School Diary Research Articles

Towards a historical geography of girlhood

AbstractThis paper makes an argument for a geography of girlhood, located at the intersection of historical geographies of globalisation and empire on the one hand, and feminist interventions in the geography of childhood and youth on the other. A focus on girlhood, I argue, opens up a debate on the discipline's own implication in a debate on climate science, moral hierarchies of civilisation and reproductive health at which intersection the category of ‘girl’ was materialised in the 19th century. This focus extends and historicises the argument made by scholars like Nicola Ansel that geographies of childhood speak not only to intimate scales of experience ‐ such as the home and neighbourhood—but instead suggest the ways in which everyday life is implicated in the scale of the global and the geopolitical. Drawing on an inter‐disciplinary scholarship, the paper argues that debates on gender and maturity—converging on the figure of the ‘girl’—shaped raced and classed imaginaries of progress in the 19th and 20th centuries. Through this, the paper demonstrates that ‘girlhood’ is at the heart of historical geographies of urban planning, social care, and health, as well as indexing the continuities in the transition from a colonial discourse of civilisation to a mid‐20th century concern with development. Finally, the paper asks how to write about girls through an archive that is almost obsessively fixated on them as subjects of education and reform, even whilst they rarely appear in it as speaking subjects. I argue that both an emergent focus on non‐textual objects as sources, as well as the use of ephemeral material—including notes, creative writing exercises from the classroom, school diaries etc.—alongside the official archive might open the scholarship up to a multi‐scalar analysis of girlhood as imbricated in larger global and national discursive and material practices.

The prevention school diary: Evaluability assessment of a widely adopted intervention in Ile-de-France

ObjectivesThe prevention school diary is distributed each year to children aged between 10 and 11 years old by La Ligue contre le cancer, a French association promoting prevention and research against cancer. While they write their homework in the diary, children can learn about a range of health determinants. This diary promotes health in a fun and educational way, as it integrates drawings made by children about the different themes covered by the diary. This paper aims to present the evaluability assessment of this intervention in Ile-de-France (Paris area), where it is already widely deployed. Material and methodsWe have traced the history of the prevention school diary and assessed how it is currently used in Ile-de-France by leading interviews with county committees of La Ligue contre le cancer. Successive versions of the diary and results of teacher satisfaction surveys were examined. All information collected was integrated into a logic model, which characterizes the main components, actors, and effects of the intervention. ResultsThe prevention school diary was created in the West of France in the late 90s. It was then implemented in Paris and extended to other counties of Ile-de-France. Currently, six counties collaborate on the production of a common diary. Whereas it only dealt with tobacco consumption at the beginning, the prevention school diary now covers nutrition, physical activity, sun exposure, sleep and screen use, addiction, as well as safety in some counties. Three levels of intervention have been identified, depending on whether or not the distribution of the diary is followed by the production of drawings for the next edition or health education sessions. The expected effects of the prevention school diary have been integrated into a logic model emphasizing children, school, and family level. Outcomes include Capabilities (knowledge and skills), Opportunities, and Motivation to adopt healthy Behaviours, according to the theoretical model of behaviour change COM-B. ConclusionThe evaluability assessment phase enabled us to gain a better understanding of the conditions under which the intervention is deployed, and thus to identify the factors to be considered for a broad assessment of its effectiveness. It is especially important since the intervention is already well established in Ile-de-France.

Implementasi Metode Accrual Basis Pada Sistem Informasi Keuangan

The financial recording system is carried out in the school diary, so it takes time to recap the revenue or expenditure records in order to find out the amount of funds that have been received or spent. This is less time efficient in presenting financial statements. This study aims to apply the accrual basis method to the financial accounting information system of MIS Nurul Huda Sei Paham and build a web-based financial accounting information system at MIS Nurul Huda Sei Paham. This research uses the research and development method or commonly known as R&D which has several stages, namely potential and problems, data collection, product design, design validation, design revision, product trials, product revision, trial use, final product revision, and mass production. However, this research only reached the product trial stage. System testing uses a questionnaire which is divided into 3 parts, namely expert experts, field tests and prospective users. From the results of the expert questionnaire assessment, a value of 3.8 was generated which indicated a fairly valid category, the field test questionnaire assessment resulted in a value of 4.0 which indicated a valid category and an assessment of a questionnaire of 10 prospective users resulted in a value of 80 which indicated an effective category. it can be concluded that the financial accounting information system using the accrual basis method at MIS Nurul Huda Sei Paham has run well according to school needs and can help present financial reports quickly.

