoint comparison lessons, or control probe slides. Results from this study show promise in the use of DIALS in enhancing student complete responding to questions and providing quality claims for why they think phenomena occur. Implications for the findings are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study aims to create a learning media product using Canva for elementary school students to alleviate the lack of learning materials, which has been negatively impacting student academic performance. The research also seeks to evaluate the practicality and effectiveness of the learning media product. This study uses research and development with ADDIE design. The results of the analysis revealed that some students do not meet the minimum standards and require learning tools to improve their skills in cutting and sticking when studying collage topics. This research developed Sitekol media on collage topics in the design stage using Canva and Wordwall applications. The validity test results showed that Sitekol media received a 90% score from media experts for color appearance, image combinations, fonts, media layout, videos, and practical use. Material experts rated it at 95.3% for material aspects, levels of thinking, and supporting learning content. Students also found Canva-based Sitekol learning media to be beneficial as a teaching tool due to its accessibility, portability, convenience, interactive features, and detailed learning media instructions. The statistical tests conducted resulted in significant findings with high average values. Students responded very positively to the practicality of the media, giving an average score of 4.9 out of 5, indicating 98% of the ideal score. It can be concluded that using Canva-based Sitecol learning on grade 1 collage material exhibits practicality and validity as a learning medium.

Abstract Aim To assess food and nutrition literacy status and its determinants among elementary school students in El-Beheira Governorate, Egypt. Background Developing strategies to enhance food and nutrition literacy necessitates a deeper understanding of the food and nutrition literacy situation among elementary school students and associated factors. Design A cross-sectional descriptive research design was adopted. Methods A final sample of 400 primary school students (aged 6–12 years) at Itay El Barud public elementary schools in El-Beheira Governorate were administered (1) a socio-demographic characteristics and anthropometric measurements questionnaire developed by the researchers, and (2) the Food and Nutrition Literacy Scale. The derived data were analyzed using descriptive and non-parametric tests. Results The majority (61%) of students had low food and nutrition literacy scores. The results have shown that overall socio-demographic variables were significant in predicting understanding food and nutrition information, nutritional health knowledge, interactive functional and nutritional literacy, critical food and nutritional literacy, and food labeling. Conclusion The study reveals that elementary school students in Egypt have poor knowledge and skills in food and nutrition literacy, largely due to a lack of nutrition education and family awareness. Factors like residential location, income, and education level also contribute to this disparity. Implications for the profession To improve nutrition literacy among students, a nursing approach involving community stakeholders and school nurses is recommended. This includes integrating nutrition-related topics into the school curriculum, organizing workshops, and conducting age-appropriate health education sessions. Active engagement between community health and school nurses is crucial for raising awareness about healthy nutritional choices. Impact These findings hold an important impact on the education system and those designing curricula, emphasizing the need for significant incorporation of knowledge and skills related to food and nutrition within schools. Reporting method Compliance with the STROBE checklist for cross-sectional studies was maintained throughout the research. Patient or public contribution No Patient or Public Contribution.

This article aims to analyze and explore the challenges faced by elementary schools in Maluku in the disruptive era, particularly regarding education transformation oriented towards digitalization. The significant changes in the education sector require elementary schools to not only focus on system innovation but also on shifting the mindset of educators in managing educational services and learning processes. This research uses a qualitative method, with a descriptive approach through in-depth interviews, observation, and literature reviews. The study found that the utilization of digital technology in elementary schools in Maluku faces various challenges, including limited infrastructure, insufficient human resource readiness, and resistance to change. However, adaptation to the disruptive era is inevitable, making it essential for schools in Maluku to immediately design effective strategies for implementing holistic digitalization. The research findings highlight the urgency of educational transformation in Maluku, where the success of digitalization largely depends on the mental readiness and skills of educational implementers. The study also shows that optimal digital transformation efforts will support the improvement of education quality amid global challenges. This article recommends developing human resource capacity and providing adequate technological infrastructure as strategic steps for advancing education in island regions. Hence, this article contributes new insights to social sciences and humanities studies, particularly in the context of elementary education digitalization in remote areas.

