Aim/Purpose: The goal of this paper is to examine whether having female robotics teachers positively impacts girls’ performance on programming and robotics tasks Background: Women continue to be underrepresented in the technical STEM fields such as engineering and computer science. New programs and initiatives are needed to engage girls in STEM beginning in early childhood. The goal of this work is to explore the impact of teacher gender on young children’s mastery of programming concepts after completing an introductory robotics program. Methodology: A sample of N=105 children from six classrooms (2 Kindergarten, 2 first grade, and 2 second grade classes) from a public school in Somerville, Massachusetts, participated in this research. Children were taught the same robotics curriculum by either an all-male or all-female teaching team. Upon completion of the curriculum, they completed programming knowledge assessments called Solve-Its. Comparisons between the performance of boys and girls in each of the teaching groups were made. Findings: This paper provides preliminary evidence that having a female instructor may positively impact girls’ performance on certain programming tasks and reduce the number of gender differences between boys and girls in their mastery of programming concepts. Recommendations for Practitioners: Practitioners should expose children to STEM role-models from a variety of backgrounds, genders, ethnicities, and experiences. Future Research: Researchers should conduct future studies with larger samples of teachers in order to replicate the findings here. Additionally, future research should focus on collecting data from teachers in the form of interviews and surveys in order to find out more about gender-based differences in teaching style and mentorship and the impact of this on girls' interest and performance in STEM.

Aim/Purpose: Although many computer science measures have been proposed, visualizing individual students’ capabilities is difficult, as those measures often rely on specific tools and methods or are not graded. To solve these problems, we propose a rubric for measuring and visualizing the effects of learning computer programming for elementary school students enrolled in computer science education (CSE), which is independent of the programming language being used. Background: In this research, we proposed a rubric based on existing CSE standards and criteria having a programming education-learning goal. We then applied this rubric to actual lessons to visualize the educational effects. Methodology: The proposed new rubric for teaching computer programming, based on existing standards and criteria, was applied to fourth- and sixth-grade students in Japan. We assessed which skills were cultivated through quizzes before and after the teaching. Contribution: This paper contributes on how to make and utilize a rubric for programming education in computer science. We evaluated and visualized the proposed rubric’s learning effects on children and found that our proposed rubrics are independent of any particular method or tool. Findings: The results of this survey are twofold: (1) we proposed a rubric of programming education in computer science, independent of the programming tools used and (2) we succeeded in visualizing students’ learning stages by applying the proposed rubric to programming education conducted in a Japanese elementary school. Recommendations for Practitioners: Evaluating educational effects in CSE is important. In particular, graded assessments of learner abilities can reveal individual characteristics. This research is useful for assessing CSE because it focuses specifically on programming education. Recommendation for Researchers: The rubric’s suggestions and quality improvements in CSE help learners assess their learning progress and will clarify the cultivated computer science skills. Impact on Society: This research evaluates CSE based on a rubric in the programming education field. Future Research: Future work is needed to improve the proposed rubric’s quality and relevance. Also, this rubric should be applied to many classes to increase the number of evaluations and analyses.

Aim/Purpose . The present study aimed to understand in depth the experience of identity formation of beginning teachers (BTs), members of Gen Y, in their first year at elementary school, teaching students of Gen Alpha, from the perspective of BTs and their teacher mentors (TMs). Background. The purpose of the study was to compare the aspects described by BTs and their mentor teachers of the initial experience of teaching and of shaping the professional identity of BTs, members of Gen Y, in elementary schools, from the perspective of BTs and teacher mentors (TMs). Methodology. This was a qualitative study. Two groups participated in the study: (a) 75 BTs, members of Gen Y, and (b) 40 mentors of beginning teachers. Contribution. The findings of this study indicate that the creation of an emotionally and professionally supportive community led to a fruitful discussion on issues related to the process of absorption and integration of BTs in the school. This process advanced their professional development, expanding knowledge, abilities, strategies, and innovative pedagogical practices for classroom management, and meaningful teaching and learning in the classroom. The supportive community provided an emotional, professional, social-organizational, and evaluative-reflective response to the needs of BTs, facilitating meaningful interactions between the BTs and their students. It created for students a space for emotional training, organizing and managing behavior, regulating emotions and behavior, reducing feelings of anger, and arousing a feeling of optimism. Findings. The findings show that there was a conflict between the BTs’ and TMs’ perceptions of school reality. The mentors expected the BTs to adapt to the existing system, whereas the BTs perceived the process as one of formation of their identity as teachers. It turned out that parameters that were important to Gen Y teachers, such as knowing the school organization and being an influential factor that brings about change, were less important to their mentors. The findings of the present study reinforce those of previous studies that investigated the employment characteristics of Gen Y. Recommendations for Practitioners. A supportive community at school is likely to increase the level of mental well-being of Gen Y teachers. To this end, support communities of teachers by form and by discipline of study should be created. In the community, emphasis should be placed on reflection and mental resilience in all situations and challenging events that happen to the BTs to help them cope with the accumulated stress. Recommendations for Researchers. Students need a sensitive environment that is appropriate for Gen Alpha children. This environment must allow for emotional training and regulation, behavior organization and management to arouse a feeling of optimism and reduce anger. To develop students’ emotional, social, and cognitive abilities, teachers must teach with love, sensitivity, affectivity, and empathy. Impact on Society. To retain BTs and prevent them from quitting their career, schools must ensure that members of Gen Y understand the school organization and are satisfied with the way the organization is managed. They must have a sense of being significant partners in the life of the school. Under optimal working conditions, Gen Y teachers may greatly contribute to the values of education and equal opportunity, maximizing the personal potential of each student and the classroom as a whole, and making the school relevant. Future Research. Future studies should examine the characteristics of students belonging to Gen Alpha. One of the difficulties mentioned by BTs was a misunderstanding of the characteristics of Gen Alpha, which created problems in the interactions within the teaching staff and between the teachers and the students, and pre-vented gaining authority with other teachers and with students.

