Purpose: The purpose of this study was to determine if a novel physical activity intervention game (Bingocize®) designed for use in confined spaces and modified to include age appropriate activities would increase the time spent engaged in physical activity (PA) during indoor recess. Methods: Fifty-two third grade children wore triaxial accelerometers during three different recess conditions. The recess conditions included: “typical” indoor recess (TIR), indoor recess with children engaged in Bingocize® (IRB), and “typical” outdoor recess (TOR). Results: There were significant (p < 0.05) differences among the recess conditions for the time spent in sedentary, light, moderate-to-vigorous physical activity (MVPA) intensity categories, as well as PA counts, and steps. During IRB, TIR, and TOR the subject were sedentary 42.4% (±0.10), 71.9%(±0.10), and 17.5% (±0.10) of the recess time, respectively. During IRB, TIR and TOR the subjects spent 43.4%(±0.10), 18.5%(±0.10), and 74.2%(±0.12) engaged in MVPA, respectively. Conclusions: These results indicate that Bingocize® promotes increased PA during times when inclement weather necessitates indoor recess and larger space requirements for activity are not available.

Thesis (M. Ed.(Educational psychology))-University of Pretoria, 2007. / Includes bibliographical references. Available on the Internet via the World Wide Web.

The purpose of this study was to examine eight elementary school social studies textbooks using the method of content analysis to analyze the treatment of Indians in the books selected for the study. <p>It was conceded at the outset that not all teaching about Indians is done in social studies programs and not all information about Indians is presented through textbooks. However, it was recognized that the textbook is the basic guide for many teachers and students, and often the single source for historical information presented in social studies courses in elementary school classrooms.<p> For the purposes of content analysis of the textbooks the guidelines of Berelson for content analysis were used to develop the categories. The procedures developed by Dr. Hargopal Dhand of the University of Saskatchewan, Saskatoon were modified to suit the purpose of this study.<p>Data Work Sheets and Data Summary Sheets were used to gather and record information concerning frequency of occurrence of paragraphs devoted to Indians in the textbooks, topical classification of the paragraphs, illustrative and decorative features of the textbooks, classification of Indians presented, tribes selected, major topics discussed and approval or disapproval of Indians presented. The data were tabulated in both numerical and percentage form.<p>A pilot study and validation procedure were carried out with students and professors of the College of Education, University of Saskatchewan in order to validate the method.<p>It was found that generally the books analyzed gave an incomplete historical picture of Indian-Canadians. It was also found that Indian themes received low priority in the number and quality of illustrative and decorative features in the books.<p> Indians were presented in such a manner as to detract from an understanding of the diversity of Indian cultures, languages and personalities. Indians were presented in a manner that lends itself to the encouragement of broad generalizations concerning an extremely wide variety of people that are classified as Indians.<p>It was also found that there was a lack of variation in the tribes presented; there was a failure to reflect the richness and variety of Indian cultures in Canada; there was a high degree of unfavourable or negative presentation of Indian characters.<p> For the most part Indians just are not there except for the initial contact-with Europeans, the beginning of the fur trade and a brief re-emergence during the Northwest Rebellion of 1885.<p> It was concluded that for the most part the textbooks analyzed will not contribute positively to helping Indian and non-Indian elementary school students in Saskatchewan know and understand the Indian dimension of Canadian history and culture.

The purpose of this study was to examine eight elementary school social studies textbooks using the method of content analysis to analyze the treatment of Indians in the books selected for the study. <p>It was conceded at the outset that not all teaching about Indians is done in social studies programs and not all information about Indians is presented through textbooks. However, it was recognized that the textbook is the basic guide for many teachers and students, and often the single source for historical information presented in social studies courses in elementary school classrooms.<p> For the purposes of content analysis of the textbooks the guidelines of Berelson for content analysis were used to develop the categories. The procedures developed by Dr. Hargopal Dhand of the University of Saskatchewan, Saskatoon were modified to suit the purpose of this study.<p>Data Work Sheets and Data Summary Sheets were used to gather and record information concerning frequency of occurrence of paragraphs devoted to Indians in the textbooks, topical classification of the paragraphs, illustrative and decorative features of the textbooks, classification of Indians presented, tribes selected, major topics discussed and approval or disapproval of Indians presented. The data were tabulated in both numerical and percentage form.<p>A pilot study and validation procedure were carried out with students and professors of the College of Education, University of Saskatchewan in order to validate the method.<p>It was found that generally the books analyzed gave an incomplete historical picture of Indian-Canadians. It was also found that Indian themes received low priority in the number and quality of illustrative and decorative features in the books.<p> Indians were presented in such a manner as to detract from an understanding of the diversity of Indian cultures, languages and personalities. Indians were presented in a manner that lends itself to the encouragement of broad generalizations concerning an extremely wide variety of people that are classified as Indians.<p>It was also found that there was a lack of variation in the tribes presented; there was a failure to reflect the richness and variety of Indian cultures in Canada; there was a high degree of unfavourable or negative presentation of Indian characters.<p> For the most part Indians just are not there except for the initial contact-with Europeans, the beginning of the fur trade and a brief re-emergence during the Northwest Rebellion of 1885.<p> It was concluded that for the most part the textbooks analyzed will not contribute positively to helping Indian and non-Indian elementary school students in Saskatchewan know and understand the Indian dimension of Canadian history and culture.

