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When examining the impact of integrating students with disabilities into general physical education, research has identified both positive (Butler & Hodge, 2004; Li et al., 2021; Slininger et al., 2000), [...], Paralympic School Day is designed to increase student understanding of Paralympic sport and the experiences of individuals with disabilities. The purpose of this study was to examine elementary school students' Paralympic School Day experiences. This study utilized a qualitative descriptive approach. Participants included 76 third through fifth graders who completed reflective writing prompts after Paralympic School Day. A thematic analysis revealed three themes: (1) understanding the necessary skill development for the Parasports, (2) navigating their negative thoughts associated with seeing individuals with disabilities, and (3) changing their perspective through the Paralympic School Day experience. The findings of this study revealed that Paralympic School Day positively influenced student perceptions about Paralympic sport and increased knowledge and understanding related to individuals with disabilities. Keywords: Disability, awareness, Paralympics, Paralympic School Day

Collaborative problem solving (CPS) has been the subject of many studies and reflections over the years. Given our realization that there are very few tools for studying CPS in an authentic context, we thought it would be relevant to propose one. This article presents the steps that led to the design of a CPS observation grid. Based on Strayer and Gauthier's (1982) model, we present the process structured in three parts: the descriptive phase, the exploratory phase, and the systematic evaluation. This last phase, conducted with the help of a videography device, was carried out with 109 primary school students in three Quebec schools. Composed of three dimensions through which 15 indicators are distributed, this grid offers an interesting perspective on the qualitative and interpretative observation of the mobilization of CPS skills. This tool makes it possible to calculate frequencies, but also to interpret the behaviours associated with each of the indicators in order to formulate hypotheses or to allow school personnel to orient their interventions or teaching practices according to the needs of the students. Keywords: observation grid, problem solving, collaboration, CPS, programming La resolution collaborative de problemes (RCP) a fait l'objet de nombreuses etudes et reflexions au fil des annees. Devant notre constat qu'il existe tres peu d'outils permettant d'etudier la RCP en contexte authentique, nous avons juge pertinent d'en proposer un. Cet article presente les etapes ayant mene a la conception d'une grille d'observation de la RCP. En nous appuyant sur le modele de Strayer et Gauthier (1982), nous presentons le processus structure en trois volets, soit la phase descriptive, la phase exploratoire et l'evaluation systematique. Cette derniere phase d'observation, menee a l'aide d'un dispositif de videographie considerable, a ete realisee aupres de 109 eleves du primaire dans 3 ecoles du Quebec. Composee de 3 dimensions dans lesquelles sont repartis 15 indicateurs, cette grille offre une perspective interessante de l'observation qualitative et interpretative de la mobilisation des competences de RCP. Cet outil permet de calculer des frequences, mais aussi d'interpreter les comportements associes a chacun des indicateurs afin de formuler des hypotheses ou de permettre au personnel scolaire d'orienter ses pratiques pedagogiques en fonction des besoins des eleves. Mots-cles : grille d'observation, resolution de problemes, collaboration, RCP, programmation, Remerciements Cet article presente partiellement les resultats d'une recherche doctorale (Parent, 2021) financee par le Conseil de recherches en sciences humaines du Canada (CRSH), le Fonds de recherche du Quebec [...]

