An exploratory study on instructional design for classroom activities that encourage algebraic reasoning at the elementary school level. Assistance with the activities was provided as students needed further scaffolding, and multiple solutions were encouraged. An analysis of student responses to the activities is discussed.

The purpose of this study is to investigate the effects of using moral-based cooperative learning on enhancing compassion, responsibility and honesty among elementary school students. A nonequivalent pretest-posttest design is conducted on this study. The experimental group students receive 11-week of ¡§Moral-based Cooperative Learning¡¨; On the other hand, control group students receive traditional teaching method. During the course, all participants response investigator-developed instrument ¡§Elementary School Students Moral Behavior Scale¡¨ . In addition, observation, daily student behavior records and follow-up individual interview are conducted to 6 target students with the high, moderate, and the low scores of moral behavior in the pre-test. Correlation, t-test, ANOVA and ANCOVA are conducted for comparing the similarity and differences between two groups. A theme content analysis is conducted to analyze the qualitative data. The major findings are as following: 1. After the use of ¡§Moral-based Cooperative Learning ¡¨,The experimental group students¡¦ moral behaviors, compassion and honesty are significantly higher than the control group students¡¦. 2. The experimental group students make more significant improvement of their moral behaviors on ¡§compassion¡¨and ¡§honesty¡¨ than ¡§responsibility¡¨. 3. The low score group students make more significant progress of their moral behaviors than the high and moderate score group students. 4. There is no significant difference on moral behaviors among students with different gender, birth order, social-economic status or family structure. 5. There is significant positive correlation among compassion, responsibility and honesty of experimental group students. According to those significant findings, educational recommendation and suggestions provide toward teachers and researchers be discussed .

The Relationships of Elementary School Student¡¦s Positive Thinking and Social Behaviors Abstract The purpose of this study was to explore the relationship between elementary student's positive thinking and social behaviors. Two hundreds and seventy-nine students were conveniently selected from 5 public elementary schools in Kaohsiung city. All participants completed the ¡§Positive Thinking and Social Skills Scale¡¨ in 2010. Descriptive statistics, t-test, ANOVA , pearson product-moment correlation and stepwise multiple regression analysis were conducted. In addition,4 students with the highest positive thinking score and the other 4 students with the highest social behavior were rescruited as the target students. Those students were interviewed while they accomplishing the survey. The main findings were as following¡J 1. There were significant differences on positive thinking between different graders. 2. There were gender significant differences on positive thinking total score. 3. There were significant differences on positive thinking and social behavior scores among different father education degrees children. 4. There were significant differences on positive thinking and social behaviors among social economic status fanilies children. 5. There were significant differences on positive thinking and social behaviors among father¡¦s practice styles children. 6. There were significant differences on positive thinking and interpersonal among mother¡¦s practice styles children. 7. "Gender" and " positive thinking" are significant predictors of social skills,which explained 49.6% of the variance . 8. Authoritative parenting practice of elementary children get a higher score in positive thinking and social behaviors. 9. Children with authoritarian or permissive father practice,who got lower scores in positive thinking and social behaviors. 10. Children with authoritarian mother practice,who got lower scores in positive thinking and social behaviors. According to those significantfinding, educational recommendation and suggestions provided toward teachers and researchers be discussed. Keywords¡Gpositive thinking¡Bsocial behaviors¡Belementary school students

The purpose of this study was to examine the effect of elementary school students¡¦ positive emotion and assess the similarity and difference among different background students while they attending this quasi-experimental study. A nonequivalent pretest-posttest design was conducted on this study. The experimental group students who were taught by 9-weeks of ¡§Inquiry Teaching¡¨; on the other hand, the control group students who were taught by the traditional teaching method. During the beginning and end of courses, all participants conducted investigator-developed instrument ¡§Elementary School Students Positive Emotion Scale¡¨. In addition, 6 target students with more improvement scores on the post-test of positive emotion scale were recruited a follow-up interview for finding the effects of inquiry teaching project. Independent-samples t-test, paired-samples t-test, one-way ANOVA, and ANCOVA were conducted for comparing the similarity and differences between two groups. A theme content analysis was conducted to analyze the qualitative data. The major findings are as follows: 1.After the use of ¡§Inquiry Teaching¡¨, the experimental group students¡¦ self-confidence score is significantly higher than the control group¡¦s. 2.The experimental group students¡¦ ¡§self-confidence¡¨ score is significantly higher than ¡§optimistic¡¨ or ¡§gratitude¡¨. 3.The experimental group moderate academic achievers present significantly more improvement on self-confidence than those of the highest academic achievers. According to those significant findings, educational recommendations and suggestions are also provided toward teachers and researchers who can discussfurther .

