The effects of a peer-buddy support program on new students’ adjustment in grades 3-5, to a new school environment at an international school were examined. The study was conducted at the American Community Schools of Athens (ACS- Athens). The program was named “The Owl-Buddy Peer Program” and was developed to assist and support participants of the study in adjusting to school. Research focused on determining the effectiveness of the program. Data was collected every two weeks, over a three month period; comparisons of the overall mean of the total scores of the questionnaire were analyzed. Utilization of mathematical thinking and in particular Chebyshev's (1843) theorem, allowed for the interpretation of the results and conclusions, whether the program was successful or not. Results were positive on students adjusting to the new school and also yielded more satisfaction with life in general, from the start to the end of the program.
| Published in | International Journal of Elementary Education (Volume 4, Issue 3) |
| DOI | 10.11648/j.ijeedu.20150403.13 |
| Page(s) | 56-64 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2015. Published by Science Publishing Group |
Adjustment, Peer-Buddy, Primary Students, Quantitative Analysis, School Counseling, Mathematical Thinking, International Schools
| [1] | Abe, J., Talbot, D. M., & Geelhoed, R. J. (1998). Effects of a peer program on international student adjustment. Journal of College Student Development, 39(6), 539-539. |
| [2] | Baker, J.A., Dilly, J. (2003). The developmental context of school satisfaction: Schools as psychologically healthy environments. School Psychology Quarterly,18, 206-221. |
| [3] | Baker, R. W., & Siryk, B. (1989). Student adaptation to college questionnaire(SACQ). Los Angeles: Western Psychological Services. |
| [4] | Chebyshev, Pafnuty Lvovich. Retrieved from http://www-history.mcs.st- and.ac.uk/Biographies/Chebyshev.html on July 10, 2012. |
| [5] | Cone, J.D., Foster, S. (2006). Dissertations and theses from start to finish. DC: American Psychological Association. |
| [6] | Doll, B. (1996). Children without friends: Implications for practice and policy. School Psychology Review, 25, 165-183. |
| [7] | English, K., Goldstein, H., Shafer, K., & Kaczmarek, L. (1997). Promoting interactions among preschoolers with and without disabilities: Effects of a buddy skills-training program. Exceptional Children, 63, 229-243. |
| [8] | Gloria, A.M., & Ho, A. (2003). Environmental, social and psychological experiences of Asia American undergraduates: Examining issues of academic persistence. Journal of Counseling & Development, 81(1), 93-105. |
| [9] | Huebner, S. (2001). Manual for the Multidimensional Students' Life Satisfaction Scale. University of South Carolina, Department of Psychology. Columbia: SC 29208. |
| [10] | Keup, J.R. ( 2006). Promoting new-student - success: Assessing academic development and achievement among first -year students. New Directions for Student Services, 114, 27-46. |
| [11] | National Research Council. (2001). Adding it up: Helping children learn mathematics. Kilpatrick, J., Swafford, J., & Findell, B. (Eds.). Mathematics Learning Study Committee, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press. |
| [12] | Ravens-Sieberer, U., Freeman, J., Kokonyei, G., Thomas, C. A., & Erhart, M. (2009). School as a determinant for health outcomes - a structural equation model analysis. Health Education, 109(4), 342-356. |
| [13] | Stainback, W., Stainback, S., & Willkinson, A. (1992). Encouraging peer supports and friendships. Teaching Exceptional Children, 24 (2), 6-11. |
APA Style
Stefanos Gialamas, Alessandra Sax. (2015). Utilizing Mathematical Thinking in Addressing Primary Students’ Adjustment to a New School Environment at an International School. International Journal of Elementary Education, 4(3), 56-64. https://doi.org/10.11648/j.ijeedu.20150403.13
ACS Style
Stefanos Gialamas; Alessandra Sax. Utilizing Mathematical Thinking in Addressing Primary Students’ Adjustment to a New School Environment at an International School. Int. J. Elem. Educ. 2015, 4(3), 56-64. doi: 10.11648/j.ijeedu.20150403.13
AMA Style
Stefanos Gialamas, Alessandra Sax. Utilizing Mathematical Thinking in Addressing Primary Students’ Adjustment to a New School Environment at an International School. Int J Elem Educ. 2015;4(3):56-64. doi: 10.11648/j.ijeedu.20150403.13
Share This Article
Twitter
Linked In
Facebook
Copy
Download@article{10.11648/j.ijeedu.20150403.13,
author = {Stefanos Gialamas and Alessandra Sax},
title = {Utilizing Mathematical Thinking in Addressing Primary Students’ Adjustment to a New School Environment at an International School},
journal = {International Journal of Elementary Education},
volume = {4},
number = {3},
pages = {56-64},
doi = {10.11648/j.ijeedu.20150403.13},
url = {https://doi.org/10.11648/j.ijeedu.20150403.13},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20150403.13},
abstract = {The effects of a peer-buddy support program on new students’ adjustment in grades 3-5, to a new school environment at an international school were examined. The study was conducted at the American Community Schools of Athens (ACS- Athens). The program was named “The Owl-Buddy Peer Program” and was developed to assist and support participants of the study in adjusting to school. Research focused on determining the effectiveness of the program. Data was collected every two weeks, over a three month period; comparisons of the overall mean of the total scores of the questionnaire were analyzed. Utilization of mathematical thinking and in particular Chebyshev's (1843) theorem, allowed for the interpretation of the results and conclusions, whether the program was successful or not. Results were positive on students adjusting to the new school and also yielded more satisfaction with life in general, from the start to the end of the program.},
year = {2015}
}
TY - JOUR T1 - Utilizing Mathematical Thinking in Addressing Primary Students’ Adjustment to a New School Environment at an International School AU - Stefanos Gialamas AU - Alessandra Sax Y1 - 2015/05/12 PY - 2015 N1 - https://doi.org/10.11648/j.ijeedu.20150403.13 DO - 10.11648/j.ijeedu.20150403.13 T2 - International Journal of Elementary Education JF - International Journal of Elementary Education JO - International Journal of Elementary Education SP - 56 EP - 64 PB - Science Publishing Group SN - 2328-7640 UR - https://doi.org/10.11648/j.ijeedu.20150403.13 AB - The effects of a peer-buddy support program on new students’ adjustment in grades 3-5, to a new school environment at an international school were examined. The study was conducted at the American Community Schools of Athens (ACS- Athens). The program was named “The Owl-Buddy Peer Program” and was developed to assist and support participants of the study in adjusting to school. Research focused on determining the effectiveness of the program. Data was collected every two weeks, over a three month period; comparisons of the overall mean of the total scores of the questionnaire were analyzed. Utilization of mathematical thinking and in particular Chebyshev's (1843) theorem, allowed for the interpretation of the results and conclusions, whether the program was successful or not. Results were positive on students adjusting to the new school and also yielded more satisfaction with life in general, from the start to the end of the program. VL - 4 IS - 3 ER -
Email: