Problems In Elementary School Research Articles

A Study on Present Situation of WAC Assessment & Diagnosis of Its Problems in Elementary School

A Study on Present Situation of WAC Assessment & Diagnosis of Its Problems in Elementary School

PROFIL KEMAMPUAN REPRESENTASI MATEMATIS SISWA SEKOLAH DASAR DI KECAMATAN SUMEDANG UTARA

Mathematical representation ability is the ability of students in issuing ideas and ideas in solving mathematical problems. Thepurpose of this study is to determine the profile of mathematical representation ability of elementary school students in NorthSumedang District. The research method used is survey method. The survey method aims to collect data from a number of unitsor individuals at the same time. The research subjects were elementary school students with a total of 145 students who werestudents from six elementary schools in North Sumedang District. The data collected in this study was obtained from a test ofmathematical representation ability in solving mathematical problems in elementary schools. The questions made are inaccordance with mathematical representation indicators. Based on the results of data analysis from 145 students, students'verbal representation abilities reached 30.3% with very low categories, the ability of students' symbolic representation reached25.2% with very low categories, and students' visual representation abilities reached 19.3% with very low. Overall students'mathematical representation ability reaches 24.9% in the very low category. From the results of data analysis it can beconcluded that the mathematical representation ability of elementary school students in North Sumedang District is still verylow.

우리나라 초등학교 수학 교과서에 나타난 최적화 문제 유형 분석

This study analyzes how optimization problems handled in middle school mathematics education and real life are handled in elementary mathematics textbooks. The purpose of this study is to identify the applicability of the optimization problem in elementary school. According to DCMEG, the optimization problem classification criterion of Ono-ri (2006), 12 mathematics textbooks of elementary school according to 2009 revision curriculum were analyzed. The optimization problem (13 questions) ), And optimization problem (7 questions) applied in real life. However, the term or concept of optimization was not mentioned in the curriculum or the teacher's guidebook. However, if we renew our perception of optimization problems, it will be possible to deal with optimization problems in elementary schools. This type of problem-solving experience allows students to find the meaning of optimization in problem situations, to understand mathematical concepts meaningfully, and to understand real life situations It is expected that it will help to recognize the value of mathematics.

The identification of speech and language problems in elementary school: Diagnosis and co-occurring needs

BackgroundOral language skills are the foundation for success at school and in employment. A significant minority of children experience difficulties in the acquisition of oral language resulting in speech and language needs (SLN). There are disjunctures between clinical studies using standardised assessment and educational studies. The current study examines teacher reported SLN alongside assessments of language and cognitive skills to explore children's profiles of needs, developmental trajectories and risk factors. ProcedureData from the UK Millennium Cohort Study were used to examine teacher identification of SLN at seven (n = 8658) and 11 years (n = 7275). ResultsThere were high levels of co-occurrence between SLN and other special educational needs at seven and 11 years, with SLN being less common at 11. Vocabulary levels and parental concerns at three and five and educational attainment at seven were highly predictive of SLN at seven, slightly less so at 11. However, a significant proportion of parents of children who scored in the bottom 2nd centile on vocabulary measures did not report their child as experiencing a language problem. Gender and disadvantage were also predictive of SLN but were mediated by the cognitive and behavioural variables. ImplicationsThese results raise questions about whether children's language needs at age 11 are recognised in schools. The extent of co-occurrence challenges the way diagnostic categories should be used and supports the value of profiling of dimensions of need.

Relationship Between Child Rearing Attitudes of Mothers and Behavioral Problems in Primary School Children

Purpose: The aim of the study was to investigate the relation between child rearing attitudes in mothers and behavioral problems in elementary school children.Material and Methods. 128 children were selected with convenient sampling method from a school in Istanbul, 60 girls and 68 boys, were enrolled in the study. The Parental Attitude Research Instrument (PARI) and Child Behavior Checklist for Ages 6-18 (CBCL/6-18) were administered to mothers as data collection tools, and a Sociodemographic Information Form prepared by the authors was also used.Results: Increment was observed in the scores of children’s anxiety/depression levels, social introversion, thought problems and internalization levels in line with the scores of the mothers’ over-controlling mothering. As the democratic attitude level scores increased, children’s sociability scores also increased. Additionally, as the strict discipline level scores increased, scores related with children’s aggressive behavior, social problems and externalization levels also increased. Conclusion: As a summary, a significant relation was determined between parenting attitudes in mothers and behavioral problems encountered in children.

