Case Study Of Elementary School Research Articles

연극 교육을 통한 학교 특성화 교육과정 공유방안 연구 - K 초등학교 사례 연구를 통하여 -

연극 교육을 통한 학교 특성화 교육과정 공유방안 연구 - K 초등학교 사례 연구를 통하여 -

Revealing Honesty in Children through Game: A Case Study of Elementary School’s Students in Banda Aceh

Exposure to honesty in young children is a need in order to evaluate how the concept is internalized in themselves. It has an impact on the formation of children’s character in the future. This study aimed to reveal honest behavior in children. A total of 36 elementary school students consisting of 12 boys and 24 girls with aged 6 to 9 years old in Banda Aceh, Indonesia were selected as participants using random sampling. A ball-drawing task was used as a method to observe children’s honesty, every child was asked to draw a ball from an opaque box containing equal numbers of red and blue balls, in a closed room with a hidden camera. The results showed that there were only 25% of elementary school students behaved honestly, while the other 75% behaved dishonestly. It means that only a small number of students act honestly. Follow-up is needed to provide education related to the value of honesty in children from an early age.

Preparedness of Earthquake Disaster for Communities Koto Tangah Sub-District - Padang City (Case Study of Elementary School 31 Pasir Kandang)

In the last five years, the west coast of Sumatra island has experienced several earthquakes with strong intensity. The Pariaman earthquake on September 30, 2009, as reported by USGS, was located on the west coast of Pariaman with a magnitude of 7.9 SR and MMI VII-VIII standard, with a depth of 80 km. has caused victims to humans and property which is quite large. The socialization carried out is in the form of presentations in the classroom. The material presented includes the definition of a disaster, types of disasters (natural, non-natural, and social disasters), disaster management (before a disaster, when a disaster occurs, after a disaster).

Extracts of Children’s Books as a Basis for Creative Writing Activities Within the Framework of Distance Learning: An Elementary School Case Study

Extracts of Children’s Books as a Basis for Creative Writing Activities Within the Framework of Distance Learning: An Elementary School Case Study

Engaging the Community through Science Nights: An Elementary School Case Study.

Parental involvement increases K-12 student interest in STEM careers; however, when parents lack confidence in STEM content, or language and cultural barriers exist, parental engagement decreases. The Teacher Enrichment Initiatives (TEI) collects annual teacher feedback regarding the level of parental involvement with students during science nights, which laid the foundation for teachers to develop a science night training. Using qualitative methods, this single-case study follows elementary teachers who participated in the TEI science night training as they implement a Science Night program at a majority-minority elementary school. Data were gathered by TEI staff during the inaugural and third year of the Science Night program showing an increase in attendance from 700 (2016) to 800 (2018) and an increase in parental engagement with their student in STEM-related activities from 46% (2016) to 62% (2018). The data and follow-up summary were used by the case study school teachers to write and secure grants to support an annual Science Night program. This case study suggests Science Nights can be a mechanism to promote parental engagement with their student in hands-on STEM activities. Further, this case study suggests teacher feedback and inclusion in developing a science night model is central to successful implementation of a science night program.

Pocket Book Based on Comic to Improve Conceptual Understanding of Child Sex Abuse (CSA): A Case Study of Elementary School

Pocket Book Based on Comic to Improve Conceptual Understanding of Child Sex Abuse (CSA): A Case Study of Elementary School

Analyses of inclusive education policy: A case study of elementary school in Jambi

ANALISIS KEBIJAKAN PENDIDIKAN INKLUSI: STUDI KASUS DI SEKOLAH DASAR JAMBIAbstrakPenelitian ini bertujuan untuk mengeksplorasi dan mendiskripsikan jenis kebijakan dan program pendidikan yang dibuat oleh pemerintah khususnya tentang kebijakan pendidikan inklusi terkait dengan kurikulum pendidikan inklusi, rekrutmen guru pembimbing khusus (GPK), dan sarana prasarana di sekolah dengan kebijakan pendidikan inklusi. Metode penelitian yang digunakan adalah metode kualitatif dengan pendekatan studi kasus. Data dikumpulkan melalui wawancara dengan delapan informan, observasi di lima kelas, dan dokumentasi di SD Negeri 131/IV Jambi yang menjadi tempat penelitian ini. Data wawancara dianalisis dengan menggunakan “within case and cross-case analysis” antarinforman. Data observasi dicatat dan disajikan sesuai dengan tema hasil wawancara dan data dokumen digunakan sebagai pembanding data wawancara dan observasi. Hasil dari penelitian ini menjabarkan tentang tidak ada persiapan penerimaan murid baru dan kurangnya perhatian pemerintah atas dukungan sarana prasarana. Penyajian data juga termasuk tantangan yang dihadapi dalam penerapan pendidikan inklusi di Provinsi Jambi. Saran dan masukan berupa peran aktif pihak sekolah dalam penyelenggaraan pendidikan inklusi, melakukan perekrutan guru yang baik, dan bagi pemerintah untuk mendukung sarana dan prasarana pendidikan.AbstractThis study was aimed at exploring and describing the types of education policies and programs developed by the government, especially on inclusive education policies related to inclusion-education curriculum, special mentor recruitment, and infrastructure facilities in the schools which implemented inclusive education policies. The study used a qualitative approach with a case-study method. The data were collected through interviews with 8 informants, 5 classroom observations, and documentation at the State Elementary School 131/ IV Jambi. The interview data were analyzed using within-case and cross-case analyses among informants. The observational data were recorded and presented in accordance with the theme of the interview results and documentation data was used as the comparison. The results show that there is no new student admission preparation, and the lack of government attention on infrastructure supports. The presentation of data also includes the challenges faced in implementing inclusive education in Jambi. The suggestion for school parties in the implementation of inclusive education is by conducting teacher recruitment and for the government to support educational facilities and infrastructure.