Convergent Validation of a Self-Reported Commuting to and from School Diary in Spanish Adolescents.

Cross-sectional data were obtained from four Spanish public secondary schools in 2021, comprising 47 adolescents and 141 home-school and school-home trips. Participants self-reported the time they left and arrived at home and school through a commuting diary. They wore a GPS device recording the objective time during three trips (i.e., one home-school trip and two school-home trips). Agreement between commuting diary and GPS data regarding home-school trips and school-home trips was evaluated using Bland-Altman plots. Total commuting time differed by 1 min (95% limits of agreement were 16.1 min and -18.1 min) between subjective and objective measures (adolescents reported 0.8 more minutes in home-school trips and 1 more minute in school-home trips compared to objective data). Passive commuters reported 0.7 more minutes and active commuters reported 1.2 more minutes in the total commuting time compared to objective data. Self-reported commuting diaries may be a useful tool to obtain commuting times of adolescents in epidemiological research or when tools to measure objective times are not feasible.

Inside Fire Season

Inside Fire Season Joy Lanzendorfer (bio) saturday, october 26, 2019 acres on fire: 26,000 buildings destroyed: 77 I'm starting to get used to the idea of evacuating my home. This is the third time. The first was in 2017, when the Tubbs Fire tore through nearby Santa Rosa. The second time was voluntary, when we fled the smoke caused by the deadly Camp Fire. Now I find myself at risk again as the Kincade Fire burns near Geyserville, forty minutes away. Despite this, I'm not sure what to save should my house be engulfed in flames. My possessions become both worthless and precious at the same time and value splinters into different meanings: monetary, practical, historical, sentimental. I can live without all of it, but I have it around for a reason. Finally my husband and I agree on a rule: We won't take anything we can replace. In my office, I flip through a volume of high school poetry, cringing at every melodramatic word. It wouldn't be terrible if this burned, I think. Still, I throw it in the box alongside early short stories and elementary school diaries. The future version of myself, the one who has lost her house in a fire, feels oppressive. I don't want to disappoint her. This box of personal scribblings is small compared to my library, which fills an entire wall of my office. But most of those books can be replaced, so okay. My teenage poetry to be saved, Jane Austen to burn. In the bedroom, my husband has rigged up an air cleaner by taping a filter to a fan. Last year, the entire state was cloaked in smoke as the town of Paradise burned down, killing eighty-five people. I got sick—a sore throat and hacking cough that didn't go away until we drove to Oregon and camped in the woods. This time, we're being more careful, but I can still smell smoke, even inside. I contemplate my clothes. Will I want to save the nicer clothes that I've [End Page 98] collected over time but wear only for fancy occasions, or will I want comfortable clothes to wear in a shelter? I'll definitely want socks and underwear, although, to be fair, those can be replaced. I try Marie Kondo. What brings me joy? Having a bed and a house. Not evacuating. There are clothes I love because of the deals I got on them—the three-dollar leather boots from a thrift store, the three-hundred-dollar Kate Spade jeans I found on sale for fifty. I shove everything in bags. It can all be replaced, but finding clothes I like is hard. I don't even go into the kitchen. At this point, the Kincade Fire is on the other end of Sonoma County, but it's spreading so fast that authorities are evacuating most of the population, around two hundred thousand people. Everyone I know is affected. The closest evacuation is Valley Ford, an isolated hamlet connected to me by a long, dry country road. My home, Petaluma, is the first stop for evacuees. The fairground has been turned into an emergency shelter, but from what I hear, it's already full. Outside, I fill the chicken feeder in case we have to leave them behind. We can't bring chickens to a hotel room, so they'll have to take their chances. As I watch my three hens gobble the food, I suddenly sense someone behind me. When I whirl around, no one is there. A second later, the wind moves the leaves by the garage toward me, which is the wrong way. Usually the wind would move leaves away from me, toward the gate, not in the opposite direction, toward the chickens. I go into the backyard and stare up at the Japanese privet. The wind sloshes the branches in a way that seems backward. It looks strange in the smoky air, like the tree is drunk. For the second time, hurricane-force winds are causing fires in Sonoma County. It's not just that the winds are strong—although they are, ripping the...

