Early Evaluation Findings From the Instructional Conversation Study: Culturally Responsive Teaching Outcomes for Diverse Learners in Elementary School

This study aims to comprehensively analyze the nature of learning and instruction in elementary schools through a literature study approach. The review was conducted by examining various classical and modern learning theories, concepts of 21st-century learning, and the practical implications that emerge within the context of basic education. The data were obtained from academic books, national and international scientific journals, research reports, and various digital publications relevant to the topic. Based on the literature review, learning is understood as a complex process that results in changes in behavior, knowledge, skills, values, and attitudes through direct experience or social interaction. Effective instruction requires a paradigm shift from teacher-centered learning to student-centered learning, where teachers are no longer merely transmitters of information but act as facilitators, motivators, and guides in the learning process. The study also shows that the implementation of 21st-century learning in elementary schools demands the application of instructional strategies that stimulate critical thinking, creativity, collaboration, and digital literacy. Learning must be designed to accommodate the developmental needs of children, particularly because elementary students are at the concrete operational stage, requiring real and contextual learning experiences. This study emphasizes that instructional quality will improve when planning, implementation, and evaluation are developed based on a deep understanding of children’s learning characteristics. Thus, this literature study provides a comprehensive overview of the importance of understanding the nature of learning and instruction as the foundation for developing effective, relevant, and sustainable educational practices in elementary

English language learning in primary schools is still not optimal. This is because English is not given explicitly. This factor makes children's interest in learning English decrease. Therefore, teachers are required to make English learning more fun and attract children's attention by adding a variety of learning media in the teaching and learning process. This research is a Classroom Action Research, which is research conducted in the classroom with an emphasis on improving or enhancing learning processes and practices. The application of learning media Cartoon Pictures can improve student learning outcomes on the material Jobs and Professions. In detail, the increase in the percentage of completeness of student learning outcomes in cognitive aspects can be seen in cycle I which in the initial condition only amounted to 31.57% increased to 73.68%. After the action was taken again in cycle II, the percentage of completeness of student learning outcomes also increased to 100%. Furthermore, an increase also occurred in the percentage of learning outcomes in the affective aspect in cycle I of 68.24% of students in the good and very good categories, increasing to 84.21% of students in the good and very good categories. Future research needs to explore the use of cartoon media in English language learning in elementary schools in various materials.

Attractive media for English as a foreign language at the elementary school needs to be elaborated with the cultural values. The aim is for students to have a fun and authentic learning experience because the media contains culture that they often see and even engage in. At the end, learning media integrated with local cultural values when applied to English learning in elementary schools can support the process of promoting students' characters.This study aims to find an animated video design with local cultural values in English language learning to promote the character of elementary school students in Gorontalo. It focuses on exploring students and English teachers perception towards integrating local cultural animated video in English language teaching media to promote students’ character. This study uses Research and Development design in the form of need analysis with mixed method data analysis. The respondents involve are 250 students in fifteen elementary schools in Gorontalo. The researcher uses questionnaire and interview to collect the data. The result shows that the students agreed that integrating animated video in English language teaching and learning are an interesting idea. They preferred choosing traditional games and songs as topics to be learnt with English. Meanwhile, the English teachers believed that the implementation of media or learning resources with Gorontalo cultural values can promote the character of elementary school students. However, teachers were unfamiliar with cultural integration in learning English. They have never found a media or source of learning English that covers Gorontalo culture. The culture that is considered necessary to be integrated together with English learning is Gorontalo tourism spots, and traditional dances and games.

This research is motivated by the low value of science learning outcomes for students who are slow to learn, compared to those of their peers. This study aims to investigate how the collaborative constructivist approach can enhance science learning outcomes and effectively apply it to meet the learning needs of students who are slow learners. The method used is an experimental quasi-design in the form of a Nonequivalent control group design. The population in this study consisted of 42 children, divided into 18 children from 2 treatment elementary schools and 24 children from 2 control elementary schools. Data was obtained from the results of the Pretest and post-test. The use of non-parametric statistical analysis techniques involves two statistical test techniques: the Mann-Whitney test and the Wilcoxon signed rank test. The study results indicate that the collaborative constructivist approach can enhance natural science learning outcomes for children with learning difficulties in inclusive elementary schools. Proven through the analysis test of the Mann-Whitney statistical test and the Wilcoxon Signed Rank Test, the result is significant at 0.000 < 0.05. means there is a practical difference in improving natural science learning outcomes. Thus, teachers need to be equipped with related training on mastering the collaborative constructivist approach in teaching slow learners in inclusive elementary schools to strengthen their mastery of concepts and the development of the potential possessed by slow learners, as needed, and to enable them to enjoy the presence of other children socio-psychologically.