This study employed an explanatory sequential design to investigate the implementation of the parent teaching program and its impact at an elementary school in Yogyakarta, Indonesia. It was conducted in two stages: distributing and analyzing questionnaires to 76 students in the first stage and interviewing teachers and parents in the second stage. Data analysis employed basic statistics for quantitative analysis and thematic analysis for qualitative aspects. The results indicate that the parent teaching program at this school commences with the program's planning stage, during which teachers directly involve parents in meetings. The program is implemented after final exams or a week before the school holidays. It has a positive impact on the development of students' soft skills. Following the program's implementation, students demonstrated increased teamwork, communication, and creativity activities. Additionally, the program boosted students' self-confidence and critical thinking skills, which could benefit them in the future. It can be concluded that this program represents an innovative approach to enhancing students' soft skills by making use of local resources.

This study aimed to analyse students’ critical thinking profiles and assess teachers’ needs for case method learning to improve critical thinking skills. The research method used was qualitative. The study’s results reveal that most students' mastered critical thinking skills profiles are indicators of reveals existing facts and drawing conclusions. However, indicators that students have not fully mastered critical thinking are formulating the key issues, selecting logical arguments, conducting analysis, and conducting evaluations. As a result, teachers require a learning method, precisely the case method, to encourage critical thinking skills.

Abstract This study used a single-case design to investigate the effectiveness of Daily Behavior Report Cards (DBRC) in addressing elementary school children’s disruptive behavior. The study, conducted in a German elementary school, involved ten second-grade students identified by their teachers as exhibiting disruptive behaviors. The procedures included training teachers in the implementation of DBRC, setting specific behavioral goals for each student, and using the Direct Behavior Rating (DBR) to assess General Disruptive Behavior (GDB) and Specific Goal Behavior (SGB). The DBRC was implemented over 120 days, with daily monitoring and feedback provided to students. The results demonstrated a significant reduction in both variables. The data analysis was conducted using regression-based analyses and the Non-Overlap of All Pairs (NAP). This study confirms the effectiveness of DBRC in mitigating disruptive behaviors and achieving specific behavioral goals, thereby contributing valuable insights into the application of this evidence-based intervention within the German elementary school system. It also highlights the utility of the single-case design in educational research.

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Although music training has been related to better school performance, the processes that may mediate this improvement are unknown. Given that study habits and techniques are one of the variables most closely related to academic achievement, the present study analyzed the differences in study habits and techniques between children with and without musical training, checking whether the age at which training began is a significant variable and whether study habits and techniques act as a mediator between musical training and academic achievement. A total of 132 children aged 9–12 years from the Autonomous Community of the Basque Country were studied using the Questionnaire of Habits and Study Techniques and school grades. Significant differences were found in the attitude toward study, exams and exercises; personal and environmental conditions for study; and general study habits and techniques in favor of children with musical training. In addition, children who started training before the age of seven showed better results in study habits and techniques. In turn, study habits and techniques significantly mediated the relationship between music training and academic achievement. Therefore, music training, especially before the age of seven, seems to have a beneficial effect on academic achievement, which could be explained, at least in part, by study habits and techniques. [ABSTRACT FROM AUTHOR]

Mathematical word problem-solving skills are crucial for students across their lives, yet solving such tasks poses challenges for many. Therefore, understanding the characteristics of mathematical word problems that are associated with students’ performance is important. The objective of this systematic review and meta-analysis was to evaluate the effects of linguistic and numerical task characteristics associated with mathematical word problem-solving performance among elementary school-aged children (Grades 1 to 6). The systematic review was based on five electronic databases and citation searching. Reporting was conducted following The Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA). The findings (K = 69) showed that five of the six investigated linguistic task characteristics (i.e., the position of the unknown, schematic structure, irrelevant information, realistic considerations, and lexical consistency) and one of the two numerical task characteristics (i.e., number of operations) were related (g = 0.39 to 4.26) with elementary school-aged children’s mathematical word problem-solving. However, the findings did not provide support for a general association between a familiar situational narrative or the required operation with mathematical word problem-solving. The findings highlight that elementary school-aged children especially struggle with mathematical word problems requiring realistic considerations or multiple mathematical operations, containing lexical inconsistency, and problems in which the position of the unknown is the first value. This further understanding of elementary schoolers’ word problem-solving performance may guide the design of appropriate and progressive instruction and assessment tools and steer research into the interactions within task characteristics and with individual characteristics. [ABSTRACT FROM AUTHOR]

