Search Results (429)

Elementary music teachers in the United States face many challenges today, including an increasing cultural divide between teachers and students, worsening student behavior, and excessive exposure to technology in children’s lives. These challenges are magnified due to the hundreds of students elementary music teachers see weekly, the lack of teaching and planning time, and inadequate teaching resources, making it difficult to fully understand the culture and learning needs of every child. However, music educators may find culturally sustaining pedagogy (CSP) a useful tool for meeting the needs of a diverse student body. Further, when teachers engage in kid culture, the environments and activities that only children have, there is a plethora of music and media to use that children prefer that can help increase engagement and reduce behavioral problems. In this Perspective article, I provide three sample lessons that model instructional strategies that challenge current systems of power and representation in music education and center student agency through singing, chanting, moving, playing, and creating. Using repertoire that students already know and prefer, such as “Old Town Road,” Fortnite dances, and the song “See You Again”, draws from children’s funds of knowledge. Moving away from the Western art music canon and traditional formal education structures (like standard notation) in favor of learning by ear, peer collaboration, and improvisation decolonizes the curriculum. Critical reflexivity occurs when the teacher acts as a learner, constantly adjusting lessons to ensure student agency and addressing ethical issues, such as the intellectual property rights of creators whose work is used in media like Fortnite. By using melodies, songs, and video game movements children already know, music teachers can use the materials and learning processes in kid culture to engage in culturally sustaining pedagogy. I aim to inspire educators and researchers to reflect on sustaining children’s dynamic, cultural practices and better understand how to authentically bring popular music and media into elementary music lessons to provide a more engaging, relevant, and transformative music education. Full article

This study examines how pre-service teachers construct pedagogical knowledge to promote equity in school settings through reflection and research from an intersectional gender perspective. Situated within current debates on gender, interculturality, and social justice in teacher education, the study explores how pre-service teachers develop critical awareness of inequality and envision transformative practices. Using a qualitative design, three reflective workshops were conducted with students from Early Childhood and Elementary Education programs in Chilean universities. Thematic analysis identified nine principal codes, which were later organized into four analytical domains: knowledge construction, interculturality and inclusion, gender practices, and intersectional meanings. Results show that participants conceive teaching as a political and ethical practice linked to community engagement, democratic coexistence, and affective responsibility. They also challenge traditional gender roles by proposing co-care and collective well-being as foundations for equitable education. Furthermore, intercultural and situated pedagogies emerge as key strategies for connecting theory with practice and validating diversity within the classroom. Participants demonstrate emerging forms of intersectional and gender awareness, questioning the feminization of teaching and proposing notions of co-care and collective well-being that transcend binary gender norms. They also value intercultural and contextual pedagogies, emphasizing empathy, recognition of diversity, and the validation of students’ origins and trajectories. Full article

This study examines how justice-oriented modeling lessons promote elementary students’ capacity to mathematize complex situations, develop civic empathy, and take action to address inequities and injustices in their communities. Through qualitative methods using multiple data sources including teacher interviews, lesson transcripts, student work, and classroom artifacts we share cases of modeling tasks that use mathematics as an empowerment tool to address empathy, representation, access, fairness and taking action. Findings illustrated critical moment-to-moment instructional decisions teachers made to elicit students’ justice-oriented reasoning. The modeling tasks involved addressing food waste in the school cafeteria, creating an inclusive play area, diversifying the school library collections, and choosing items for a sensory space to positively impact students’ individual and community well-being. Implications for teachers and teacher educators will be discussed. Full article

The purpose of this research is to understand how to better equip pre-service teachers (PSTs) to engage marginalized learners and implement culturally responsive teaching (CRT) practices in elementary Science, Technology, Engineering, Arts, and Mathematics (STEAM) education. This was attempted through a module on CRT and a STEAM Biography assignment, which aimed to heighten teacher candidates’ awareness of the contributions of individuals from marginalized/underrepresented groups, generate discourse on equitable teaching practices, and foster culturally responsive teaching practices. This research study examines data collected by the researchers, who also served as course creators and instructors, from teacher candidate participants enrolled in a STEAM methods course in which this assignment was implemented. Data were collected through a survey instrument and analyzed using content analysis methodology (qualitative and quantitative). Preliminary findings suggest that PSTs developed strong emerging equity-oriented mindsets and recognized the importance of belongingness and connection to meet the needs of all learners. In addition, since most PSTs reported the need for more practical CRT examples for use in their future classrooms, the biography assignment helped to foster the development of positive dispositions toward culturally responsive teaching in the STEAM disciplines. Full article