In a joint effort to promote environmental stewardship and community involvement, Mohawk is teaming up with One Tree Planted, Food Well Alliance and local retail partners to break ground on a new orchard at Tara Elementary School in Morrow, Georgia. 

Alexander, Burke, Caldwell and Catawba County students in the 4th or 5th grades submitted posters related to the theme �Severe Weather Awareness� and illustrated an example of a natural hazard that affects North Carolina. One poster from each county and one overall winner from all entries were chosen as the winners of the Unifour Area Severe Weather Awareness Week Poster Contest. The winners were announced during Severe Weather Awareness Week with surprise presentations at each winner�s school.

At Pine Hills Elementary there is a saying: "Begin with the end in Mind...Building our way to an A!" And the International Drive Improvement District plans to help students achieve that goal as it begins its seventh year of support.

Learn why contractors chose to install 82,000 square feet of McElroy Metal’s 24-gauge Medallion-Lok 16-inch standing seam metal roofing for a school district's eighth prototype building.

Engaging in storytelling gives students an opportunity to connect with each other and understand classroom expectations. Teacher Matthew James Friday says, "I tell a story every day for the first two or three weeks. I also suggest that the students can become storytellers themselves. All they need to do is write a story at home. After a few weeks of my telling stories, something magical always happens: A student brings in a story."

Cursive writing is experiencing a resurgence of sorts in North Carolina elementary schools thanks to a state law that was passed in 2013.

Seek Academy in Newark, N.J., has added a social justice class for students in kindergarten through 4th grades to help them make sense of some of the most controversial issues of the day, including the "take the knee" debate.

Joining Forces Event at Fort Leonard Wood, MO

As the new school year begins, elementary school teachers across the United States are now able to access a new, free online tool designed to provide elementary school teachers with targeted math resources for their kindergarten through fifth grade classrooms.

The closure applies to Catholic elementary schools in Manhattan, Staten Island and the Bronx, the area covered by the New York Archdiocese. It will last from March 16 through March 20, “with the possibility of a lengthier closure,” according to diocese officials.

The bulk of students taking the test do so before starting Kindergarten—an aspect of the process critics say privileges parents with the money and savvy to prepare their young kids for the high-stakes exams.

Cursive writing is experiencing a resurgence of sorts in North Carolina elementary schools thanks to a state law that was passed in 2013.

Seek Academy in Newark, N.J., has added a social justice class for students in kindergarten through 4th grades to help them make sense of some of the most controversial issues of the day, including the "take the knee" debate.

The Division of Public Health (DPH) and Indian River School District announced today that approximately 50 individuals at Georgetown Elementary School in Sussex County may have been exposed to someone with active tuberculosis (TB). DPH is making contact with those individuals to offer free screenings, as well as treatment if needed. To protect medical privacy, no additional information will be provided regarding the source of the infection or the individuals who need testing.

Schools must support children as they learn expectations about behavior and conduct. But a routine school discipline infraction should land a student in a principal’s office – not in a police precinct.

Joining Forces Event at Fort Leonard Wood, MO

Joining Forces Event at Fort Leonard Wood, MO

Creekside Elementary School principal, Dana Rhinehart, and a teacher were suspended with pay after video of the boy's outfit circulated on social media Friday - prompting with it a swell of backlash.

The unsuspecting third and fourth graders had been rehearsing their rendition of the 36-year-old country crooner's hit The Champion at Nissan Stadium in Nashville

Principals can play an important role in improving instruction and student achievement in their schools. Many professional development programs focus on strengthening principals’ leadership skills.