Reconstruction of disaster education: The role of indigenous disaster mitigation for learning in Indonesian elementary schools

English language learning in elementary schools based on the 2013 curriculum is included in local content, where English language learning becomes learning that is not mandatory in elementary schools. However, some elementary schools require their students to learn English, but the schools educator shortages. At the elementary school SDN Bereng Kajang - 1, researcher found that the school has a local content teacher, but the teacher have no basic in english learning. The researcher's goal is to improve English learning through vocabulary material with flashcard media. This research uses the CAR (Classroom Action Research) method in which this research collaborates with the teacher in observing the student learning process while in the classroom. This research was conducted in 2 cycles; the sample of this study was grade 4 students and total of the students are 12. In this study, researcher are more concerned with the process of each cycle stage in order to get satisfactory results.

This chapter presents a framework for effective science teaching for English language learners (ESTELL) based on two bodies of sociocultural research— the CREDE Five Standards for Effective Pedagogy and the integrated science, language, and literacy instruction literature—which provide converging lines of empirical evidence for a set of socially, culturally, and linguistically responsive instructional practices that have been demonstrated to improve the achievement of English language learners (ELLs). ESTELL is an instructional approach integrating the teaching of scientific inquiry, science discourse, and language and literacy development in a contextualized curriculum that is culturally, socially, and linguistically responsive. This chapter presents a review of the theoretical framework for ESTELL, empirical evidence of impact on ELLs’ learning, and a set of instructional exemplars of ESTELL pedagogy.

Cultural learning in elementary schools (SD) has an important role in building national identity and instilling local wisdom values from an early age. However, students' low interest in cultural learning is a challenge for educators. The development of digital technology, especially Augmented Reality (AR), offers innovative solutions in enhancing a more interactive and engaging learning experience. This research aims to explore the role of local Indonesian indigenous culture-based AR media, particularly related to Javanese cultural elements, in improving the cultural understanding of elementary school students. A qualitative method was employed, involving semi-structured interviews with three elementary school teachers from Taman, Buduran, and Candi Districts in Sidoarjo Regency. The findings indicate that teachers are aware of the importance of cultural learning but face challenges in making the content appealing to students. AR is perceived as a promising tool to increase engagement by visualizing cultural objects such as traditional houses, clothing, and folklore through interactive media. However, barriers such as limited digital infrastructure, insufficient teacher training, and lack of localized AR content remain significant obstacles. In conclusion, while AR technology has strong potential to enhance cultural learning in Indonesian elementary schools, its success depends on cross-sectoral collaboration in content development, ongoing teacher professional development, and improved access to supporting technologies.