Styles and Learning Results Formation Of PGSD Students in the Lecture of Learning Elementary School Problems in Even Semester 2016/2017 State University Malang

n the lecture of “problems of learning in elementary school” is one of the mandatory subjects for PGSD undergraduate students. This course expects students to (1) show their own performance, qualified and measurable to examine the implications of development or the implications of science, technology or art that elicits learning problems in elementary schools (SD/MI) which oriented on Active Creative Effective Fun ICT-based learning (PAKEM BATIK). (2) Master the rules and scientific ethics agree with the method of science to determine the problems of the learning system in SD/MI which oriented on PAKEM BATIK. This research purpose to describe styles and learning result formation of PGSD students. The method used descriptive qualitative. The result, there are 6 styles and learning result formation of PGSD student based on the gradation of learning skill with meaning related to observing, asking, trying, reasoning, giving, and creating.Keywords: problems, learning in elementary school, performance, qualified, and measurable

Perancangan Aplikasi Media Pembelajaran Pengenalan Hewan Berbasis Virtual Reality Menggunakan Platform Android

Natural science (IPA) is a subject that is intended to allow students to have an organized concept of the natural surroundings. Learn science as a way of helping students to understand more deeply the natural surroundings. One material science lessons given in fourth grade elementary school to discuss the grouping animals based on the type of food. On the subject matter students are expected to be able to tell the difference between herbivores, carnivores and omnivores. Currently the teachers at the school only uses conventional teaching methods with the book medium for conveying the material. Media books or conventional learning media can not provide a real visualization of the shape of animals. Animal grouping based learning problems in elementary school, learning media applications based animal recognition virtual reality created to help elementary school students in recognizing the object animal. Application development starts from the concept stage, design, collection of materials, assembly, testing, until the distribution phase. This application is built using the programming language C #, google cardboard SDK, software blender and unity. The result obtained is an application that can be used as a learning medium introduction of animals. In the introduction of animal learning media applications users can run, can see the types of herbivores, carnivores and omnivores are already equipped with information, sound and animation. Based on the test results with the Black-Box, functional applications have been able to run well and based ontest the System Usability Scale result average value of 20 respondents was 80.25 with Scale Grade B.

Developing of MITRA learning model of problem solving-based to solve mathematical problems in elementary school

The research aimed to develop the steps of MITRA learning model of problem solving-based to solve mathematical problems in elementary school, to know the product’s validity level of MITRA learning model of problem solving-based according to expert’s validation, and to assure the effective level of MITRA learning model of problem solving-based. The research type was Research and Development (R&D), which is a procedure to develop a new product or improve the existed product. The research procedure was divided into three stages, they are: preliminary study, developing model stage, and testing product. The research results found: (1) the steps of MITRA learning model of problem solving-based are: problems identification, implementation of MITRA, and evaluation of MITRA; (2) product’s validity level of MITRA learning model of problem solving-based according to expert’s validation was 3,75 (75%) on high category, and the media expert was 214 (76,5%) on high category; and (3) product’s effectiveness was on very effective category for students of grade 4 elementary school reaching 97%, and the result was significantly higher than pretest (60%).

Earlier school start times are associated with higher rates of behavioral problems in elementary schools

BackgroundEarly school start times may curtail children's sleep and inadvertently promote sleep restriction. The current study examines the potential implications for early school start times for behavioral problems in public elementary schools (student ages 5-12 years) in Kentucky. MethodSchool start times were obtained from school Web sites or by calling school offices; behavioral and disciplinary problems, along with demographic information about schools, were obtained from the Kentucky Department of Education. Estimated associations controlled for teacher/student ratio, racial composition, school rank, enrollment, and Appalachian location. ResultsAssociations between early school start time and greater behavioral problems (harassment, in-school removals, suspensions, and expulsions) were observed, although some of these associations were found only for schools serving the non-Appalachian region. ConclusionsFindings support the growing body of research showing that early school start times may contribute to student problems, and extend this research through a large-scale examination of elementary schools, behavioral outcomes, and potential moderators of risk.