Electronic school diary for statistical analysis of student progress

This study investigated the effects of using a digital diary to facilitate the calculation of administrative statistics of teachers and classrooms caregivers. The purpose of this study was to explore the use of an electronic diary (e-diary) in supporting teachers and classrooms caregivers to successfully complete administrative work related to completing the school diary. A quantitative design was used to obtain data from teachers and classrooms caregivers through questionnaires. The sample will include 12 elementary school teachers 0-5 and 8 lower secondary teachers 6-9. A closed-ended questionnaire according to the Likert scale was used for data collection. Overall, the study showed many potential advantages in using a digital diary at school to facilitate administrative tasks. Also, the results of the study are showing that the teacher and classrooms caregivers were very satisfied with the integration of the e-diary to successfully complete the statistical tasks calculated automatically from the electronic diary.

Э. фон Гартман и Л. Н. Андреев: переклички двух пессимизмов. Статья 1

This article discusses the infl uence of Eduard von Hartmann’s philosophy on Leonid Andreev’s worldview and creative writing. It introduces new evidence from the holdings of the Leeds Russian Archive (Great Britain), extracts from Andreev’s school diary related to von Hartmann’s The Philosophy of the Unconscious.

Early childhood education, politics, and memory: tracing social imaginaries in Reggio Emilia schools’ diaries of the 1970s

ABSTRACT In this paper, I examine memory as it relates to politics and early childhood education in the context of the internationally known preschools of Reggio Emilia in Italy. I draw a connection between foundational stories, ideologies connected to Italian politics in the 1970s, and the construction of the educational visions in these preschools. To do so, I examine school diaries from the 1970s that I encountered in the Reggio Emilia schools’ official archives – the Centre for Documentation and Educational Research. These diaries, which are mostly unpublished, have a great value: they show us how stories about the past and visions of the future can merge to constitute the social and political imaginary of a school community, with the power of shaping the decisions, actions, and beliefs of its members. Though much of the literature around the so-called Reggio Emilia Approach used in the Reggio Emilia schools talks about the “democratic” character of its educational practices, it often does not touch on the specific political character historically associated with such an approach. In this article, I begin to address this lacuna.

Research about the adaptation process of Astronomy didactic material – the Diary of Sky – from the context of the Northern Hemisphere to the Southern Hemisphere