En contexte de pandémie de COVID-19, les activités en classe de primaire, marquées par une distanciation physique entre les élèves et les enseignants, posent certains enjeux. Ainsi, cet article vise à examiner la perception des élèves du primaire quant à leur environnement sociopédagogique en contexte d'enseignement distancié. À cette fin, les réponses fournies par 1002 élèves de 6 à 12 ans à l'automne 2020 dans le Questionnaire sur l'environnement sociopédagogique au primaire (QESPP) ont été soumises à des analyses quantitatives descriptives ainsi qu'à quelques analyses comparatives inférentielles (SPSS, version 23.0). Les résultats montrent une forte tendance des perceptions positives des élèves face aux divers climats de leur environnement sociopédagogique, bien que le climat relationnel semble perçu un peu moins positivement. Mots-clés : environnement sociopédagogique, école primaire, perception des étudiants, distanciation sociale In the context of the COVID-19 pandemic, classroom activities in the primary school, marked by physical distancing between students and teachers, raise some challenges. Thus, this article seeks to document the primary school students' perceptions regarding their socio-pedagogical environment in the context of a socially distanced classroom. For this purpose, responses to the Questionnaire sur l'environnement sociopédagogique au primaire (QESPP) provided by 1,002 students aged from six to 12 in the fall of 2020 were subjected to descriptive quantitative analyses and to some comparative inferential analyses (SPSS 23.0). Results show a strong tendency of students' positive perceptions toward the various climates of their socio-pedagogical environment, although the relational climate seems to be perceived somewhat less positively. Keywords: socio-pedagogical environment, primary school, student perceptions, social distancing, Context and Research Problem In March 2020, the World Health Organization (WHO) declared the COVID-19 outbreak a pandemic (Labrecque, 2020). Hence, the exceptional context of the spread of the disease [...]

This study employed an alternating treatments design to compare the effects of two types of practice conditions on the subtraction fact fluency in a fifth-grade classroom. Eight, fifth-grade students participated in the study over a 5-week intervention period practicing addition and subtraction facts in a 'fact families' condition (A + S) and only subtraction facts in the second condition (S only) delivered using a math app on an iPad.sup.®. Results showed seven out of eight students improved their overall subtraction fact fluency and surpassed expected growth rates. Performance was greater for the majority of students when facts were presented in the S only condition in comparison to facts presented in A + S condition. Despite making substantial gains, only four out of eight students were able to move from frustration level to instructional levels with the intervention. The discussion focuses on the procedural and conceptual knowledge of math instruction and the benefits and implications of using the iPad.sup.® to supplement math instruction., Author(s): Shobana Musti-Rao [sup.1], Alana Oif Telesman [sup.2] Author Affiliations: (1) grid.261572.5, 0000 0000 8592 1116, School of Education, Pace University, , 861 Bedford Road, 10510, Pleasantville, NY, USA (2) [...]

Daily physical activity (PA) benefits children's and adolescents' overall health while reducing the likelihood of obesity. Elementary school physical education (PE) classes provide opportunities for children and adolescents not only to participate in PA but also to build the knowledge and skills needed to be physically active across their lifetime. Physical Best (PB) is one program physical educators might use to develop students' physical literacy and skills. The purpose of this study was to determine the effect of PB program inclusion on elementary PE students' PA levels and health-related fitness knowledge (HRFK). Three activity games were paired once with a PB fitness concept-based warm-up activity and once with a traditional warm-up activity for six lessons. PA levels of elementary school students (n = 75, 30 males, 45 females) were recorded with both movement tracking bracelets and heart monitors during these six PE lessons. Means were calculated for movements and time in and above target heart rate zone (TZ) by warm-up type (PB vs. traditional), sex, and grade level. An HRFK assessment given to students pre- and postintervention assessed changes in fitness knowledge. Repeated-measures analysis of variances were utilized in the comparison of sex and grade level differences in relation to movements, TZ minutes, and HRFK assessment scores. Overall, children had significantly more movements in the PB lessons compared with traditional lessons (p < .05), while there was no difference in TZ minutes. HRFK assessment scores increased from pre- to postintervention (p < .05). Children accrued more movements in PB warm-up lessons than in traditional warm-up lessons but exhibited no difference in PA intensity. Children also increased HRFK from pre- to post-PB experience., Approximately 13.7 million children and adolescents are affected by obesity in America (Centers for Disease Control and Prevention [CDC], 2018b). Obesity among children is clinically defined as greater than 90th [...]

