Elementary School Experiences Research Articles

Exploring elementary school student's understanding and experience of pancasila values in using the tiktok application: a qualitative study

This research aims to explore elementary school students' understanding and experience of Pancasila values in using the TikTok application. The background to this research focuses on the increasingly dominant influence of social media in children's lives and the need to understand how Pancasila values are internalized in the digital era. The research method used is a qualitative approach with data collection techniques in the form of in-depth interviews, focus group discussions (FGD), and participatory observation. Participants in this study consisted of 30 students in grades 4 to 6 from three elementary schools in Indonesia, as well as their parents and teachers. The research results show that students have a theoretical understanding of Pancasila values, but their application in using TikTok is still limited. Students are more likely to be exposed to entertainment content than educational content that reflects Pancasila values. Parents and teachers play an important role in supervising and guiding students' use of TikTok. However, further efforts are needed to bridge the gap between understanding and practicing Pancasila values on social media. The conclusions of this research emphasize the importance of a holistic approach in teaching Pancasila values, by using social media wisely. Social Learning Theory highlights the importance of observation, imitation, and self-efficacy in this learning process. With collaboration between educators, parents and content creators, TikTok can be used as an effective tool to educate and internalize Pancasila values in students.

Perilaku Bullying Pada Anak Di Sekolah Dasar

This article discusses a case study of bullying behavior in elementary schools. Bullying can have a negative impact on victims, and this research uses a descriptive qualitative approach to describe this phenomenon. Research methods include observation, interviews, and documentation studies. Research results show that bullying can occur in various forms, including verbal, physical and nonverbal. Many students in elementary school experience or witness incidents of bullying, which can cause serious psychological impacts. Factors such as students' socio-economic background also influence the high number of bullying cases in schools. Bullying behavior can have a negative impact on the social aspects of students in elementary schools. Efforts to prevent and handle bullying in elementary schools need to involve collaboration between schools and parents. Most of the references used in research are primary literature and are up to date. r.

입학 초기 초등학교 1학년의 학교생활 적응 과제에 대한 개념도 분석

Purpose: The purpose of this study was to explore the task of school adjustment in the first grade of elementary school during early entrance and to reveal the importance and performance of such perception.
 Methods: For this purpose, a semi-structured focus group interview was conducted with eleven first-grade homeroom teachers with significant field experience in elementary school. According to the process of the conceptual analysis, sixty-one conceptual statements were derived on school adjustment during early admission, and thirty-eight key statements were finalized after the agreement of the three researchers. The confirmed statements were conducted a classification method of similarity for twenty-six people. Following this, a multi-dimensional scaling method and hierarchical cluster analysis, and importance and performance evaluation were conducted in the stated orde.
 Results: Finally, a two-dimensional concept map including six clusters (adaptation in the environment vs. internal control, adaptation in the group vs. individual adaptation) was derived. The final clusters are specifically about acclimatizing to the environment and routine of an elementary school that is different from an early childhood education institution (cluster 1), overcoming anxiety and fear in unfamiliar situations and maintaining psychological stability (cluster 2), and cultivating basic learning abilities and basic lifestyle habits (cluster 3), concentrating attention and controlling impulsiveness(cluster 4), getting along well with friends and being considerate (cluster 5), and living safely by following school rules (cluster 6).
 Conclusion: This study is meaningful in that it empirically explored the core concept at a time when the importance of school adjustment during early admission of first graders in elementary school, who are experiencing ecological transfer from early childhood education to the elementary education, has garnered attention.

Designing Teaching Material based-Animation Video for Teaching English language at the Elementary Level

Enhancing teaching and learning experience in elementary school is considered rucial effort nowadays. Animation videos can be an alternative to engage students in learning, encouraging their cognitive and active learning. This study aimed to show the result of validation design for animation videos as supplementary teaching material. It described the animation video design and also the validation process from experts. The instrument used was a questionnaire. The validation questionnaire was distributed to two experts, and its validation was presented by CVI (content validation Index). The result shows that the animation video was designed through five different chapters: Here My Bedroom, My Mother is a Nurse, What Day Today?, My Bike, and Let Us Do Something. Therefore, the validation result shows 0,91 CVI for Cognitive Load for a very valid category, 0,97 CVI for Students Engaging for a very valid category, and 0,82 CVI for medium validity. It assumed that these animation videos were valid to be adopted in teaching and learning English Subjects for Elementary students.