This paper describes one of the phases of a broader research carried out by the Science Education Research Group (SERG) from State of São Paulo (UNESP, Brazil), which has evidenced the distance between the academic production of the area of Astronomy Education and the knowledges and practices of students and teachers in Basic Education. In this text, we seek to investigate the singularities found during the stages of translation and adaptation of a specific didactic material, in the form of a school diary – Il Diario del Cielo (The Diary of the Sky) -, originally created and idealized to the reality of the Northern Hemisphere (Rome, Italy) and adapted to the reality of the tropical belt of the Southern Hemisphere (Bauru, São Paulo, Brazil), as well as discuss the potential of this material, to work with concepts of phenomena related to Astronomy, in a training program of continuing training for in-service teachers in Secondary and High School in the area of sciences. Topics such as: the visible horizon, the time of birth, climax and sunset and the Moon, the duration of the day according to the time of year and the latitude of the place of observation, equinoxes, solstices, seasons, phases of the Moon, among others, are approached from a sequence of didactic activities developed with students, in regular schools, according to the bases of Position Astronomy. Among the results found, the data obtained evidence that teachers were in favor of the proposal, approving the use of the astronomical diary, offering them moments of reflection on what they know about the contents worked, what they learned during the course and the feasibility of an incorporation of the contents discussed to their daily practice, and can be understood as viable and relevant to potentialize and enable the teaching of astronomy concepts in basic education. It also stands out, among the results, that the need to record daily the data from the active and systematic observation of the sky and the environment in a diary, besides to reveal an interdisciplinary character, involving different areas of knowledge, also points to the need to diagnose, discuss and reflect on the student's difficulties in developing the habit of daily written record as well as the teacher in managing the contrast between times of astronomical phenomena (cycle day and night, lunar cycle, seasons of the year, eclipses, among others) and those of the school, between the open spaces for the sky and the confinement of the classrooms in schools, making the task of teaching about astronomical contents more difficult. Also points out the expectations and challenges faced by the teachers in relation to the teaching of astronomical phenomena, considering the relations of similarities and spatio-temporal differences between the realities of the North and South Hemisphere contexts, as well as the initial training of teachers, compromised by the way and the quality, or even by the inexistence of the same, which leads to the incipient domain of the disciplinary and pedagogical knowledges focused on Astronomy and sometimes the feeling of incapacity and insecurity, when working with the theme in schools

"We Are Here Now": The Generative Refusal of Fictional Residential School Diaries

"We Are Here Now"The Generative Refusal of Fictional Residential School Diaries Melanie Braith (bio) A fictional residential school diary is a diary-structured novel purportedly written in secret by a residential school student who has escaped all school censorship. The Canadian residential school system, which existed from the 1880s to 1996, separated Indigenous children from their families, communities, and homelands and forbade them to speak their languages and engage in other cultural practices. It also inflicted physical, sexual, emotional, and spiritual violence on students. By attacking students' relationships with their families, communities, the land, and the other-than-human, the schools attacked what Glenn Coulthard terms the "grounded normativity" of Indigeneity (13). However, as scholars point out, new ways of resistance are often born and practiced in the most coercive institutions (Harlow 10), and though residential schools were coercive, totalizing institutions, or perhaps because of this, they nevertheless faced resistance by the Indigenous children they incarcerated. This article analyzes how the fictional residential school diary These Are My Words (2017) by Anishinaabe author Ruby Slipperjack employs the diary as a medium for restor(y)ing relationships—with self, kin, and the land—and thereby for enacting resistance. In order to demonstrate how residential school discourse had changed over time, the article furthermore briefly examines the extent to which resistance is addressed in Nlakapamux author Shirley Sterling's much earlier fictional residential school diary My Name is Seepeetza (1992). As will be demonstrated, Leanne Simpson's concept of "generative refusal" (As We Have 35) is a helpful framework for interpreting resistance in fictional residential school diaries because it crucially conceptualizes resistance as care for the kinship relationships constituting Indigeneity. Analyzing fictional residential school diaries through the lens of generative refusal [End Page 88] offers new ways for understanding how residential school literature and, more broadly, residential school testimony resist and rewrite colonial narratives. While residential school survivors have never been silent about their institutional experiences, over the last four decades, they have been telling their stories more frequently and in greater numbers to an also increasing public audience. They have publicly shared their stories in different forms—including as autobiographies, novels, plays, graphic novels, poetry, and film. This cross-format range of works constitutes the genre that Renate Eigenbrod calls residential school literature ("For the Child" 278). Survivors have also shared their stories in interviews with the Assembly of First Nations, the Aboriginal Healing Foundation, and the Legacy of Hope Foundation. Nearly 7,000 survivors testified and shared their stories with the Truth and Reconciliation Commission (TRC), established by the Indian Residential School Settlement Agreement in conjunction with a five-year mandate (and one-year extension) to gather statements and historical documents toward the construction of a residential school history. Diaries written by students at the times of their residential school incarceration have never been shared with the public and are not among the millions of collected documents at the National Centre for Truth and Reconciliation. As the two fictional diaries analyzed here emphasize, writing a secret diary was both dangerous and often near impossible given schools' ubiquitous surveillance and censorship. This does not mean no residential school diaries exist, only that they have not been shared publicly. The only available diaries are fictionalized versions writers have based on their own residential school experiences and released as novels. I first read Sterling's and Slipperjack's fictional diaries when working as a research assistant at the National Centre for Truth and Reconciliation in Winnipeg. As a PhD student specialized in residential school testimony, I was well familiar with residential school narratives, but given the unavailability of nonfictional residential school diaries, I was especially intrigued by the genre of fictional residential school diaries. Growing up in Germany where The Diary of Anne Frank was a common school text, I early on learned the responsibility of learning one's national history and of honoring that history by preventing its reoccurrence. As a non-Indigenous researcher in the field of Indigenous literatures [End Page 89] in Canada, I aspire to engage with Indigenous stories in a way that acknowledges the harms of colonialism and that helps decolonize the present. Through this article's...