The purposes of this study were to determine the performance of primarily Hispanic sixth-grade students for the PACER and the 1-mile run, which cardiovascular test they perceived to require more effort, and what they liked and disliked about both cardiovascular tests. Participants included 103 males and 97 females ages 10 to 12. Each participant completed a multiple-choice survey and was encouraged to provide specific reasons for cardiovascular test preference. Results indicated that higher percentages of both girls and boys achieved passing scores in the PACER and preferred the PACER (72%) to the 1-mile run (28%). Respondents provided strong support for allowing students in this age group to choose between the 1-mile run and the PACER when performing cardiovascular fitness testing., Cardiovascular (CV) fitness is extremely important for school-aged children. Because heart disease is a major factor in early mortality, Ratey (2009), a fitness expert, strongly advocates incorporating multiple aerobic activity [...]

The COVID-19 pandemic that began in early 2020 has had consequences for children's education globally, as schools closed and parents found themselves playing the role of teacher, alongside their economic and other community roles. This study aims to explore the experiences of parents in northern Nigeria as they attempted to support their primary school children's reading development while schools were closed. We conducted in-depth qualitative interviews with 15 middle- and low-socioeconomic status parents in Kano State, Nigeria. Using thematic analysis, we identified challenges faced by parents as well as unexpected positive effects of the pandemic. Challenges included the lack of textbooks and other appropriate learning materials, time pressures, and lack of knowledge of strategies to teach reading. However, parents noted that the extra time they had spent together during lockdowns had led to improved relationships in the household, and that they had been able to spend more time discussing moral development and discipline with their children. In summary, this sample of parents believed that the pandemic would not have severe impacts on their own children, as they were making efforts to support learning at home. However, they had concerns for children in Nigeria more broadly, particularly those whose parents were not literate, as they would have little access to learning outside school. Recommendations for the Nigerian government and other stakeholders include making learning materials available for home use, increasing the use of educational radio and television programming, and developing simple literacy assessments for parents to monitor children's progress. Keywords literacy, primary grades, Nigeria, COVID-19, parental support, Introduction Due to the spread of the COVID-19 pandemic, the Nigerian government closed schools across the nation on March 19, 2020 to reduce the spread of the virus (Dixit, 2020; [...]

Author(s): Guido Veronese [sup.1], Alessandro Pepe [sup.1] Author Affiliations: (1) grid.7563.7, 0000 0001 2174 1754, Department of Human Sciences 'R. Massa', University of Milano-Bicocca, , Piazza dell'Ateneo Nuovo 1 -, [...], The Multidimensional Student Life Satisfaction Scale (MSLSS) is a quantitative tool that has mainly been developed in Western cultural contexts as a measure of children's global satisfaction with their lives. The aim of the present study was to adapt the MSLSS for use with a sample of Palestinian primary school children (N = 1215) living in refugee camps. The instrument's factor structure was analyzed via exploratory and confirmatory factor analysis. The divergent validity of the MSLSS scores was tested with respect to self-rated measurements of affect balance and symptoms of trauma. The results supported a robust four-factor 14-item structure (RMSEA = .030; NFI = .973, TLI = .981; CFI = .985) with good internal reliability. The four factors were satisfaction with family, friends, school and environment and they were stable across age groups. In conclusion, this adapted version of the MSLSS in Arabic is a quick, valid, and reliable scale for assessing children's life satisfaction that may be used in contexts of political violence and low-intensity warfare.

This study compared the efficacy of the Headsprout.sup.© Early Reading (HER) program with SENCO-delivered supplementary literacy instruction. Participants were primary school children (aged 6-9) in receipt of free school meals and supplementary literacy instruction. Data were collected within their school setting. The treatment group received HER intervention, while the treatment as usual (TAU) group received SENCO-delivered intervention, inclusive of guided reading, paper-based phonics training and word recognition tasks. It was hypothesized that children in the HER intervention group would significantly outperform those in the TAU group on measures of word/non-word recognition and sentence reading over a 7-month period. Thirty-two pupils with specific literacy difficulty were randomized to either HER (n = 17) or TAU (n = 15). Literacy skills were assessed using the Phonics and Early Reading Assessment pre- and post-intervention. ANOVA and t test analysis found that HER made significantly greater gains on measures of word/non-word recognition [t(30) = 7.55, p < 0.001], sentence reading [t(30) = 3.33, p < 0.05] and sight words [t(30) = 4.23, p < 0.001] than the TAU group. This study is the first to demonstrate stronger outcomes for children receiving computer-aided instruction over SENCO-delivered literacy instruction in a Northern Irish School., Author(s): Catherine Storey [sup.1], Claire McDowell [sup.2], Julian C. Leslie [sup.2] Author Affiliations: (1) grid.4777.3, 0000 0004 0374 7521, School of Social Sciences, Education and Social Work, Queens University Belfast, [...]