Analisis Problematika Proses Pembelajaran IPA di Sekolah Dasar

Science learning in elementary school experiences various basic problems. Based on the exploration results, it was found that: (i) the problems of implementing the learning model experienced were the teacher's mind set and comfort zone in teaching; (ii) the problem with using learning media is the teacher's ability to observe the characteristics of students; (iii) the problem of science laboratory learning design in elementary schools is optimizing the existence of laboratory facilities and/or infrastructure to improve the quality of learning; and (iv) the problems of facilities in science learning are the availability of learning resources, flexibility and accessibility of learning resources, and the existence of science practicum facilities and/or infrastructure in elementary schools.

Young Children’s Perceptions of a Reading Intervention: A Longitudinal Case Study of Motivation and Engagement

Although it is widely accepted that reading motivation erodes over the elementary years and school experiences shape motivation, few have examined young readers’ motivation for their reading intervention programs. This two-year qualitative case study probed the motivation-related perceptions of four young children specific to their involvement in a reading intervention program. Students’ motivation-related perceptions (collected in the spring of kindergarten and again in first grade) were considered alongside adult evaluations of engagement to infer how the intervention was shaping their motivation to read within it and to observe changes in their motivation over time. Despite identifying aspects of the intervention they valued, all children reported more costs the second year and most became less willing to participate in the program.

Marbel Application for Multicultural Based Language Learning During the Covid-19 Pandemic

This research is a case study that investigates and compares teachers' perceptions of using the Marbel application for multicultural-based language learning to two experienced elementary school teachers, especially on language skills, namely speaking skills and students' reading skills. Based on the results of the study, it was found that Marbel Budaya Nusantara in multicultural-based language learning could improve students' speaking and reading skills. The Marbel application also prepares teachers, students and parents to meet the demands of online learning. Thus the Marbel Budaya Nusantara application can be used as a multicultural-based language learning medium. This Marbel online educational game is very relevant and useful in improving the quality and quality of education during the pandemic COVID-19.

Do I Trust Sending My Kid Back to School?

A suburban elementary school experiences an emergency evacuation. This evacuation event reveals trust and safety concerns. Some parents, staff members, and children express safety concerns, and a key school staff member questions the judgment of another staff member during the emergency event, exacerbating existing tensions between the two. The principal must move the school community forward, while re-establishing trust and addressing safety concerns. Frameworks for repairing trust and trust in schools are considered.

Collaborative Co-Teaching During Student Teaching Pilot Project: What Difference Does Context Make?

In 2016, researchers from two educator preparation programs (EPPs) in two differing states (southeast and west) chose to examine the intervention of co-teaching during student teaching that had been in place for 3 years in each of their locals. The researchers wanted to (a) identify and articulate the co-teaching model within the context of each location, (b) begin to learn why this approach may be beneficial as a culminating pre-service experience, and (c) explore next steps in how to better operationalize the co-teaching experience within the pre-service programming, regardless of context. Co-teaching during student teaching was examined at one elementary program (southeast) and one secondary program (west). Results indicate co-teaching during student teaching to be a viable option for pre-service training and mentor development for both the elementary and middle school experiences. Teacher candidates (TCs) identified co-teaching strategies based upon the needs of teachers, students, and content taught. This was seen as a unique finding not reported in existing literature. Other findings indicate the model promoted increased confidence and comfort in TCs’ teaching, supported increased differentiation and instructional time, facilitated currency in MTs’ knowledge of and experience with technology, and helped TCs learn to manage human resources with increased intentionality. Recommendations for future research and suggestions for faculty of EPPs interested in implementing co-teaching during student teaching are provided.