Teaching FSL with AIM? An elementary school case study

The publication of the Roadmap for Canada’s Linguistic Duality 2008 – 2013 by the Canadian government has presented a challenge to the country’s ministries of education: to double, by the year 2013, the number of graduates from Canadian secondary schools who have acquired acquired a functional knowledge of their second language. The goal set out by this publication has yet again heightened the polemic around the most effective way to learn a second language. Contributing to the corpus of instructional materials for the teaching of FSL in Canada, Wendy Maxwell, a French teacher in British Columbia, developed the AIM (Accelerative Integrated Method). The AIM proposes to accelerate the learning of the target language through the use of gestures (The Gesture Approach) so that students can understand and speak in the second language (SL) as early as possible. In spite of the growing popularity and favorable reception of the program by teachers, there is very little research examining its effectiveness in the classroom. This article proposes to add to the current body of research by examining the efficiency of the AIM for the teaching of FSL on a practical and theoretical level. Data acquired from a proficiency test administered to elementary core French students taught with the AIM will serve as a springboard in defining the potential outcomes one can attain with the program. Finally, a review of the literature on the AIM as well as the use of gesture in the SL classroom will bring into evidence the theoretical merits of the method.

Schoolwide prevention models: lessons learned in elementary schools

Part I: Background and Rationale. Greenwood, Horner, Kratochwill, Introduction. Chard, Harn, Sugai, Horner, Simmons, Kame'enui, Core Features of Multi-tiered Systems of Reading and Behavioral Support. Part II: Case Studies. Nelson, Hurley, Synhorst, Epstein, Nebraska Three-Tiered Behavioral Prevention Model Case Study. Tobin, Dickey, Horner, Sugai, Comprehensive Implementation of the Three-Tiered Prevention Approach to Schoolwide Behavioral Support: An Oregon Case Study. Vaughn, Linan-Thompson, Woodruff, Murray, Wanzek, Scammacca, Roberts, Elbaum, Effects of Professional Development on Improving At-Risk Students' Performance in Reading. Chard, Harn, Project CIRCUITS: Center for Improving Reading Competence Using Intensive Treatments Schoolwide. Algozzine, Cooke, White, Helf, Algozzine, McClanahan, The North Carolina Reading and Behavior Center's K-3 Prevention Model: Eastside Elementary School Case Study. Abbott, Wills, Kamps, Greenwood, Dawson-Bannister, Kaufman, Veerkamp, Fillingin, The Kansas Reading and Behavior Center's K-3 Prevention Model. Part III: Implications and Conclusions. Clements, Kratochwill, Multi-Tiered Prevention Models: Implications and Future Perspectives.

地域施設としての小学校計画とその計画プロセス上の課題 : 都市部の小学校でのケーススタディ(建築計画)

地域施設としての小学校計画とその計画プロセス上の課題 : 都市部の小学校でのケーススタディ(建築計画)

The Teacher: Government official or professional with a mission

A contradiction exists in Israeli society between the universalistic ideology that recognizes basic rights for all and the particularistic ethno-national Zionist ideology that grants rights only to citizens. In education, the inconsistency is manifested when the state has to provide education for those who are not regarded as belonging to the ethno-national collective group, among them children of foreign workers, children of Palestinian collaborators from the West Bank, and immigrant children who are not recognized as Jews. Teachers confront situations of threat and challenge in their work. In the face of the ideological contradiction, they can give in to the threat and maintain ethno-national homogeneity in education as civil servants; or they can take up the challenge as professionals and construct a pedagogy that will embrace all national groups in their classroom. A case study of Elementary School "B" examines how a school staff can demonstrate professional autonomy instead of submitting to the threat of bureaucratic functioning. Elementary School "B" has all the populations listed above. Observations in class, in the school yards, in the teachers' lounge during recess, and at staff meetings, as well as interviews with members of the staff, and an analysis of documents, all show that the staff has developed an alternative pedagogy. Its principles are: the image of the educator based on a worldview and not on technical-didactic proficiencies, the perception of the teacher as an active initiator of the curriculum, the elaboration of a curriculum that integrates particularistic and universalistic elements of knowledge and commitment of the educator to involvement in all areas of life that affect the ability of student to learn.

GCT Review: Affective Interventions and Measures: A Public Elementary School Case Study

GCT Review: Affective Interventions and Measures: A Public Elementary School Case Study