EKSPLORASI KEMAMPUAN PEMECAHAN MASALAH MATEMATIS MAHASISWA PENDIDIKAN GURU SEKOLAH DASAR

This study is aimed to explore the achievement of mathematical probem solving skill of student in PGSD Sarjanawiyata Tamansiswa University, and student’s mistake on mathematical problem solving test.This study is a qualitative research and case studies. The subjects were students of the University of Sarjanawiyata Tamansiswa PGSD Yogyakarta who have following courses Mathematics Learning Problems in Elementary School. Two classes were randomly selected two as a research subject, the classes C and G. The instrument in this research is a problem solving skill testand interview guidelines. Based on test data KPM then conducted interviews to 11 students.The results showed that the mathematical problem solving skill of students PGSD UST is low. It can be seen from the acquisition of the average class, class C and class G, both of them are in the category low (<68), ie 52.3261 and 55.2340. The percentage of the number of students who are in low category in class C is 95.65%, while class G is also quite large at 87.23%. Only a small proportion of students in the midle category. No one in the high category. Most of the student are in understanding of the problem level (65.12%), followed by the strategic planning (46.93%), carry out the completion strategy (32.08%), and the least is the stage of the re-examination (7.7%) , Mistakes made by students on problem solving skill test are incorrect data, the response level conflict, the problem of hierarchy of skills, the procedure is not appropriate, and the missing conclusion

Elaboration of the Environmental Stress Hypothesis-Results from a Population-Based 6-Year Follow-Up.

The aim of this paper was to contribute to the elaboration of the Environmental Stress Hypothesis framework by testing eight hypotheses addressing the direct impact of gross motor coordination problems in elementary-school on selected physical, behavioral and psychosocial outcomes in adolescence. Results are based on a longitudinal sample of 940 participants who were (i) recruited as part of a population-based representative survey on health, physical fitness and physical activity in childhood and adolescence, (ii) assessed twice within 6 years, between the ages of 6 and 10 years old as well as between the ages of 12 and 16 years old (Response Rate: 55.9%) and (iii) classified as having gross motor coordination problems (N = 115) or having no gross motor coordination problems (N = 825) at baseline. Motor tests from the Körperkoordinationstest, measures of weight and height, a validated physical activity questionnaire as well as the Strength and Difficulties Questionnaire were conducted. Data were analyzed by use of binary logistic regressions. Results indicated that elementary-school children with gross motor coordination problems show a higher risk of persistent gross motor coordination problems (OR = 7.99, p < 0.001), avoiding organized physical activities (OR = 1.53, p < 0.05), an elevated body mass (OR = 1.78, p < 0.05), bonding with sedentary peers (OR = 1.84, p < 0.01) as well as emotional (OR = 1.73, p < 0.05) and conduct (OR = 1.79, p < 0.05) problems in adolescence in comparison to elementary-school children without gross motor coordination problems. However, elementary-school children with gross motor coordination problems did not show a significantly higher risk of peer problems (OR = 1.35, p = 0.164) or diminished prosocial behavior (OR = 1.90, p = 0.168) in adolescence, respectively in comparison to elementary-school children without gross motor coordination problems. This study is the first to provide population-based longitudinal data ranging from childhood to adolescence in the context of the Environmental Stress Hypothesis which can be considered a substantial methodological progress. In summary, gross motor coordination problems represent a serious issue for a healthy transition from childhood to adolescence which substantiates respective early movement interventions.

Behavior problems in elementary school among low-income boys: The role of teacher–child relationships

ABSTRACTThe authors identified trajectories of teacher–child relationship conflict and closeness from Grades 1 to 6, and associations between these trajectories and externalizing and internalizing behaviors at 11 years old among low-income, urban boys (N = 262). There were three main findings. Nagin cluster analyses indicated five trajectories for conflict with all children evidencing increases in conflict, and four trajectories for closeness with all children demonstrating decreases in closeness. Trajectories with higher levels of conflict and lower levels of closeness were associated with higher levels of externalizing and internalizing behavior problems at 11 years old. Moreover, conflictual teacher–child relationships exacerbated the effects of externalizing and internalizing behavior problems in early childhood; children with conflictual teacher–child relationships had higher levels of behavior problems in middle childhood relative to children with low conflictual teacher–child relationships. Implications of targeting teacher–child relationships as interventions to help prevent behavior problems are discussed.

