The diploma thesis identifies the level of physical abilities of pupils of the first grade of elementary school in relation to the specialization of the teacher of physical education. To test the level of mobility, I chose the proven Unifittest test battery (6-60). I chose the pupils and teachers from four different primary schools in Prague and the surrounding area participated in the testing. By testing, I find and compare the physical abilities of pupils under the guidance of teachers with different specializations. I try to found out whether pupils' results are reflected by the fact that PE lessons are not led by teachers specialization in physical education. I also compare the content of physical education classes in their broader focus. To find this part of the research, I used the questionnaire method. I process and validate my hypotheses with Unifittest (6-60) and my questionnaire. The results of my work show that the level of physical abilities of pupils at primary school level is higher for pupils led by a teacher with PE specialization. Using questionnaires, I have verified that also the qualitative level of PE lessons and the interest of pupils in sports and physical activity are demonstrably higher for pupils led by a physical education expert.

The purpose of this multi case study was to better understand voice in first grade science writing. Voice is the ability for individuals to synchronize specific narrative elements to express themselves with greater confidence and individuality. Three first-grade participants were chosen and their use of voice in science writing was examined across 8 weeks. Specific elements of voice were identified within atypical informational texts for primary grade learners in science. The 7 elements include descriptive words, placement of text and picture, creative punctuation, conversational tone, comparisons, imagery, and repeated text. The 7 voice elements were taught to a class of first-grade students. Findings from this study reveal that first graders can use descriptive words, creative punctuation, and conversational tone in their writing with great success before being formally taught, which indicates that these first graders are comfortable using these voice elements in their writing. These first graders also use text and picture placement, comparisons, and imagery prior to the weeks they are taught but with limited success. These first graders do not use repeated text until being formally taught, which indicates that it is a difficult voice element for them to include in science writing. Hand signals prove to be effective in helping these young children grasp the voice elements. Lessons used in the study are included. Mentor texts with examples of voice elements that children emulated during the study are also included and are helpful for these students. In addition to writing with words, these first graders also convey important information through their pictures. These young students can accomplish the requirements found in the Common Core State Standards to provide an opening, supply 3 facts about a subject, and write a conclusion. However, they can do this with a quality of voice that was not present in their writing prior to the unit.

This investigation examined first-grade teachers' literacy beliefs and practices and its relationship with their students' conceptions about reading and writing. For the first part of the study a sample of 76 first-grade teachers, from two school districts in Puerto Rico, completed the Literacy Orientation Survey (LOS). The combined score of the LOS was calculated and used to categorize teachers according to their literacy beliefs and practices as constructivist, eclectic, or traditional. After matching by years of experience and educational level, a stratified random sample of six teachers, two from each literacy viewpoint (traditional, eclectic, and constructivist), and 48 first-grade students was selected to participate in the second part of the study. A simple random sample of eight students (four low-achieving readers and four high-achieving readers) was selected from the classrooms of each of the six teachers, who represented the three differing literacy beliefs. Individual interviews were conducted with the students, using Wing's (1989) interview protocol, in order to assess their conceptions of reading and writing. The results of this study regarding the nature of teachers' literacy beliefs indicated that most teachers appear to hold traditional literacy beliefs and practices, whereas a very small number of the participant teachers seem to hold literacy beliefs and practices categorized as constructivist. A statistical significant association was found between teachers' literacy viewpoint and students' conceptions about reading and writing. First-grade students whose teachers held a constructivist literacy viewpoint seemed to have more holistic conceptions of literacy, whereas students whose teachers held a traditional or an eclectic literacy viewpoint seemed to have more skills or test-based conceptions of reading and writing. Results indicate that first-grade students' ideas regarding the purposes and nature of reading and writing appear to be compatible with their teachers' literacy beliefs and practices. No significant relationship was found between students' conceptions of reading and writing and their reading ability. Implications for literacy teaching, learning, and further research are discussed.