This study aims to understand individual differences between children in metacognitive monitoring and control processes and the developmental trajectories of metacognition over one year. Three indicators of procedural metacognition were used: monitoring accuracy (discrimination of confidence judgments between correct and incorrect test responses), effective restudy selections, and accuracy of response maintenance/withdrawal decisions. These indicators were measured for two tasks (text comprehension and Kanji memory) at two measurement points one year apart. Participants were 151 second graders (M age 7.61 years) and 176 fourth graders (M age 9.62 years). With latent profile analyses, distinct metacognition profiles were found for both grade levels at both measurement points. Children showed heterogeneity in the proficiency of metacognition but also in the extent to which metacognitive skills were generalizable across the two tasks. For second-grade children, being low at metacognition at the first measurement point was not associated with extra risks for low metacognition one year later. However, for fourth graders, children with low metacognitive skills appeared likely to stay low in metacognition over time and particularly showed ineffective restudy decisions. This indicates that they seemed at risk for a longer-term metacognitive deficiency. Findings may improve understanding of the heterogeneity of metacognition and support distinguishing typical from at-risk metacognitive development. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: To investigate the effects of a nonlinear pedagogical approach to primary school physical education (PE) upon children's movement skill competence. Methods: Forty-six (male = 25 and female = 21) children aged 6–9 years participated in either a nonlinear pedagogy (NP) or linear pedagogy approach to PE for 9 weeks. Children's movement skill competence was assessed utilizing measures representative of children's play at pretest, posttest, and 13-week retention test time points. Results: Repeated-measures analysis of variance showed significant improvements for general motor coordination (p <.05, d = 0.234) and time-to-contact judgment performance (p <.05) for the NP group only. Significant between-group differences existed for general motor coordination at the retention test time point (p <.05, d = 0.119) in favor of the NP group. Conclusion: Our results reveal that NP approaches to primary school PE can be efficacious in enhancing children's movement skill competence. Thus, it seems appropriate that NP approaches to PE are utilized more readily within the primary school sector. [ABSTRACT FROM AUTHOR]

Enhancing Indonesian education standards is the goal of Kurikulum Merdeka. This research was motivated by the Independent Class Strategy of the Indonesian Ministry of Education and Culture. This study aims to give a summary of Muhammadiyah Pandes Elementary School in Yogyakarta's Special Region's implementation of the Independent Curriculum. In order to ascertain the general condition of the exploration item, this investigation employs qualitative descriptive approaches. Academic stars were the main exploration subjects for the research, and validation, interviews, and observation collected data. The Kurikulum Merdeka component of SD Muhammadiyah Pandes Elementary School's research encompasses student characteristics, infrastructure and facilities, socio-cultural elements, partnerships established by the school, and the features of the educational unit made up of masters and supporting staff. The school has a four-year plan outlining its vision, aims, and objectives. First, diagnose and assess, then make necessary revisions to the plan, execute assessments and the primary learning activities, and lastly, assess and evaluate the entire learning process. Two parts comprise the operational analysis process of the curriculum in the learning unit: recording learning objectives and outcomes, processing assessment findings, providing support for professional development and evaluation activities, and encouraging self- and peer-reflection. Abstrak Meningkatkan standar pendidikan Indonesia adalah tujuan Kurikulum Merdeka. Penelitian ini dimotivasi oleh Strategi Kelas Mandiri Kementerian Pendidikan dan Kebudayaan RI. Penelitian ini bertujuan untuk memberikan ringkasan implementasi Kurikulum Merdeka di SD Muhammadiyah Pandes Daerah Istimewa Yogyakarta. Untuk mengetahui kondisi umum barang eksplorasi, penelitian ini menggunakan pendekatan deskriptif kualitatif. Bintang akademis menjadi subjek eksplorasi utama penelitian ini, dan data dikumpulkan melalui validasi, wawancara, dan observasi. Komponen Kurikulum Mandiri SD Muhammadiyah Pandes yang diteliti meliputi karakteristik peserta didik, prasarana dan sarana, unsur sosial budaya, kemitraan yang terjalin oleh sekolah, dan ciri satuan pendidikan yang terdiri dari magister dan tenaga penunjang. Sekolah memiliki rencana empat tahun yang menguraikan visi, sasaran, dan sasarannya. Pertama, mendiagnosis dan menilai, kemudian melakukan revisi yang diperlukan terhadap rencana, melaksanakan penilaian dan kegiatan pembelajaran utama, dan terakhir, menilai dan mengevaluasi seluruh proses pembelajaran. Ada dua bagian yang membentuk proses analisis operasional kurikulum di unit pembelajaran: mencatat tujuan dan hasil pembelajaran, memproses temuan penilaian, memberikan dukungan untuk pengembangan profesional dan kegiatan evaluasi, dan mendorong refleksi diri dan rekan sejawat. Kata Kunci: sekolah dasar; implementasi; kurikulum merdeka