Inattentive Behavior and Homework Performance in Elementary School: the Mediating Effects of Academic Enablers

Early attention skills have been found to be a significant and consistent predictor of academic outcomes, grades, and achievement results (Rabiner et al., School Psychology Review, 45(2), 250–267, 2016; Rhoades et al., Early Childhood Research Quarterly, 26(2), 182–191, 2011). A significant portion of students in elementary school experience attention difficulties, which can lead to difficulties attaining fundamental academic skills and enablers (DiPerna & Elliot, School Psychology Review, 31(3), 293–297, 2002; Merrell & Tymms, British Journal of Educational Psychology, 71(1), 43–56, 2001). The current study aimed to investigate the role of four academic enablers—motivation, study skills, interpersonal skills, and engagement—in the relationship between inattention and homework performance. Teachers completed questionnaires on inattention, academic enablers, and homework for 147 students in 1st through 4th grades. Using a multivariate path analytic approach, we tested the hypothesis that the academic enablers would have mediational, and potentially differential, effects on the relationship between inattention and two facets of homework performance—homework responsibility and homework competence. Our proposed model was supported by the data; results suggested that academic enablers play a significant role in the relationship between inattention and homework performance. These findings support a shift in focus to supporting students’ academic enabling behavior as a means of providing the necessary academic skills to mitigate the effects of attention difficulties on academic outcomes.

청각장애학생의 통합교육에 대한 초등학교 교사의 인식과 경험

청각장애학생의 통합교육에 대한 초등학교 교사의 인식과 경험

Developing Reflective Practices of Elementary School Teachers: A Collaborative Action Research Study

The purpose of this study was to investigate the development of reflective practices of elementary school teachers through interactive workshops. This study used a collaborative action research design, and five-day interactive workshop sessions related to reflective practices conducted to introduce the participants to reflective practices. Most specifically, these workshops focused on building their cognition, affection, and behavior about reflective practices. The Purposive sampling technique was used to select 20 elementary school teachers with at least 1.5 years’ experience in elementary school. After the workshop, participants spend two months of reflective teaching practices. Then, interviews with the participants were conducted, and data were collected until saturation occurred. The analysis of the data revealed that the teachers developed positive beliefs and feelings towards reflective practices, but they lacked in some areas of practice because of the school environment. Implications of the findings are also discussed.

La necesidad de un curso de evaluación adaptado al Bachillerato en Educación Primaria con Concentración en Inglés en la Universidad de Costa Rica

Between the years 2014 and 2015 researchers started to work as supervisors in the teaching practicum. From that point on, every year they noticed that the student-teachers struggle regarding how to assess English at the elementary school level. Since students from the Bachelor “Elementary Education with a minor in English” already take an evaluation course, researching the reasons for that weakness was key to better support our students. That is why this article presents the results of the qualitative research carried out in 2016 aiming to explore the need for designing an evaluation course taught in English and tailored to the students enrolled in the Bachelor “Elementary Education with a minor in English” at the University of Costa Rica, Western Campus. Through the use of an exploratory and phenomenological design, the researchers interviewed thirteen student-teachers, nine former students from this bachelor, an experienced elementary school teacher, and two authorities from the Ministry of Public Education of Costa Rica (MEP) to obtain their perspectives about the course ED0196 “Evaluation of the Learning Process in Early Childhood and Primary Education.” Also, the syllabus of the course was analyzed based on what students must know to assess a foreign language. Data showed that although students learn about many instruments and assessment criteria, many of them are not tailored to assess English as a Foreign Language but other core subjects. Based on the findings, the researchers concluded that the course ED0196 does not meet the needs of these students, and therefore, the university needs to design a course specifically tailored for them.