As many as 70% of school-age children with language disorders, such as developmental language disorder (DLD), are not identified as having language difficulties (Adlof et al., 2017; Tomblin et al., [...], Purpose: This study examined the production of morphosyntactic markers by school-age children with and without developmental language disorder. Comparisons were made between students who speak mainstream American English (MAE) dialects and nonmainstream American English (NMAE) dialects. Method: First- and second-grade students (N = 82) completed assessments of dialect use and language ability, which are designed for students who speak NMAE dialects. Students also completed an experimental production task targeting three morphosyntactic features: past tense -ed marking, third-person singular -s marking, and plural -s marking. Past tense marking and third-person singular are produced differently across MAE and NMAE dialects, whereas plural marking is produced more similarly across dialects. Results: When comparing across dialects, children with typical language skills who spoke NMAE dialects overtly marked past tense and third-person singular less often compared to MAE peers. However, when comparing to same-dialect peers with language disorders, children with typical language skills who spoke NMAE dialects overtly marked these morphosyntactic markers more often than peers with developmental language disorder. Conclusion: The results underscore the importance of considering a child's dialect use when assessing language ability, in particular with measures that include features that are variable in NMAE dialects. At the same time, within-dialect comparisons suggest that a broader set of morphosyntactic features may provide useful information for evaluations of language ability. Future research should investigate the source of these differences, including the extent to which students with language disorders have acquired the social and linguistic factors that condition the use of variable features.

Author(s): Kathrin Jansen [sup.1], Jana Tempes [sup.2], Alina Drozdowska [sup.1], Maike Gutmann [sup.1] [sup.3], Michael Falkenstein [sup.4], Anette E. Buyken [sup.5], Lars Libuda [sup.6], Henrik Rudolf [sup.7], Thomas Lücke [sup.1], [...], Background Intervention studies suggest an influence of breakfast dietary glycemic index (GI) on children's cognition. The Cognition Intervention Study Dortmund-GI-I study examined whether lunch dietary GI might have short-term effects on selected cognitive parameters. Methods A randomized crossover study was performed at a comprehensive school on 2 test days. One hundred and eighty-nine participants (5th and 6th grade) were randomly assigned to one of the two sequences, medium-high GI (m-hGI) or high-medium GI (h-mGI), following block randomization. In the first period, one group received a dish containing hGI rice (GI: 86) ad libitum, the other mGI rice (GI: 62)--1 week later, in the second period, vice versa. Tonic alertness, task switching, and working memory updating were tested with a computerized test battery 45 min after beginning of lunch break. Treatment effects were estimated using the t test for normally distributed data or the Wilcoxon rank-sum test for non-normally distributed data. Results The crossover approach revealed no effects of lunch dietary GI on the tested cognitive parameters in the early afternoon. However, we determined carryover effects for two parameters, and therefore analyzed only data of the first period. The reaction time of the two-back task (working memory updating) was faster (p = 0.001) and the count of commission errors in the alertness task was lower (p = 0.04) in the hGI group. Conclusion No evidence of short-term effects of lunch dietary GI on cognition of schoolchildren was found. Potential positive effects on single parameters of working memory updating and tonic alertness favoring hGI rice need to be verified.

Sherborne Developmental Movement (SDM) is a unique body awareness and relationship program based on principles of Rudolf Laban's movement analysis (Sherborne, 2001). Laban created a system for observing, describing, and [...]