Two realities in American education in the last decade have combined to dramatically affect the professional lives of teachers-a school population that is increasingly more diverse in its makeup, and a national agenda for accountability that requires attention to the achievement of all students. The changing demographics of American schools, particularly an increase in the number of students for whom English is a new language, is part of the national conversation in education. Growth in the number of linguistically diverse learners has increased rapidly across the nation, particularly in the Southeast and Midwest. During the period between 1995 and 2005 the national growth rate of the K-12 English language learner (ELL) population was 61% while the overall growth rate for all students enrolled in public schools was 2.6% (National Clearinghouse for English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students (NCELA), 2006). During the same period in Minnesota, the location of programs discussed in this chapter, ELL growth was over 161%, outpacing the national growth trend significantly, while the state total K-12 enrollment decreased by 6.5% (NCELA, 2006). The number of foreign-born immigrants doubled in the 1990s, from 2.6% of the state population to 5.8%. Minnesota has long been a state that welcomes refugees, and the refugee population has always been a significant portion of Minnesota immigrants. Between 2000 and 2005, the state resettled 21,743 refugees. Minnesota ranked second among states in refugee immigrant arrivals in 2004-2006. The Hmong population in Minnesota (estimated at 60,000) is second in size only to the California Hmong population, and the state is now home to 30,000 Somali residents-the largest community of Somalis in the United States. More than 60,000 ELL students are currently enrolled in Minnesota schools, representing more than 110 different language groups. Minnesota’s growing numbers of ELL and refugee students present educators with new challenges. The increase in refugee students and the fact that many of them have little formal education before arriving in Minnesota coincided with the full introduction of Minnesota’s accountability system, developed under Title I, and the new accountabilityprovisions in Title III, the federal education program for ELL students. Sadly, as suggested by Ruiz-de-Velasco and Fix (2000), the needs of immigrants with “significant education gaps” are simply overlooked-and correspondingly, drop-out rates are very high. The growth of second language learners statewide has led to a gap in achievement between these learners and other students that is of concern to both educators and policy-makers. Are teachers prepared for these challenges? The impact of increasing numbers of second language learners on teachers ill-prepared to meet their needs is substantial in many communities (Walker, Shafer, & Iiams, 2004). The pressure to meet achievement goals for all subgroups of learners requires that individual teachers as well as schools take responsibility for learning outcomes demonstrated by English language learners-a direct contrast to the historical practice of leaving this work exclusively to ESL and bilingual specialists. The task has fallen to in-service education to provide opportunities for practicing content and grade-level teachers to develop the expertise to successfully teach ELLs. At the same time, colleges and universities are faced with the daunting task of preparing pre-service teachers to attend to these language learners in their future classrooms. What is required for effective teacher development in both pre-service and in-service settings? In this chapter we examine the challenges inherent in preparing both groups to meet the complex linguistic and academic needs of second language learners by describing two very specific models of engagement with educators. We first describe the structure and content of a course module on English language learners at the University of Minnesota designed specifically for different K-12 pre-service content area programs. Data from a cohort in science education provide a sense of the challenges and outcomes of this approach. We then describe a professional development initiative designed for elementary school staff that was site-based, collaborative, and long-term (two years). Finally, as teacher educators, we offer thoughts on what other teacher development programs can do to maximize efforts to improve teacher learning regarding the education of English language learners.

Purpose: This study examines how cultural legal values are internalized among elementary school students in Kuala Lumpur, and how this process strengthens their awareness of cultural heritage rights as part of their national identity. Research Methodology: The study was conducted at Sanggar Bimbingan Pantai Dalam through an International Community Service Program involving 15 upper-grade elementary students (aged 10–12). It applied an educative-participatory approach within a juridical-normative framework, using culture-based learning materials, multimedia resources, discussions, simulations, and case exercises. Data were obtained from pre- and post-tests, complemented by observations and reflections, and analyzed descriptively to assess changes in learning outcomes. Results: The findings indicate an improved understanding of cultural heritage and greater awareness of cultural rights, reflected in higher post-test scores and more active participation. Students also demonstrated stronger moral responsibility for cultural preservation and increased tolerance in a multicultural context. Conclusions: This study concludes that integrating cultural legal values through structured classroom learning, co-curricular activities, and teacher role modeling effectively strengthens students’ knowledge and character development. This approach supports the development of legal awareness and respect for cultural diversity from an early age. Limitations: This study had a small sample size, single-institution focus, absence of a control group, brief implementation period, and evaluation methods that emphasized cognitive outcomes. Future research should involve broader samples, longitudinal designs, control groups, and more comprehensive assessment tools. Contributions: This study contributes to legal, multicultural, and character education by offering a practical model for value-based cultural learning in elementary schools.

The development of technology affects the use of learning media in primary schools. This research applies the method of a systematic review literature with the favored revealing things for orderly audits and meta-examination (preferred reporting items for systematic reviews and meta-analyses (PRISMA)) protocol. The research stages include identification, screening, eligibility, inclusion, and presentation of analysis utilizing the help of the Mendeley application, Publish or Perish 7, VOSviewer, and NVIVO 12 Plus. The main topic findings of the articles are multimedia in dance learning and applications in dance learning. Other themes that have a somewhat distant relevance are digital tools, design, computational thinking, elementary school dance learning, kinesthetic learning, dance art, digital literacy skills, children, creativity, dance, and choreography software. The 20 articles were analyzed using NVIVO 12 Plus, then the results were narrated by the research questions. The findings of the analysis state that multimedia-based dance learning in elementary schools uses digital media, social media, films, computer programs, digital dance choreography, and the support of various parties. Multimedia-based dance learning in elementary schools has an impact on competence, and physical and spiritual health in elementary school children. Future researchers need to explore multimedia-based dance learning in elementary schools according to the times.

