No description available.

The purpose of the study was to investigate the extent of teacher abuse of elementary students, the characteristics of teachers who abuse, the types of behaviours abusive teachers engage in, the reasons for teacher abuse, and the impact on victims and witnesses. Two samples participated in the study: 1) pre-service teachers (n = 99) completed the study questionnaire regarding abusive teacher behaviours they witnessed while on practicum placement and 2) undergraduate students (n = 290) reflected on their own elementary school teachers’ behaviours. Verbal and emotional abuse was most often reported; however, physical and sexual abuses were also indicated. Differences were found between teachers who were and were not perceived to abuse students on types of behaviours engaged in and job performance. Pre-service teachers reported being impacted by the abusive behaviours they witnessed and undergraduate students recalled negative impact on them. Male undergraduate students reported greater impact if they were ever abused by a male teacher whereas female students were equally impacted regardless of whether a male teacher was involved or not. Barriers to reporting included fears of future employment, not wanting to question another teacher’s practice, and uncertainty regarding the reporting process. In consideration of these results, a number of recommendations to address teacher abuse are provided including mandatory reporting of teacher abuse, alterations to the current protocol for investigating abusive teachers, and content and criteria for continued education for teachers. Based on the results, a workshop to address the likely causal factors of teacher abuse is provided as well as detailed lessons for teaching students about their rights and freedoms in the classroom. Overall, results of the study show that teacher abuse is an issue in Ontario’s elementary schools, the impact of the abuse is apparent, and that strategies must be undertaken in order to address the problem.

The purpose of the study was to investigate the extent of teacher abuse of elementary students, the characteristics of teachers who abuse, the types of behaviours abusive teachers engage in, the reasons for teacher abuse, and the impact on victims and witnesses. Two samples participated in the study: 1) pre-service teachers (n = 99) completed the study questionnaire regarding abusive teacher behaviours they witnessed while on practicum placement and 2) undergraduate students (n = 290) reflected on their own elementary school teachers’ behaviours. Verbal and emotional abuse was most often reported; however, physical and sexual abuses were also indicated. Differences were found between teachers who were and were not perceived to abuse students on types of behaviours engaged in and job performance. Pre-service teachers reported being impacted by the abusive behaviours they witnessed and undergraduate students recalled negative impact on them. Male undergraduate students reported greater impact if they were ever abused by a male teacher whereas female students were equally impacted regardless of whether a male teacher was involved or not. Barriers to reporting included fears of future employment, not wanting to question another teacher’s practice, and uncertainty regarding the reporting process. In consideration of these results, a number of recommendations to address teacher abuse are provided including mandatory reporting of teacher abuse, alterations to the current protocol for investigating abusive teachers, and content and criteria for continued education for teachers. Based on the results, a workshop to address the likely causal factors of teacher abuse is provided as well as detailed lessons for teaching students about their rights and freedoms in the classroom. Overall, results of the study show that teacher abuse is an issue in Ontario’s elementary schools, the impact of the abuse is apparent, and that strategies must be undertaken in order to address the problem.

No description available.

This thesis deals specifically with one phase of our educational program. It is an analysis of newer ways of reporting child progress to parents. In this study of reporting child progress to parents the problem in concern is how near our newer ways of reporting approach the present trends in education which are influenced by our modern philosophical and psychological concepts.

This study was designed to find out elementary students knowledge about the environment, their attitudes towards helping the environment and what they actually have done to help the environment. Specifically, during the northern spring of 2002 all grade-4 and grade-5 students in one public elementary school in Miami-Dade County, Florida were administered the Children's Environmental Attitude and Knowledge Scale (CHEAKS) instrument. In 2002, some students in both grade levels interviewed each other in pairs to determine why they answered the way they did on the CHEAKS instrument. In the interviews, students discussed what they had been taught in school, compared to what they had learned outside of school that was related to the environment. The following year, during the northern spring of 2003, all grade-4 and grade-5 students in the same elementary school were given the CHEAKS instrument. Students at the elementary school were also asked questions which they answered in writing. These included: Which questions on the survey did you feel were difficult?; what do you remember learning about environmental education in school, at home or elsewhere? In addition, some gifted grade-6 students, who attended the nearby middle school and other grade-6 students who were in heterogeneous ability classes also responded to the CHEAKS instrument. / Analysis of the data showed that grade-4 students in this elementary school had a higher commitment to the environment than did grade-5 students and gifted students had more knowledge than regular students. Only the gifted students in grade-5 had a high commitment to the environment. Comparing independent t-test results in year 2002 between grade-5 regular students (n=105) and grade-5 gifted students (n=30), grade-5 gifted students were statistically less committed to the environment in terms of scores on the Verbal Commitment. There was no difference in knowledge or commitment in grade-6 students. Girls were more verbally committed to the environment than boys. Having knowledge about the environment did not necessarily mean students were committed to saving the environment or took action to solve environmental problems. The thesis concludes with explanations, discussions about the limitations of the study and suggestions for further research.

We are a collaborative group of K-5 teachers, pre-service teachers, and higher education faculty. In our session we will share our work to design integrated STEM learning units aligned to Tennessee's elementary math and science standards. We will discuss strategies for planning integrated STEM learning as well as use a station format to model interactive, hands-on learning activities. Special emphasis will be placed on math and science standards that may be challenging for teachers.

No description available.

The problem of this study was to compare the social alienation of upper elementary students receiving reading instruction in five types of environmental settings.

The purposes of this study were to determine whether brain growth spurts occur in normal pupils and to determine whether there was a uniform difference in head circumference between boys and girls. Subjects were 3,062 normal elementary pupils, grades one through six, from one suburban school district. Fiberglass measuring tapes were used to measure pupils' head circumference. The hypotheses of the study predicted that the relationship between head circumference and age would be linear. Further, it was predicted that the differences in head circumference between boys and girls would be uniform over seven specified ages. The first hypothesis was tested using a test for linear trend and deviation from linear trend using the General Linear Models procedure. The results indicated that there was a significant linear trend between head circumference and age. The test for deviation from the linear trend was not significant. This would suggest that any deviation from a straight line observed in the data can be attributed to chance. It was concluded that since there was no significant deviation from linear trend, it would suggest a continuous growth of the brain for the ages included in this study. A two-way analysis of variance was used to test the second hypothesis. The results indicated that the male mean head circumference was significantly larger than that of the female in all age groups. As the interaction of sex and age groups was tested, there was no interaction between sex and age groups. It was concluded that since the interaction between sex and age groups was not significant, there is no indication of differences in the rates of brain growth between boys and girls.