Stability, Correlates, and Time-Covarying Associations of Peer Victimization From Grade 4 to 12

The purpose of the study was to examine stability, correlates, and time-covarying associations of peer victimization. The total sample size was 1,206 adolescents (Mage at initial time point = 9.74 years, SD = .60; 59.5% White, 21.6% African American, 12.9% Hispanic American, 6% Other/Unknown) followed across 9 yearly waves of data collection from elementary school through middle and high school (Grades 4–12). In each year, peer victimization was assessed with peer nominations; externalizing behavior, peer sociability, and school competence were assessed with teacher ratings; and internalizing behavior was assessed with self-reports. High stability of peer victimization was found across the 9 years of the study. Victimization correlated positively with externalizing and internalizing behaviors and negatively with peer sociability and school competence in the elementary school years, whereas only the association with peer sociability remained significant throughout the middle and high school years. Growth curve modeling showed that victimization, as a time-varying predictor across Grades 4 to 12, significantly predicted the level of each outcome measure at the end of the trajectory, and the rate of change leading up to this end point. Gender differences were found for each of the main results. The results of the current study highlight the importance of developing a long-term dynamic view and understanding of the emergence of peer victimization and its related consequences across childhood and adolescence. Although peer victimization is strongly linked to a variety of adjustment problems in elementary school, these associations seem to become weaker in middle and high school.

Participation in Organized Activities and Conduct Problems in Elementary School

The goal of this study was to test a mediation model in which social skills mediate the relationship between participation in organized activities and conduct problems among elementary school children. Two moderators of these associations were also examined, namely, gender and reception of special education services. A total of 563 children (45% girls; Mage = 8.44) were surveyed. The findings revealed that, after controlling for important covariates, more frequent activity participation predicted better social skills, which, in turn, predicted fewer subsequent conduct problems among children. These associations were not moderated by gender or reception of special education services. These findings suggest that organized activities may provide a positive developmental context for children with conduct problems.

A Predictive Model of Behavioral Problems in Elementary School Children.

PURPOSE: The purposes of the study were to develop and test a model which explains the relationship among factors affecting behavioral problems in elementary school children.METHODS: The participants for the study were 368 elementary school children and their mothers at 3 elementary schools in one city. Data analysis was done using the SPSS 17.0 program for t-test, -test, and ANOVA and the AMOS 17.0 program for theoretical model testing.RESULTS: The theoretical model showed a significant goodness of fit to the empirical data (Goodness of Fit Index: .96, Adjusted Goodness of Fit Index: .93 Comparative Fit Index: .95, Root Mean Square Error of Approximation: .06, Standardized Root Mean Square Residual: .02). Six paths were found to be statistically significant including from child rearing attitude to self-esteem, stress, stress coping and behavioral problems, and from self-esteem to stress and behavioral problems. Child rearing attitude showed a significant effect to behavioral problems by total effect.Self-esteem affected behavioral problems by total and direct effects.CONCLUSION: Child rearing attitude and self-esteem of children are important factors affecting behavioral problems in elementary school children.

An exploration of burglary in the criminal histories of sex offenders referred for civil commitment

Commission of nonsexual crimes generally antedates officially recorded sexual offenses. In particular, burglary has been hypothesized to be a potential ‘stepping stone’ in the development of one's sexual criminal career in the same way that marijuana has often been considered a ‘gateway drug’ to more serious drug-related offenses. The present study examined the officially recorded criminal histories of 828 male sex offenders to determine the relevance of burglary in their criminal histories. One third of the men in the sample (n=281, 34%) had been charged at least once for burglary. These 281 men committed a total of 762 separate incidents of burglary. Offenders with at least one officially recorded charge for burglary (BSOs) were compared with those with no such charges (SOs). Next, the characteristics of each burglary were examined and four distinct types of burglary were identified: nonsexual, covertly sexual, overtly sexual, and combination burglary/rape. BSOs accrued twice as many charges as the SOs and were significantly more likely to have an earlier age of onset, a longer criminal career, more employment problems, elementary school problems, antisocial behavior, and substance abuse.

Encountered Disciplinary Problems in Elementary Schools Of a Low Socioeconomically Status District

The purpose of this research is to determine the most frequently encountered disciplinary problems, reveal disciplinary punishment frequency due to students’ these disciplinary problems, and present the relationship between families and their undisciplined students in the elementary schools to be situated in a low socioeconomically status district.The sample of this study consists of 554 teachers composing of 308 women and 246 men who worked 2010-2011 academic year in 55 elementary schools to be situated in a low socioeconomically status district of Istanbul.According to the results of the research, it is seen that disciplinary problems decrease when family interest increases, senior teachers and male teachers encounter with less disciplinary problems in comparison with junior teachers and female teachers, there are similar disciplinary problems of both first and second stages, besides dress and bad language problems are incorporated into them. It is seen that contrary to expectations, walking around in the classroom, making noise, interrupting and talking without permission problems have appeared above the average as class levels rise in upper classes.

Double Jeopardy: Child and School Characteristics That Predict Aggressive-Disruptive Behavior in First Grade

.High rates of aggressive-disruptive behavior exhibited by children during their initial years of elementary school increase their risk for significant behavioral adjustment problems with teachers and peers. The purpose of the present study was to examine the unique and combined contributions of child vulnerabilities and school context to the development of aggressive-disruptive student behavior during first grade. Parent ratings and child interviews assessed three child characteristics associated with risk for the development of aggressive behavior problems in elementary school (aggressive-disruptive behaviors at home, attention problems, and social cognitions) in a sample of 755 first-grade children in four demographically diverse American communities. Two school characteristics associated with student aggressive-disruptive behavior problems (low-quality classroom context, school poverty levels) were also assessed. Linear and multilevel analyses showed that both child and school characteristics made independent and cumulative contributions to the development of student aggressive-disruptive behavior at school. Although rates of student aggressive-disruptive behavior varied by gender and race, the predictive model generalized across all groups of children in the study.

Immediate Impacts of PALS: A school‐wide multi‐level programme targeting behaviour problems in elementary school

The article describes the main outcomes of the intervention programme “Positive behaviour, interactions and learning environment in school” (PALS). PALS is an adapted Norwegian version of the School‐Wide Positive Behaviour Support model, developed in the United States with school‐wide interventions aiming at the prevention of behaviour problems and the promotion of social competence through a supportive learning environment. The effectiveness was evaluated with a quasi‐experimental design in four elementary schools, two years after implementation. An equal number of comparison schools were included in the study. Informants were students (n = 735) in third to seventh grade and teachers working at least 50% (n = 82). The immediate reductions in teacher‐observed problem behaviour ranged from moderate to large, while the results based on student ratings of social competence and classroom climate were less encouraging. Differential effects were found and implementation quality was together with teacher collective efficacy significantly related to better outcomes. The programme and results are discussed in relation to prior research, limitations of study design, and future implementation and research.

Screening for word reading and spelling problems in elementary school: An item response theory perspective

The purpose of the present study was to explore whether the Item Response Theory (IRT) provides a suitable framework to screen for word reading and spelling problems during the elementary school period. The following issues were addressed from an IRT perspective: (a) the dimensionality of word reading and spelling ability, (b) the development of word reading and spelling ability throughout the elementary grades, and (c) measurement precision and differential item functioning. Two computer-based tests were administered to measure word reading and spelling ability. In the word reading test, a progressive demasking technique was used to present isolated words. In the spelling test, children used the computer keyboard to spell words. The children’s spelling ability was also tested using a paper and pencil test. Analyses showed unidimensionality for the children’s word reading and spelling abilities in grades 2 to 6. The effect sizes also showed the growth in word reading and spelling abilities to be substantial. Furthermore, the informative value of both the word reading and the spelling ability scale was satisfactory for all of the elementary grades and the results did not indicate that the children score systematically higher or lower on the computer-based spelling test than on the paper-based spelling test. The present results open up possibilities to map progress in the reading and spelling process systematically and accurately.