Basic education plays a crucial role in forming students' character and competencies. The Merdeka Curriculum in Elementary Schools carries out the Proyek Penguatan Profil Pelajar Pancasila (P5) to instill Pancasila values and develop students into lifelong learners with character. Evaluation of the achievement of P5 is essential to ensure its effectiveness and identify areas for improvement. This research aims to evaluate the achievement of P5 in Elementary Schools using the CIPP Model. This research uses a descriptive evaluation method with data collected through interviews, observation, document study and questionnaires. The results of the context evaluation show that the curriculum at SDPN 252 Setiabudi, Bandung City follows the principles of Kurikulum Merdeka, providing freedom in adapting learning and integrating Pancasila values. Input evaluation shows that facilities are adequate, but several deficiencies need to be corrected. Teachers need additional training to understand the development of project modules. Process evaluation shows that the implementation of P5 is going well, but there are obstacles related to the lack of timeliness and coordination of the Expo-Project, requiring better planning. Product evaluation shows that P5 has succeeded in developing positive student behavior and awareness of Pancasila values. Abstrak Pendidikan dasar berperan krusial dalam membentuk karakter dan kompetensi peserta didik. Kurikulum Merdeka di Sekolah Dasar mengusung Proyek Penguatan Profil Pelajar Pancasila (P5) untuk menanamkan nilai-nilai Pancasila dan mengembangkan peserta didik menjadi pembelajar sepanjang hayat yang berkarakter. Evaluasi ketercapaian P5 menjadi esensial untuk memastikan efektivitasnya dan mengidentifikasi area perbaikan. Tujuan penelitian ini adalah mengevaluasi ketercapaian P5 di Sekolah Dasar menggunakan Model CIPP. Penelitian ini menggunakan metode evaluasi deskriptif dengan data yang dikumpulkan melalui wawancara, observasi, studi dokumen, dan angket. Hasil evaluasi konteks menunjukkan kurikulum di SDPN 252 Setiabudi Kota Bandung sesuai dengan prinsip Kurikulum Merdeka, memberikan kebebasan dalam adaptasi pembelajaran dan integrasi nilai-nilai Pancasila. Evaluasi input menunjukkan fasilitas memadai, namun beberapa kekurangan perlu diperbaiki. Guru membutuhkan pelatihan tambahan untuk memahami pengembangan modul proyek. Evaluasi proses menunjukkan pelaksanaan P5 berjalan baik, tetapi ada hambatan terkait ketidaktepatan waktu dan koordinasi Expo-Project, memerlukan perencanaan yang lebih baik. Evaluasi produk menunjukkan P5 berhasil mengembangkan perilaku positif peserta didik dan kesadaran akan nilai-nilai Pancasila. Kata Kunci: CIPP; evaluasi proyek pembelajaran; P5; sekolah dasar