This research aims to obtain information regarding the role of using technology-based learning media in developing digital literacy for students, especially in the teaching and learning process in elementary schools. The literature study approach is the method used in the research carried out. Where this research comes from several journals that are relevant to the topic discussed within the scope of the role of technology-based learning media in digital literacy learning in elementary schools. The research results obtained are that the use of technology as a learning medium in the literacy learning process in elementary school has an effect on the learning paradigm which is able to increase motivation, learning outcomes and digital literacy in students.

Islamic education learning at the elementary school level is one type of learning that focuses on instilling students' spiritual values. This research aims to improve elementary school students' learning outcomes in Islamic religious education learning by implementing an articulation type cooperative model. This research uses a classroom action research method with a Kemmis & Mc Taggart design. This research step in each cycle consists of four, namely planning, action, observation and reflection. The subjects of this research were fourth grade elementary school students. Data was collected using observation and test techniques. The research results show that the application of the articulation type cooperative model can improve student learning outcomes in Islamic religious education learning in elementary schools. Therefore, this learning model can be used as an alternative solution to the problem of low student learning outcomes in Islamic religious education learning in elementary schools.

Approximately 5.3 million students are classified as English language learners (ELLs) in elementary and secondary public schools across the United States. Concomitantly, of its 5.5 million students, the State of Texas enrolls the second largest population of K–12 English language learners1 nationally, with over 800,000 students—15% of the U.S. population of ELL students—approximately 17% of Texas’ K–12 population (Flores, Batalova, and Fix 2012). At the same time, among school districts with the largest number of students classified as ELLs, Texas superintendents manage four (i.e., Austin, Dallas, Fort Worth, and Houston) of the top 20 districts in the country (Pandya, Batalova, and McHugh 2011). And, similar to other states in the Southwest (e.g. Arizona, New Mexico, or Nevada), the overwhelming majority of students receiving ELL services in Texas are Spanish speakers. Within this context, the general purpose of this article is to extend the examination of previous efficacy analyses of Texas’ education finance system (Rolle, Torres, and Eason 2010; Rolle and Wood 2012) by paying particular attention to the ability of the Texas Foundation School Program (FSP) to generate revenue to support ELL educational activities. Specifically, this article will examine the efficacy of formula components within the Texas funding mechanism—that is, how individual components within the Texas FSP act as significant predictors of combined state and local revenue. In addition, in order to focus specifically on the varying concentrations of students defined as ELLs, this article also will examine the efficacy of individual components within the Texas funding mechanism for five sub-groups of districts—stratified by percentage of students defined as ELLs quintiles—

About 5 million Emergent Bilingual (EB) students are enrolled in public elementary and secondary schools across the United States. Spanish-speaking EBs constituted 76 percent of the EB population in the U.S. educational system (Office of English Language Acquisition, 2019). Although not all EBs are at risk for falling behind grade level proficiency in literacy, examination of the National Assessment of Educational Progress (NAEP) reveals that EBs, on average, demonstrate significantly lower levels of literacy proficiency than their non-EB peers in Grades 4 and 8 (McFarland et al., 2018). Schools support the literacy development of Spanishspeaking EBs through multitiered systems of support (MTSS), which encourages early identification and intervention for those students needing support. A fundamental aspect of MTSS is Tier 1, which consists of high-quality core instruction and universal screening of all children in general education classrooms. Despite the school policies and practices to close or reduce the academic opportunity gap for EBs by implementing MTSS, it has not fulfilled its promise for Spanish-speaking EBs. One aspect is that few programs do not address EB's home language as well as English language development and provide culturally and linguistically responsive instruction. This dissertation aims to examine the effects of an abbreviated peer- mediated academic intervention on literacy and language performance among 64 Spanish-Speaking EB students in a rural school district and to further examine the extent to which home language exposure affects literacy outcomes. A randomized cluster design was used to examine the effects of an abbreviated peer-mediated literacy intervention. Hierarchical linear regression analysis was used to examine the effect of home language exposure on literacy measures. Results indicated the treatment condition outperformed students in the control condition in Spanish oral reading fluency, bilingual receptive vocabulary, and English reading comprehension measures. Home language exposure did not affect literacy measures. This study addresses an important gap in the literature on providing abbreviated peer-mediated academic interventions for emergent bilingual students.