Games como estratégia de ensino de ciências para abordar o saneamento básico

Diversos estudos na literatura têm sugerido o uso das Tecnologias de Informação e Comunicação como ferramentas de ensino. Dentre essas tecnologias estão os jogos educativos eletrônicos, que podem também ser utilizados para incentivar a compreensão de conteúdos abordados na sala de aula. Diante de tais assertivas, esta pesquisa teve como objetivo analisar jogos educacionais que abordam o tema saneamento básico e como eles podem auxiliar no processo de aprendizagem. Para tal, foram selecionados três jogos didáticos que foram avaliados por um questionário quanto aos seus aspectos técnicos e pedagógicos por docentes. Após, esses jogos foram aplicados em quatro turmas do ensino fundamental no sexto e sétimo ano, perfazendo um total de 74 alunos em duas escolas particulares dos municípios de Mariana e Ouro Preto, Minas Gerais. Os alunos envolvidos na atividade fizeram também suas avaliações após a utilização dos jogos: uma em relação à interação promovida e outra relacionada ao conteúdo estudado. Pelos resultados observou-se que os aspectos técnicos dos jogos foram considerados como “bons” e “ótimos”. Na avaliação conceitual, realizada antes e após da utilização dos games, os alunos apresentaram melhora no desempenho e essa melhora foi verificada por meio da análise estatística dos dados obtidos. Pelos resultados estatísticos verificou-se que a melhoria do desempenho dos alunos na avaliação de conteúdo pode ser estatisticamente atribuída ao uso dos jogos. Desta forma, conclui-se que houve uma significativa contribuição da utilização de jogos educativos no processo de ensino e aprendizagem para essa experiência realizada no ensino fundamental.

Residential Mobility Among Elementary School Students in Los Angeles County and Early School Experiences: Opportunities for Early Intervention to Prevent Absenteeism and Academic Failure.

School connectedness is closely linked to academic success: students who are engaged at school have better attendance and academic performance, and are less likely to drop out. Residential mobility – having moved homes – can increase the risk of a negative academic trajectory (e.g., absenteeism and academic failure). Increasing housing instability in the United States due to rising housing costs, especially in urban areas, has made residential mobility a growing concern. While existing research has examined residential mobility among students and its connection to long-term consequences such as absenteeism and academic failure, less is known about how residential mobility relates to potential intermediate school experiences (e.g., school disconnectedness, low perceived academic ability, and experiences with school violence and harassment) that contribute to a negative academic trajectory. This study examines associations between residential mobility in elementary school and school experiences in a large urban jurisdiction. Data were collected from a sample of public elementary school students in Los Angeles County (5th grade, n = 5,620) via the California Healthy Kids Survey (2013–2014). Descriptive, Chi-square, multiple logistic regression analyses, and predicted probabilities were performed to examine the relationships between past-year residential mobility and indicators of school connectedness and school-based relationships, perceived academic performance, and exposure to violence and harassment. More than a third (36.6%) of students in the analysis sample moved at least once in the past year. After adjusting for neighborhood and family factors, a higher number of past-year moves was significantly associated with poorer school experiences, including lower odds of school connectedness for high-movers (2+ moves) [adjusted odds ratio (AOR) = 0.77; 95% confidence interval (CI) = 0.68–0.86], compared to non-movers. Movers had lower odds of perceived academic ability (1 move: AOR = 0.72; CI = 0.63–0.83; 2+ moves: AOR = 0.55; CI = 0.44–0.69), but higher odds of exposure to violence and harassment as a victim (1 move: AOR = 1.26, CI = 1.17–1.37; 2+ moves: AOR = 1.34, CI = 1.17–1.54), and as a perpetrator (1 move: AOR = 1.21, CI = 1.08–1.36; 2+ moves: AOR = 1.54, CI = 1.24–1.92). These results highlight the value of developing and implementing strategies that can identify and support students who move at young ages, to prevent student disengagement and promote attendance and academic success early in their life trajectory.

Multilingual Mexican-Origin Students' Perspectives on Their Indigenous Heritage Language

This article focuses on the reported experiences of three focal students who participated in a Spanish/English dual language program in their southern California school district throughout their elementary and middle school years. All three students identify as Mexican-origin and speak Spanish, English, and the Indigenous language of Zapoteco and have different relationships with their languages. The framework of Critical Latinx Indigeneities (Blackwell, Boj Lopez & Urrieta, 2017) is used to explore the practices engaged in by the students, including language use and transnationalism (Sánchez, 2007), as well as the investment to learn and use a language as part of their identity (Norton Peirce, 1995; Norton, 2000). Even though dual language programs provide much needed linguistic supports for language maintenance, perhaps more importantly, they provide support for ideological shifts towards language maintenance rather than transition to English-only instruction. However, the three students experienced a segmented and limited focus on Spanish language development in middle school compared to their elementary school experience. The authors discuss implications for outside school spaces that can support authentic language use, in addition to school-sanctioned language programs promoting multilingualism.