The School Diary in Wartime Japan: Cultivating morale and self-discipline

AbstractDuring the Second World War, the Japanese state enacted sweeping education reforms designed to prime the population for Total War. The policies of the National Education Ordinance of 1941 aimed to strengthen collective loyalty and self-sacrifice for the state. Military drill and ceremonial rituals were the outward manifestation of wartime education. But this article examines how teachers borrowed an aspect of progressive ‘whole-person’ education from the more liberal pre-war era—‘daily life writing’ (seikatsu tsuzurikata)—to shape children's dispositions and consciousness. Through such reflective diary writing, children would learn to internalize the ideal behaviours and attributes of the Total War civilian. By comparing education discourse with samples of children's writings, teachers’ written feedback, and interviews of former students of an elementary school affiliated with the Ministry of Education, I show how reflective diary writing, despite its progressive origins as a means of self-expression for self-actualization and social critique, could be co-opted by right-wing Japanese ultra-nationalism for its potential as a means of self-censorship, self-monitoring, and self-control. At the same time, its practice did help children endure the hardships of war and defeat.

DIÁRIOS DE AULA DE UMA QUASE PROFESSORA: MEMÓRIAS DE ESTÁGIO DO CURSO MAGISTÉRIO (1987)

O estudo tematiza uma experiência de estágio do Curso de Magistério, por meio da análise dos diários de aula de uma quase professora, estudante do Colégio São Paulo, no município de Canoas, localizado na região metropolitana de Porto Alegre. A pesquisa tem como objetivo identificar quais narrativas do estágio foram privilegiadas nesses manuscritos, ou seja, busca-se analisar o que os cadernos guardados pela autora são capazes de fazer dizer acerca desta experiência, desenvolvida em uma terceira série do primeiro grau de ensino, em uma instituição de ensino municipal, também em Canoas. Assim, se discute o significado desses diários de aula para os campos da História da Educação e da História da Cultura Escrita, considerando-os testemunhos da cultura escolar, documentos que representam práticas cotidianas do fazer escolar, materializados nestes suportes de escrita. Nesta perspectiva, a análise documental permitiu identificar prioridades curriculares naquela série, evidenciadas pelas práticas pedagógicas desenvolvidas, muitas vezes pautadas na repetição e memorização. Pelo exame dos documentos, observa-se que o tom que permanece é do cumprimento à formalidade, do respeito à oficialidade dos cadernos, que pouco dizem acerca das subjetividades daquela quase professora. Capricho, meticulosidade, obediência à normatização do estágio, em relação às prescrições curriculares, todas essas são fortes características dos materiais examinados neste estudo.
 Palavras-chave: Diários de aula. Escritas ordinárias. História da Educação. História da Cultura Escrita.