The development of Arts is an important sign of the evolution in a country. The arts accomplishment of the public can be observed by their attendance and support of the arts activities in their leisure lives. One¡¦s habit of participating in arts activities should be developed from the childhood. Accordingly, the goal of this study is to understand the influencing factors of children¡¦s willingness in appreciating arts performance and then to enhance their inclination and interests of admiring arts. This study sorts out related references about children¡¦s leisure activities and arts performances. The three independent variables are individual, family and school. Moreover, the dependent variables are volition, frequency and style in the behavior of appreciating arts activities. Firstly, the study begins with self- designed questionnaires to carry out quantity surveys. The mother groups are the public primary school students in Kaohsiung. Sixteen schools are drawn out from the mother groups, and the subjects are two classes of students from each school: one from the middle grade and one from the high grade. A total of 1024 questionnaires are sent out, and 923 of them are the valid ones to exam hypothesis by means of statistic analysis. Secondly, this research uses the content of the questionnaires as the interview outline. The five interviewees from the industries, governments and academic fields are interviewed as the quality study. At last, after contrasting the results of quality research with those of the quantity research, the conclusions are as follows. Lots of primary school students¡]62.1¢H¡^ in Kaohsiung are inclined to anticipate the arts activities. Most of them have these experiences one to three times in 2008. The art styles which they appreciate most often are music, dance, drama and traditional drama in turn. Among individual background factors, those that significantly influence students¡¦ appreciating arts behavior are ¡§gender¡¨ and ¡§interest in arts¡¨. Some influence are grade and experience of learning arts. Among the family background factors, ¡§background of family members¡¨, ¡§support from parents¡¨ and ¡§transportation convenience¡¨ have obvious influence on the students¡¦ willingness in appreciation of arts. Howerever, family social-economic background factor do not have much influence. Among the school background factors, factors that make an influence on the students¡¦ appreciation of arts performances are ¡§instruction of the teachers¡¨ and ¡§interaction between pupils¡¨. However, ¡§the location of the school¡¨ and ¡§arrangement of the courses¡¨ only make partial influence. At last, according to the results of the research, this study provides suggestion for schools , teachers , parents and performance groups.

Because little was known about second language online collaborative reading, this study explored the application of an online annotation affordance, analyzing the processes and products of how Taiwanese schoolchildren used notetaking and sharing functions to develop their English reading comprehension. Fifth-grade students (N = 83) from three English classes were randomly assigned to three reading conditions: read-only (i.e., individual reading without making any annotation), individual annotation (i.e., making annotations for their own use), and collaborative annotation (i.e., making and sharing annotations on their reading experience with others while reading) for three reading sessions. Data sources included a background survey, reading comprehension tests (free recall and cued recall), reading affect surveys, students’ annotations, text-based stimulated recall protocols, and a survey about the frequency of online support consultation. Results of quantitative and qualitative analyses showed that there was no statistically significant difference among the reading groups in their free recall and cued recall performance, their reading enjoyment and engagement, and their perceptions of the reading activity’s helpfulness for reading comprehension. Despite the lack of overall significant difference in reading affect, the collaborative annotation group increased their affect levels across the reading sessions, and significantly raised enjoyment levels between first and second sessions. Supplementary analyses found that the relationship between the amount of annotation and students’ reading comprehension scores was positive but did not reach a statistically significant level. Additionally, the more often the participants consulted online resources, the lower were their cued recall scores. As for the functions served by students’ annotations, nine categories were identified. The most prevalent function for the individual annotation group was “Translations,” whereas “Responses to Peers” was the most frequent category for the collaborative annotation group. The amount of interaction with peers was positively associated with cued recall scores and negatively associated with amount of use of translation annotations. Analysis of processes revealed that students were different in how they read online and used annotations. Students provided multifaceted reasons for why they did or did not make annotations and reply to peers while reading, and for why they liked or disliked the online reading activities. / text

The purpose of this study was to compare a group of successful and unsuccessful pupils who were in the fifth and sixth grades. It was the purpose to make comparisons between these two groups in terms of (1) school achievement, (2) mental ability, (3) personality, (i|) pupils as perceived by teachers and peers, (5) pupils' perceptions of teacher and school, (6) self perception, (7) school attendance, and (8) socioeconomic status.