The Risk of Late Treatment and The Reaction of Leprosy with Grade 2 Disability

Background: The number of new cases of leprosy in Indonesia is still high with 15,910 new cases found in 2017. East Java is the highest contributor to new leprosy cases with 3,374 incidences in 2017 and the leprosy proportion of the grade 2 disability not reaching the national target is more than 5%. Purpose: This study aimed to analyze the risk of late treatment and the reaction of grade 2 disability of leprosy at Sumberglagah leprosy Hospital, Mojokerto. Methods: This study was the observational type with case-control design. The sample size consists of 35 case samples and 35 control samples. The direct interview and medical records collection were applied in this study. The research was conducted in Sumberglagah Leprosy Hospital from October to November 2018. Several variables were evaluated including the respondent characteristics (gender, age, education level, occupation, and type of leprosy), late treatment, and leprosy reaction. The chi-square test was used in this study. Results: The most Leprosy patients with grade 2 disability were found in the male (31.40%), older citizen (20.00%), people graduated only from elementary school (18.60%), farmers (15.70%), and people experience type-MB leprosy (50.00%). Research conducted at Sumberglagah leprosy Hospital showed the risk of late treatment (p = 0.01) and leprosy reaction (p = 0.01) with grade 2 disability. Conclusion: Late treatment and a history of leprosy reactions cause grade 2 disability in leprosy patients.

Transgender Students in Elementary Schools: How Supportive Principals Lead

Purpose: Increased awareness and acceptance of transgender people in the United States is reflected in our nation’s schools. Unfortunately, educational leaders do not typically receive training related to transgender youth and educators express fear about working with transgender students. The purpose of this study is to examine the experiences of school leaders whom parents characterize as supporting their transgender children. Method: Qualitative interviews were conducted with supportive principals from 20 elementary schools across six states. Findings: The findings indicate that supportive principals (a) employed a child-centered approach to decision making, (b) leveraged learning and knowledge to create a positive elementary school experience for transgender children, and (c) characterized their experience as professionally and personally beneficial. Implications: These findings indicate that, in the context of a supportive principal, both the school community and the transgender student can have positive experiences. At the same time, the findings demonstrate that disrupting binary gender norms and shifting the larger school culture to be more gender inclusive is a formidable task. Results from this study may be helpful to elementary principals who hope to create accepting school environments for transgender students or for preparation programs that want to develop supportive principals.

Teaching Diversity: Elementary School Teachers Opinions And Experiences On The Use Of Multicultural Children's Books

Teaching Diversity: Elementary School Teachers Opinions And Experiences On The Use Of Multicultural Children's Books

Free choice science learning and STEM career choice

ABSTRACTThis study investigated the relationship between engaging in free choice STEM activities (hobbies) and career selection with the goal of understanding the factors that influence the development of science interests and science identity for those who chose a STEM career and those that did not. The 2864 participants in the study were adult hobbyists that included birders, astronomers, gardeners, model builders, insect collectors, rock/fossil collectors, home brewers, beekeepers, inventors, and environmental monitors. Participants completed a survey about their educational background, levels of hobby participation, motivation to participate in the hobby, perceived benefits of participating in the hobby, influences to continue to continue to engage in the hobby, reported influences on career choice influences, and perceived science identity. Results showed hobbyists with STEM careers were significantly more likely than those without STEM careers to rate elementary, middle, and high school experiences as well as college, museums and science centers, and clubs as influential on the development of the hobby. Those hobbyists with STEM careers were significantly more likely than those without a STEM career to report more ability in science, mathematics, and technology and to report that their choice of a career was influenced by factors such as enjoyment, encouragement from family, and hobby involvement. Conclusions suggest that engagement in a science hobby can provide support for youth to continue on to a STEM career as an adult.