Diferentes possibilidades de análise de um caderno escolar

O presente artigo, conduzido na perspectiva da História Cultural, tem como objetivo discutir diferentes possibilidades de análise diante de uma mesma fonte histórica. Considerando os cadernos escolares como importantes produtos da cultura escolar que revelam os vestígios das práticas escolares, foram selecionados dos anais do “XV Seminário Temático – Cadernos escolares de alunos e professores e a história da educação matemática, 1890-1990” três artigos que utilizaram como fonte de pesquisa o mesmo caderno escolar. Trata-se do caderno do ex-aluno Juvenal Rosa Nunes denominado “diário escolar”, produzido no ano de 1954 quando frequentava o 4º ano do ensino primário no Grupo Escolar Ramiz Galvão, localizado em Rio Pardo, no Estado do Rio Grande do Sul. Os autores dos artigos em suas análises selecionaram o conteúdo de divisibilidade e os problemas aritméticos. Confrontaram o referido caderno com diferentes documentos, como legislações educacionais, periódicos e manuais pedagógicos do período. As análises do caderno revelam não apenas aspectos relativos ao aluno, mas também vestígios sobre o que a professora privilegiava ao ensinar, o método, as atividades, suas táticas, bem como vestígios do contexto social e econômico no qual foi produzido. O artigo revela que, mesmo os autores partindo do mesmo lugar, que é o campo interdisciplinar da História da Educação Matemática, as pesquisas consideraram diferentes perspectivas e revelaram vestígios que se complementaram, compondo um todo inteligível. Isso reafirma a importância do caderno escolar enquanto fonte de pesquisa para a História da Educação e permite afirmar que outros pesquisadores, ocupando lugares distintos, podem explorar o mesmo caderno escolar e desvendar muitos outros vestígios das práticas escolares deste contexto histórico.

Gromadzenie i ochrona źródeł szkolnych

Among the historical information on the development of education and upbringing in Poland, it is the school sources that have cognitive value. The school sources include chronicles, official documents, photographs, interviews, school diaries, school newspapers, school equipment, and exhibits in school memorial rooms. Since the school sources have been present as long as the schools themselves, they provide the most accurate information about the activities of schools. Usually, the school documentation duty was imposed by the school authorities, which developed appropriate regulations, and with time the systems for protection of school resources were also implemented. The school authorities also designed detailed guidelines for the preparation of, inter alia, school chronicles, and encouraged employees to write them. The interest in school documentation especially grew in the Second Republic of Poland, which resulted from the process of rebuilding the administrative structures of the Polish state. All documents were subject to an assessment by the School Inspector. The process of creating school documentation was accompanied by initiatives to store and protect it. Pedagogues started to create school museums, where the school documents were to be kept. School sources meet the criteria of historical sources. However, it is difficult to suggest a uniform typology of school sources, as it depends on the definition of the source. School source materials of invaluable cognitive value and a rich iconographic base might be the basis for research in history, education science, ethnology, sociology and anthropology. Despite their cognitive value, the school sources are currently not protected by law and may become dispersed and irreversibly lost.

(2)詩人・徐志麾の (1911)について : 変革期中国の教育史資料の検討

(2)詩人・徐志麾の (1911)について : 変革期中国の教育史資料の検討

Perspectivas dos atores ligados à vida acadêmica dos discentes em transição e adaptação escolar em assentamentos organizados pelo MST

ABSTRACT. This article was driven by the historical context of rural education and the historic al struggle of farmer’s movements for a rural education, where he investigated the understandings, experiences and expectations of the actors linked to the academic life of students of elementary school in transition and school adjustment. Thus, the aim of this research was to deepen the understanding of the process of transition and adaptation of students from rural schools the MST settlements to urban public schools in the state of Pernambuco. The qualitative and quantitative research and data collection was performed by questionnaires, interviews and school diaries with students, teachers, educators, managers of schools, parents / guardians and leaders of the MST. The collected information for this work allowed to generate basic knowledge to discussions needed for construction projects and maturation of ideas that can meet the singularities of the field of education, and result in actions that can address the issue of transitions and school adaptations. The results showed that the transitions and school adaptations are sustained and that there is, from a possible accommodation, which can even be confused with connivance, the limitations and lack of training for the responsible actors.