Gotong royong is an Indonesian culture that reflects mutual help and harmony. In learning, gotong royong plays a crucial role in group collaboration to achieve goals. This study aims to describe efforts to strengthen the character of gotong royong through a cooperative learning model in grade V elementary students. Using a qualitative approach with a case study design, data was collected through interviews, observations, and document analysis. Data validity was ensured through triangulation of sources and techniques. Data analysis included three stages: data reduction, data presentation, and conclusion drawing. The findings show that applying the cooperative learning model significantly contributes to developing students' mutual cooperative character. Gotong royong skills improve through active participation in group activities, strengthening solidarity, empathy, and teamwork. Implementing strategies such as group formation, role assignment, and joint evaluation fosters collective responsibility. This research also aligns with the goals of the Independent Learning Curriculum by shaping student characters that align with the Pancasila Student Profile. The study suggests a broader application of this model and encourages further research to gain a more comprehensive and sustainable understanding. Abstrak Gotong royong merupakan budaya Indonesia yang mencerminkan nilai saling tolong-menolong dan keharmonisan dalam hidup. Dalam konteks pembelajaran, gotong royong memiliki peran penting sebagai bentuk kerja sama kelompok untuk mencapai tujuan tertentu. Penelitian ini bertujuan untuk mendeskripsikan upaya penguatan karakter gotong royong melalui model pembelajaran cooperative learning pada peserta didik kelas V sekolah dasar. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Pengumpulan data dilakukan melalui wawancara, observasi, dan analisis dokumen. Validitas data diperoleh melalui triangulasi sumber dan teknik. Analisis data meliputi tiga tahap, yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa penerapan model pembelajaran kooperatif secara signifikan memberikan kontribusi dalam pengembangan karakter gotong royong di kalangan peserta didik. Keterampilan gotong royong meningkat melalui partisipasi aktif dalam kegiatan kelompok, yang memperkuat solidaritas, empati, dan kemampuan bekerja sama. Implementasi strategi kooperatif seperti pembentukan kelompok, penentuan peran, dan evaluasi bersama mendorong tanggung jawab kolektif peserta didik. Penelitian ini juga mendukung tujuan Kurikulum Merdeka Belajar dengan membentuk karakter peserta didik yang sejalan dengan Profil Pelajar Pancasila. Disarankan agar model ini diterapkan lebih luas dan diadakan penelitian lanjutan untuk mendapatkan pemahaman yang lebih komprehensif dan berkelanjutan. Kata Kunci: gotong royong; pembelajaran kooperatif; sekolah dasar

This study addresses the pressing need to develop critical thinking skills in young learners, which is essential for 21st-century education. Focusing on Indonesian elementary school mathematics teachers, this research provides new insights into the specific challenges they encounter a context that has been underexplored in the existing literature. The primary objective of this study is to identify the barriers these teachers face when integrating critical thinking skills into their mathematics instruction. Utilizing a qualitative approach, the research employs open-ended online surveys, allowing participants to respond to their own words rather than selecting from predefined options. Convenience sampling was used to recruit participants, resulting in a sample of 114 teachers from ten provinces across Indonesia. Data from the surveys were analyzed thematically and inductively using constant comparative methods. The analysis identified that the major obstacles to integrating critical thinking skills into mathematics education were limitations related to time and resources (accounting for 71.34% of identified barriers), along with deficiencies in pedagogical knowledge, confidence, and skepticism about the expected outcomes. The findings of this study offer valuable insights into the considerations necessary for successfully incorporating critical thinking skills into elementary mathematics instruction and highlight the potential for enhancing teacher effectiveness in this area.

Financial literacy in Indonesia, especially in rural areas, still needs to be improved. In Sindangkasih District, Majalengka, three elementary schools face challenges in teaching financial literacy to students. This community service program aims to instill an understanding of financial literacy and encourage creative practices for students to manage their finances. Financial literacy education is carried out through conventional methods, including three stages: planning, implementation, and monitoring and evaluation. The results of this activity show that students' understanding of money management reaches an average of more than 60%, and the frequency of students' saving activities is around twice a week. These findings indicate that students can gradually understand and apply financial literacy education, especially through routine savings habits.