School-based social and emotional learning (SEL) programs have the potential to meaningfully foster healthy development. NaliniKIDS is a school-based program designed to focus on promoting SEL and school connectedness by bridging physical and mental health through exercises, a book series, and schoolwide activities. This mixed-method study explored the effects of NaliniKIDS on students’ mental health and school climate and the teachers’ perspectives regarding the implementation in a racially diverse, urban, Title I public elementary school. Quantitative data comprised of student (N = 253) and parent (N = 29) self-reports at pre- and post-test; qualitative data were collected via two focus groups with teachers (N = 10 participants). Survey results showed small increase in prosocial behavior among students after NaliniKIDS implementation. Focus groups highlighted the importance of training, protecting time and resources, and adapting the program to students’ background to maximize its implementation and relevance. NaliniKIDS may be a promising SEL program that facilitates the integration of physical and emotional health. The findings emphasize the health benefits of investments and policies focused on school-based programs that are integrated in the school. The successful implementation of SEL programs such as NaliniKIDS may significantly promote elementary student physical and mental health. Full article

Indigenous cultures in Taiwan embody rich ecological knowledge and strong environmental conservation values. However, elementary and secondary education often provides limited exposure to these cultures due to geographic constraints and insufficient instructional resources, relying primarily on textbooks and teacher-centered teaching methods. Such approaches restrict experiential learning, which may diminish students’ motivation and depth of understanding. However, 360-degree virtual reality (VR360) enables immersive simulations of authentic environments, increasing the accessibility of cultural and ecological education through smartphones and low-cost Google Cardboard. In addition, drone technology enhances learning by offering multiple perspectives for environmental exploration and data collection. This study examines the effectiveness of integrating a VR360 and virtual drone system into instruction focused on the ecological context of Sun Moon Lake and Thao Indigenous culture. Learning outcomes for Indigenous and non-Indigenous students were compared in terms of learning effectiveness, motivation, cognitive load, and technology acceptance. Ecological and cultural materials were collected through field investigations and drone photography, enabling students to explore landscapes from a first-person perspective and engage with Thao cultural practices and their relationship with local ecology. The findings indicate that the proposed VR-based system significantly enhances learning experiences and demonstrates strong potential for cultural and ecological education, offering valuable guidance for the design of future immersive instructional strategies and learning materials related to Indigenous cultures. Full article

The rapid digital transformation of education systems has profoundly changed teachers’ working conditions, intensified administrative demands, and highlighted territorial and organizational inequalities. In this context, understanding how these dynamics influence teacher engagement is essential for promoting healthy educational organizations. This study examined the factor structure of the UWES-17 and analyzed the relationship between engagement levels and sociodemographic variables in a sample of 314 elementary school teachers from four regions of Chile. Descriptive analyses, exploratory factor analysis with polychoric correlations and unweighted least squares, and confirmatory factor analysis using robust ULS and the Hull method were performed. The results showed a robust two-factor structure—Inspired Vitality and Challenging Commitment—with excellent fit indices. Freeman–Halton exact tests showed that Inspired Vitality was significantly associated with age, gender, region, location, administrative dependency, and professional experience, while Challenging Commitment was associated with gender, region, context, and professional experience. These findings indicate that teacher engagement is influenced by both structural inequalities and individual trajectories. The results underscore the need to strengthen organizational resources, regulate digital intensification, and reduce territorial gaps to promote teacher well-being. Full article

Self-management plays an important role for students transitioning from elementary to secondary school, and yet many enter junior high lacking this ability. Although the problem is well known, there are limited theoretical models to inform adequate intervention. We tested the Socially Empowered Learning Framework (SELF) as a model for instructional design, asking if contexts associated with increased social empowerment create conditions for acquiring ability in self-management. We proposed that when social empowerment is established across a group there will be a positive association with individual levels of self-management within the group. To test this, we used a two-wave correlational pretest–posttest design with international data from 691 students. Findings from linear regression analyses support our hypothesis. Specifically, we found that social empowerment and self-management were significantly positively associated, with the greatest effect seen in students with low levels of self-management early in the year. Implications for theory and practice are discussed with recommendations for teacher effectiveness and student success. Full article

Despite substantial investment in teacher preparation, low levels of teacher assessment literacy persist, particularly with respect to the sociocultural and ethical dimensions of assessment. This study reports on interviews with 12 Chilean elementary teacher candidates (TCs). During interviews, TCs reviewed a set of assessment challenges and reported how they would address each challenge. Challenges were designed to elicit assessment as, for, and of learning in response to assessment challenges involving language and culture. Chile presents an interesting context due to its strong policy emphasis on formative assessment and a changing, increasingly diverse student population. TCs’ proposed assessment moves were highly context-dependent and tended to favor formative practices. Culturally responsive assessment approaches were also mentioned, but were primarily oriented toward valuing students as individuals rather than toward sustaining and expanding cultural and linguistic identities. Responses also reflected dominant group-oriented perspectives, characterized by deficit views or the absence of sociocultural considerations. Together, these results highlight the challenge of moving beyond technical assessment skills toward developing the dispositions and skills necessary for justice-oriented classroom assessment practices. Full article