Use of mobile application: Means of communication between Parents and Class Teacher

Collaboration in between parents and teachers is an important step for student’s achievement. Stakeholders in education sector are trying to find best solution to encourage parents’ involvement in school activities. To involve parents in schooling activities and in other events, a good info-notice system should be established. Teachers should give exact information about any student’s progress as well as other information. In Nepal, most of the schools use notebook called “communication book or school diary as the means of communication with parents”. This traditional and most known system is still being used in many parts of the country. Class Teacher writes down a note or notice to parents on it about any information of current activities or forth coming events.The use of mobile applications has been increasing rapidly, and is being used in many aspects in education. The aim of this study is to investigate parents’ view on using mobile application to communicate with teachers. The Meridian Connect mobile application, which has been widely coming in use in between parents and class teachers, is used for this research. The study was designed to apply the questionnaire based survey methodology in which 573 parents of the students of Meridian International School were asked.. The results of data analysis indicated that parents’ view on the use of mobile application to upgrade the education environment has been proved to be positive and useful.Â

Dear Canada: These Are My Words: The Residential School Diary of Violet Pesheens by R. Slipperjack

Slipperjack, Ruby. Dear Canada: These Are My Words: The Residential School Diary of Violet Pesheens. Toronto: Scholastic, 2016. Print. The book I chose to review is "Dear Canada, These Are My Words". It is the story about an Aboriginal girl named Violet Pesheens and her experience going to a residential school. Violet writes about events that happened to her while she went to a residential school, such as the cutting of her hair, changing her clothes and being given a number (75) which was how she was identified. I would recommend to all ages if you like non­ fiction books and because it's a very interesting. I would rate this book five stars. Highly recommended: 5 out of 5 stars Reviewer: ShantiTansi, my name is Shanti and I only like to read books that connect to me. My favorite types of books are Dear Canada and Geronimo Stilton. I am also a fancy dancer and a Plains Cree speaker.

PERAN SERTA ORANG TUA DALAM SISTEM BUDAYA MUTU DI SEKOLAH DASAR PSKD MANDIRI

The objective of this research is to gain a deep understanding of the parents involvement in a quality culture system in PSKD MANDIRI Primary School. This research is a case study method. The validity of qualitative data obtained through the extention of time doing research and triangulation of data collection techniques and data sources in the field. The result show: Interpersonal communication in PSKD Mandiri Schools is the result of a good engagement between teachers and parents. Parents understand the procedures how to make a contact with teachers. Parents are also free to choose the communication channel that they desired. Schools encourage the use of technology in the communication between home – school. Several form of written communication have been considered including handbooks, newsletter, progress reports and home – school diaries. Guidelines have been also provided for the use of telephone contacts with parents and for the use of new technological option such as school website, e-mail, ans text messaging. Therefore, it is considered that making a range of strategies available to parents will lead to optional levels of parental involvement in school. However the range of strategies used by the school will mostly be dependent on teachers’s knowledge of and skills for effectively implementing the various strategies. The wide range of activities is also used by school to bring about high levels of parental involvement.

PERAN SERTA ORANG TUA DALAM SISTEM BUDAYA MUTU DI SEKOLAH DASAR PSKD MANDIRI

The objective of this research is to gain a deep understanding of the parents involvement in a quality culture system in PSKD MANDIRI Primary School. This research is a case study method. The validity of qualitative data obtained through the extention of time doing research and triangulation of data collection techniques and data sources in the field. The result show: Interpersonal communication in PSKD Mandiri Schools is the result of a good engagement between teachers and parents. Parents understand the procedures how to make a contact with teachers. Parents are also free to choose the communication channel that they desired. Schools encourage the use of technology in the communication between home – school. Several form of written communication have been considered including handbooks, newsletter, progress reports and home – school diaries. Guidelines have been also provided for the use of telephone contacts with parents and for the use of new technological option such as school website, e-mail, ans text messaging. Therefore, it is considered that making a range of strategies available to parents will lead to optional levels of parental involvement in school. However the range of strategies used by the school will mostly be dependent on teachers’s knowledge of and skills for effectively implementing the various strategies. The wide range of activities is also used by school to bring about high levels of parental involvement.