The purpose of this study was to investigate the effects of elementary school students¡¦ moral characteristics and moral behaviors through a moral inquiry teaching. A nonequivalent pretest-posttest design was conducted on this study. Two investigator-developed instruments (i.e., ¡§School Students Moral Behavior Questionnaire¡¨ and ¡§Parenting practice Questionnaire¡¨) were conducted on both experimental and control group students during the pre- and post moral inquiry teaching. In addition, daily student behavior records and follow-up individual interviews with student, teachers, and their parents were collected to verify the quantitative results. The main findings from t-tests comparisons and ANCOVA analyses were as follows: 1. The posttest experimental group students¡¦ moral characteristics total scores were significantly higher than the control group¡¦s. 2. On the topic of ¡§responsibility¡¦¡¦, the experimental students agreed that being responsible in family matters positively correlates to moral behaviors. 3. On the topic of ¡§respect earth¡¦¡¦, the experimental students presented more respectful in their school areas ,but not in public districts. 4. On the topic of ¡§taking care of others¡¦¡¦¡GBefore the intervention, the experimental group students expressed more active cares to their parents, but not to their classmates. After 9 topic systematic inquiry teaching, students pay more attention on their classmates; therefore , the experimental group students obtain higher scores than control group. Implications for practice and research are provided.

This study explores the reasons for why aboriginal parents decide for their children to cross district to school with a specific focus on three school district of Paiwaness tribes in Pingtung County. The area we research is undeveloped and the researcher is himself Paiwanese. It aims to explore why aboriginal parents choose to leave the school in tribes, discover the problems that parents and children encounter , how they handle the problems and the adaptations for children. The study adopts semi-structured questionnaire to conduct in-depth interviews. Purposive sampling was used to identify interviews and there were ten aboriginal parents were interviewed. The conclusions of the research are as the following:. 1.The main reasons for crossing district schooling include lack of peer-learning competitive in tribes, adaption in mainstream society and parents¡¦ positive discipline. 2.Poor marketing strategy of tribal school administrator, and local indigenous teachers¡¦ background and their negative image within daily lives affected parents¡¦ trust toward tribal school. 3.The decision of cross district schooling for children is influenced by parents¡¦ learning experience and opinions of family numbers. 4.The main consideration of cross district schooling for parents is to get household register of school district easily without comparing the ideas between the two different kinds of schools. 5.The problems they faced include driving the children to school, cultural learning of Paiwanese and learning tribal lives. But the main solution is passive pattern for parents. 6.The results of cross district school choice are satisfied mostly with parents¡¦ expectation but there is still a gap.

Math difficulties (MD) are nearly as common as difficulties with reading. Despite this, MDs have received much less attention from researchers and we have yet to define a core cognitive process for MD. Knowledge about a core cognitive process would assist with early identification and remediation of MDs. Working memory has been identified as one cognitive process that is strongly associated with math difficulties. Most research examining the association between working memory and math calculation skills has been predicated on Baddeley and Hitch’s (1974) multicomponent model of working memory. Results of studies are inconclusive with respect to which component of Baddeley and Hitch’s model is most associated with math calculation skills. The wide variety of tasks that have been used to measure the components of Baddeley and Hitch’s model may be one reason for the lack of consistent findings. In the Introduction, common tasks used to measure the components of Baddeley and Hitch’s model are described and discussed. The Automated Working Memory Assessment Battery (AWMA) is suggested as a measure that adequately assesses all components of Baddeley and Hitch’s model. The AWMA was used in two studies examining the role of the components of working memory in math calculation skill in elementary-school (Study 1) and university (Study 2) students. Participants in Study 1were 94 (42 female) elementary-school children (M age = 9 years 1 month; Range 6 years 0 months – 11 years 8 months). Participants in Study 2 were 42 university students (M age 20 years 9 months; Range 18 years 6 months to 22 years 11 months). In both studies, the visuospatial sketchpad (short-term visuospatial memory) emerged as the component of working memory that explained the most variance in math calculation scores. In elementary-school children, phonological processing was also important. Evidence points to a developmental path emphasizing both verbal and visuospatial skills in math calculation skills of younger children and a more specific role for visuospatial memory in adults (university students). Explicit instruction using visuospatial strategies in the teaching of math calculation skills will be important at all ages.