Multilingual learners (MLs) in U.S. schools continue to face systemic inequities shaped by monoglossic instructional ideologies and a deficit orientation towards their linguistic and cultural resources. Translanguaging pedagogy has emerged as a promising response, but it remains underexplored in STEM contexts. This study presents a systematic meta-synthesis of 20 U.S.-based empirical studies examining how translanguaging has been conceptualized and enacted in K–12 STEM classrooms with MLs, using an interpretive approach. The review identified four overarching themes. First, research and practice gaps reveal contextual, conceptual, and disciplinary limitations, particularly a lack of translanguaging work in math, early elementary settings, and English-dominant classrooms. Second, translanguaging was conceptualized as a syncretic and disciplinary practice, challenging rigid boundaries between languages, discourses, and modes while positioning MLs’ full repertoires as generative of disciplinary knowledge. Third, students and teachers were positioned as local agents of knowledge and practice. MLs were framed as designers of disciplinary meaning while teachers acted as collaborators and local policymakers. Fourth, the review identified persisting challenges, including language separation ideologies, narrow interpretations of translanguaging, and policy constraints. This synthesis contributes an interdisciplinary, equity-oriented framework bringing second language acquisition and STEM education, centering MLs as legitimate epistemic participants in STEM. Full article

Background: Emotion recognition ability (ERA) plays a central role in children’s socio-emotional functioning, supporting early social interactions. This study examined whether ERA shows a pre–post change in a classroom-based training context and explored the association between ERA and socio-emotional adjustment. A secondary aim was to compare ERA between children with and without behavioral difficulties. Methods: A quasi-experimental study using a controlled non-randomized pre–post design was conducted. The sample included 159 children attending four public elementary schools. Study 1 compared an experimental and a control group assessed before and after the intervention using the DANVA-2-RV. Study 2 examined associations between ERA and behavioral functioning assessed via teacher reports (SDQ-TV) using correlational and group comparison analyses. Results: In Study 1, multivariate analyses revealed a significant main effect of Time, indicating overall variation across assessment points, whereas the Time × Group interaction was not statistically significant. Follow-up analyses were therefore interpreted descriptively. In Study 2, lower ERA was associated with higher socio-emotional difficulties, particularly peer problems. Conclusions: Across both studies, ERA varied over time regardless of group condition and was linked to socio-emotional adjustment in early childhood. However, the findings do not support a causal interpretation attributing these changes to the intervention. Future randomized studies are needed to determine whether targeted interventions can effectively modify ERA. Full article

Despite mandatory cardiopulmonary resuscitation (CPR) training for elementary school personnel in South Korea, current programs are often delivered as uniform, compliance-oriented sessions that prioritize procedural completion over sustained engagement and self-regulated practice. However, little empirical evidence explains why some participants remain actively engaged and capable of self-managing CPR skills after mandatory training, while others do not. In this study, immersion in CPR education refers to learners’ cognitive and behavioral engagement during training, reflecting their concentration and active participation in learning activities. Accordingly, this study aimed to examine how achievement goal orientation influences CPR education immersion and self-management among elementary school educational officials. A survey was conducted from March to June 2024 with 150 teachers and administrative staff in Gangwon Province, South Korea. Data were analyzed using correlation and multiple regression analyses. The results showed significant positive correlations among achievement goal orientation, CPR education immersion, and self-management. Both self-goal and task goal orientations significantly increased CPR education immersion, whereas only task goal orientation positively influenced self-management. In addition, both cognitive and behavioral immersion significantly predicted self-management These findings suggest that mastery-oriented motivation is associated with deeper engagement during CPR training and stronger self-management, supporting motivationally informed instructional design rather than compliance-focused delivery. Full article