ABSTRACT THE STUDY OF SCHOOL - FAMILY COOPERATION ACTIVITIES IN ELEMENTARY SCHOOL LEVEL ON THE BASE OF PARENTS&rsquo / PERCEPTIONS &Ouml / zdemir, Nesli M.S., Department of Early Childhood Education Supervisor: Assist. Prof. Dr. Zeynep B. Erdiller September 2009, 117 pages Home and school are two important living and learning environment for children. In this regard, parents and teachers share mutual responsibilities in children&rsquo / s life. The relationship between home and school is a significant point in improving quality and sustainability of children&rsquo / s education and development. Thus involvement of parents in their children&rsquo / s learning has significant value for education. Parents are important stakeholders in parent involvement process. Their ideas, and attitudes toward parent involvement determined their participation and parent involvement process. This study was designed to describe the current situation in public elementary schools in terms of parent involvement activities by bases on parents&rsquo / perceptions. First of all the types of parent involvement activities that are conducted by schools and their frequencies were defined. Then parents&rsquo / perceptions about family-school collaboration activities were analyzed. Participants were required to fill out the questionnaire, &ldquo / School- Parent Cooperation Activities&rdquo / . The questionnaire consists of 25 questions. Nine questions are related with demographic information about participants. Fifteen questions are measured parents&rsquo / perceptions about parent involvement activities. The sample of study included in parents with children who attend to public elementary schools in Ankara in 2008- 2009 academic year. The study consisted of first, second, third, fourth, and fifth grades. Five hundred and one parents from different public elementary schools in Ankara were constituted the sample of the study. The results of the study showed that most frequently used activities, conducted outside of school, is homework assignments that parents and child work together. Inside of the school, face to face meetings with teachers and prepared school boards are most frequently applied parent involvement activities. Parents emphasized that they participate parent involvement activities when they find time to do this. Parent- teacher meetings and teachers&rsquo / invitations were powerful factor for parents to come to school and involve in activities. Parents did not participate in activities when they do not have to do it. Also not getting permission from work was another barrier for parents. Parents want to be organized more often conferences and parent education activities, and more often parent- teacher meetings. Education of parent about the needed topics related with children development and education was most frequently marked by parents as the most important function of parent involvement activities. Also raising funds for school was seen as the purpose of practicing parent involvement activities. Parents thought that teachers allow enough time for them and welcomes them with smiling face. According to participants, effect of school- parent cooperation activities was to potentiate their child&rsquo / s education and contribute to their child&rsquo / s development. Parents ordered five factors for effective parent involvement activities from the most important to least important ones / teachers&rsquo / attitudes, availability of time of parent involvement activities for parents, administration&rsquo / s relationship with parents, personal experiences and opinion of parents related with parent involvement, and content and availability of school&rsquo / s parent involvement program. Parents believed that school- parent cooperation activities conducting in their child&rsquo / s school were partial enough. Also good communication between teacher- parents and child is mostly chosen by parents. Keywords: Parent Involvement, and Elementary Schools

The aim of this study is to investigate the critical design and development issues for educational robotics training camps. More specifically, the purpose of the study is to explore and describe critical design issues for educational robotics training camps, illustrating how each factor affects robotic camps and enlightening how these factors should be implemented for the design of a robotic training camp. For this purpose, two robotic training camps were organized with elementary school students. Thirty children attended the first camp and twenty two children attended to the second one. The research design was qualitative in nature, more specifically / multiple-case design approach was used. Interviews with children and instructors, observations, field notes, and camp evaluation forms were the data collection methods. The data were analyzed through the qualitative data analysis techniques. The data were categorized under emerged themes, learning outcomes, evaluation of the camps&rsquo / components, career, group issues, competition, coaching, technical issues, challenges and camp duration. Some prominent findings of the study are / the instruction strategy for a robotics camp should be designed from simple to complex. The most effective and liked part of the camps are project studies, therefore projects studies should be encouraged at robotic camps. Robotics training camps should give chance to practice to the children what they have learned at schools. The group size should be arranged that every child in the group should have duties at any time. The study was concluded with a robotics camp design guideline and a sample robotic training camp curriculum.

Thesis (M.A.)--University of Notre Dame, 2009. / Thesis directed by Sean Kelly for the Department of Sociology. "December 2009." Includes bibliographical references (leaves 59-62).

Source: Masters Abstracts International, Volume: 47-06, page: 3161. Adviser: Chin Hsing Chen. Includes bibliographical references.

Poor indoor air quality in schools is associated with diminished learning, health risks to students and staff, and economic costs. This dissertation reports findings from the Texas Elementary School Indoor Air Study (TESIAS). The objective of this investigation is to establish a baseline for indoor environmental parameters. The investigation selected 30 elementary schools from 2 school districts. One school district was located along the Texas/Mexico border in a hot-humid climate region. The other school district was located in central Texas in a mixed-humid climate region. Phase I of the study was a questionnaire completed by 1336 teachers and other school staff. Phase II of the study collected both qualitative and quantitative data in 120 classrooms including continuous monitoring of comfort parameters (carbon monoxide, carbon dioxide, temperature, and relative humidity). Phase III collected more in-depth quantitative data, including fungi and bacteria concentrations, in 12 classrooms. This dissertation investigates potential differences in the study data between school districts and between portable and traditional classrooms. The two major findings of this study concern water leakage from roofs and inadequate ventilation. Roof leaks were the highest reported source of water incursion and correlated with health symptoms. Free-standing small footprint classrooms had fewer roof and wall leaks than traditional classrooms. The simple low pitch roof design and sufficient overhangs typically found on the small footprint buildings studied likely result in less reported roof leaks. The measured carbon dioxide concentrations (both average and peak values) were well in excess of the recommended maximums and fewer than 15% of the classrooms met the recommended maximum concentrations. Relatively higher CO2 concentrations and relative humidity in the border school district were attributed to a greater frequency of blocked outdoor air intakes. Further investigation of novel HVAC systems, such as low velocity displacement ventilation, is needed. Ultimately, this study enables the development of best practices for school design for improved indoor air quality. / text

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