This study examined which predictor measures best explain first grade retention in Texas, using three campus configuration types. Predictor measures were chosen from Texas public school campus student demographic and operational data, as well as community-based early childhood program data. Prior to this study, no research had been conducted in Texas that merged public school-based early childhood program data with community-based early childhood program data in order to understand a historical and often neglected problem in the state's education system: the number of students being held back in first grade. To determine which predictor measures best explained first grade retention among selected campus configuration types, a hierarchical regression analysis was conducted. Initially, public school campuses that did not contain early childhood and/or pre- kindergarten programs in their campus configuration, and that generally served students with fewer risks for academic and social failure, had lower first grade retention rates, which were statistically significant. After controlling for multiple campus student demographic and operational predictor measures, as well as access to community-based early childhood programs per first grade student, however, campuses that contained early childhood and pre-kindergarten programs, or a combination of both, had retention rates that were no longer statistically different from the campus configurations that, on average, contained fewer economically disadvantaged and at-risk students. Although the study was a systems-level analysis and was restricted to making inferences at the aggregate level that were non-causal, the findings provided several clues that suggest early childhood programs and experiences, both internal and external to public school campuses, have the potential to affect the short- and long-term academic success of vulnerable children. The study encouraged collaboration between the public school system and a complex, diverse community-based early childhood system, using a "vulnerable neighborhood approach" (Bruner,2007), as one effective strategy for promoting school readiness and success for disadvantaged children, and as one means to address this challenge. / text

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The purpose of this study was to compare the opinions of kindergarten teachers, transitional grade teachers, and first grade teachers regarding the importance of selected goals, content, learning activities, and evaluation procedures for a transitional grade between kindergarten and first grade. Effects of teaching experience and educational background were examined.The Transitional Curriculum Questionnaire for Teachers was developed by the researcher and mailed to 189 elementary schools with transitional classrooms. Respondents included 156 kindergarten teachers, 104 transitional grade teachers, and 263 first grade teachers. The majority of the teachers reported educational backgrounds in elementary education. Teaching experience ranged from 1 to 44 years.Through the use of a checklist, responding teachers identified goals, content, learning activities, and evaluation procedures which they considered "important" for a transitional program. A chi-square test at the .05 level of significance was used to analyze the data.Results1. Kindergarten teachers, transitional grade teachers, and first grade teachers agreed on the importance of 10 of the 16 goals, 6 of the 16 content areas, 6 of the 16 learning activities, and 11 of the 16 evaluation procedures for a transitional program.2. Teachers with backgrounds in early childhood education and teachers with backgrounds in elementary education agreed on the importance of all 16 goals, 14 of the 16 content areas, 13 of the 16 learning activities, and all 16 evaluation procedures for a transitional program.3. Teachers with varying years of teaching experience agreed on the importance of 15 of the 16 goals, 14 of the 16 content areas, all of the 16 learning activities, and 13 of the 16 evaluation procedures for a transitional program. / Department of Elementary Education

Fonologisk medvetenhet, ordavkodningsförmåga, bokstavskunskap och arbetsminneskapacitet har visats predicera den tidiga läsförmågan. Syftet med föreliggande studie var att undersöka hur dessa olika kognitiva förmågor tillsammans förklarar läsförståelse hos barn i första klass. Läsförståelse, ordavkodning, fonologisk medvetenhet, bokstavskunskap samt arbetsminne undersöktes hos 36 elever i årskurs ett med normal hörsel och svenska som modersmål. Resultatet visar att ordavkodning och fonologisk medvetenhet tillsammans förklarar 62 % av variansen i läsförståelsen hos deltagarna. Slutsatsen är därmed att ordavkodning och fonologisk medvetenhet tillsammans predicerar läsförståelse i årskurs ett. / Phonological awareness, decoding skills, letter knowledge and working memory capacity predict early reading skills. The aim of the present study was to examine how these different basic cognitive abilities together can explain reading comprehension in children during first year of school. Reading comprehension, decoding, phonological awareness, letter knowledge and working memory were studied in 36 children in first grade with normal hearing and had Swedish as their native language. The results show that decoding and phonological awareness together explain 62 % of the variance in reading comprehension among the participants. The conclusion from the present study is that decoding and phonological awareness predict reading comprehension during first grade.

Thesis (E.D.)--University of Central Florida, 1994. / Includes bibliographical references (leaves 70-76).

Thesis (Ph. D.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 240-251).

Thesis (Ed. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 298-315). Also available on the Internet.