Background: Professional burnout, characterized by three distinct psychological dimensions—emotional exhaustion, depersonalization, and reduced personal achievement—threatens elementary teachers’ well-being and educational quality. Limited research examines burnout patterns in elementary education contexts experiencing economic crisis, particularly the interplay between workplace stress and societal stressors. Notably, the bidirectional relationship between workplace burnout and economic crisis burden, a distinctive contribution of this study, remains underexplored. Methods: A cross-sectional study surveyed 128 Greek elementary education teachers (response rate: 87.7%) during October 2024 using the Maslach Burnout Inventory-Educators Survey (MBI-ES) and demographic questionnaires. Statistical analysis examined relationships among burnout dimensions, demographic factors, and the psychological impact of the economic crisis. Results: Teachers demonstrated moderate emotional exhaustion (M = 25.09, SD = 11.05), with 35.9% experiencing high levels. Personal accomplishment was largely preserved, with 64.1% maintaining at least moderate levels, while depersonalization remained low, with 51.6% scoring in the low range and only 20.3% exhibiting high levels. Substitute teachers showed significantly higher depersonalization than permanent staff (7.92 vs. 4.73, p < 0.001). Male teachers reported nearly twice the level of depersonalization as females (9.66 vs. 5.36, p = 0.050). Emotional exhaustion strongly predicted the psychological impact of the economic crisis (β = 0.416, p < 0.001), explaining 27.4% of the variance. Most notably, this study establishes a bidirectional relationship between burnout and economic crisis burden—a distinctive contribution to the literature—revealing that emotional exhaustion predicts economic crisis psychological impact (β = 0.416, p < 0.001) while economic stress equally predicts emotional exhaustion (β = 0.413, p < 0.001), creating a reciprocal vulnerability cycle between occupational and societal stressors. The asymmetrical burnout pattern—moderate emotional exhaustion alongside preserved personal accomplishment (64.1% at least moderate) and low depersonalization (51.6% low)—suggests Greek teachers maintain professional efficacy despite emotional depletion. Conclusions: Emotional exhaustion, explaining 27.4% of the variance in economic crisis psychological burden (β = 0.416, p < 0.001), emerges as the central vulnerability linking workplace stress to broader societal stressors. Crucially, bidirectional analyses revealed that economic stress equally predicts emotional exhaustion (β = 0.413, p < 0.001), establishing a reciprocal vulnerability cycle between occupational and societal stressors. The asymmetrical burnout pattern—moderate emotional exhaustion alongside preserved personal accomplishment and low depersonalization—suggests Greek teachers maintain professional efficacy despite emotional depletion. These findings support targeted interventions prioritizing emotional recovery, employment security for substitute teachers, and gender-specific support in primary education. Full article

Background: Dental caries and poor oral hygiene remain major public health problems among school-aged children, particularly in low- and middle-income countries. Teachers play a strategic role in delivering sustainable school-based oral health education; however, their effectiveness depends on appropriate pedagogical training. Objective: This study aimed to evaluate the effectiveness of a multimedia-assisted microteaching intervention for elementary school teachers in improving students’ oral health knowledge, attitudes, practices, and oral hygiene status. Methods: A mixed-methods sequential explanatory design was employed. Quantitative data were collected from 582 students and their teachers across three groups: multimedia-enhanced microteaching, multimedia-only training, and a control group. Outcomes were assessed using Knowledge–Attitude–Practice (KAP) questionnaires, the Oral Hygiene Index–Simplified (OHI-S), and the Decayed, Missing, and Filled Teeth (DMFT) index before and after a two-month implementation period. Non-parametric statistical tests were applied. Qualitative data were obtained through focus group discussions with teachers and were analyzed thematically. Results: Students in the multimedia-enhanced microteaching group demonstrated greater improvements in KAP scores and OHI-S values compared with the multimedia-only and control groups (p < 0.05). Qualitative findings indicated increased teacher confidence, improved classroom engagement, and better integration of oral health education into daily lessons. Changes in DMFT values were interpreted descriptively due to the short follow-up period. Conclusions: Multimedia-assisted microteaching appears to be a promising approach for strengthening teacher-led oral health education and improving short-term behavioral and hygiene outcomes among elementary school children. Further longitudinal studies are needed to assess long-term clinical effects. Full article

Artificial intelligence (AI), including rapidly expanding generative AI tools, is increasingly shaping how school-age students search for information and complete learning tasks. Yet comparative evidence on AI awareness, use, and attitudes across school levels—especially among under-18 learners—remains limited in Central and Eastern Europe. Guided by the Technology Acceptance Model (TAM), this cross-sectional survey study examined Hungarian elementary and high school students’ AI use and school-related applications, focusing on perceived usefulness and willingness to use AI in learning contexts. Data were collected from 183 elementary and 127 high school students using a structured questionnaire. AI use was widespread in both groups, but marked school-level differences emerged. High school students reported more frequent and academically oriented AI use, greater reliance on AI tools when seeking help, and a stronger willingness to use AI during classroom activities. In contrast, elementary students more often relied on familiar platforms such as social media and YouTube and reported comparatively more recreational or conversational uses of AI. Across school levels, students generally viewed AI as useful and potentially engaging for learning, while many also expressed uncertainty about the reliability of AI-generated responses. These findings underscore the need for age-appropriate AI literacy education aligned with students’ developmental characteristics and digital habits, and they highlight the importance of teacher support and training to integrate AI meaningfully and responsibly into classroom practice. Full article