Grade Teachers Research Articles

Competencies of Jordanian Teachers of Grades 1-3 With Dyslexic Students in Light of Some Variables

The study aimed to reveal the competencies of Jordanian teachers of the first three grades in dealing with students with dyslexia, and its relationship to the variables of teaching experience, undergoing previous training courses in dyslexia, and the grades they teach. The study sample consisted of (86) male and female teachers who were selected randomly in schools affiliated with the Directorate of Education of Wadi Al-Seer District in the capital, Amman. The study followed the descriptive approach. To achieve the study objectives, the researchers developed a scale of competencies for teachers of the first three grades related to students with dyslexia. It consisted of (41) paragraphs distributed over three dimensions: The first dimension: includes the nature and causes of dyslexia. The second dimension: includes the diagnosis and symptoms of dyslexia. The third dimension: includes therapeutic interventions for dyslexia. The researchers verified the validity and reliability of the scale. The results showed that the competencies of Jordanian teachers of the first three grades in dealing with students with dyslexia were average across the scale dimensions as a whole, with the “diagnostic competencies” dimension ranking first, followed by the “nature and causes of dyslexia” dimension in second place, and the “treatment of dyslexia” dimension in last place. The results also indicated that there were statistically significant differences in the competencies of teachers of the first three grades according to the variable of teaching experience, and the differences were in favor of those with experience ranging between (6 years and less than 11 years). As for the variable of grades (first, second, third) taught by primary school teachers, the differences were in favor of teachers of the first grade, followed by the third grade and then the second grade. As for the variable of attending training courses, the differences were in favor of teachers of the first three grades who attended previous training courses in dyslexia. In light of these results, a set of recommendations were presented.

Development of Learning Multimedia Using Macromedia Flash 8 in PAI Subject at SMP

Based on observations at a junior high school in Padang, it was found that Islamic Religious Education learning still felt boring. The factor that caused this boredom because the media used by teachers were still using traditional media. The solution to this problem requires the latest media that is fun for students. This study focused on the objective of examining the syntax of designing learning multimedia using Macromedia Flash 8 technology and the validity of the products developed. The type of research in this study is development research. The subjects of the trial in this study were one Islamic Religious Education teacher in grade VIII and two classes (control class and trial class) totaling 40 (fourty) students. The data collection techniques in this study were observation and questionnaires. The data analysis technique in this study was the analysis of the validity of the material, media, and language. The results of the study showed that the syntax of product design started from needs analysis, data collection, study of the use of Macromedia Flash 8, planning, making multimedia with Macromedia Flash 8, implementation of media in the field, and media evaluation. While the results of the product validity showed that the product was valid. The research results recommendations show that products made using Macromedia Flash 8 are very valid and very suitable for use in schools.

Uncovering the Most Effective Pedagogical Techniques for Math Education Using Machine Learning

Many new math educators express that their first years in the teaching field are extremely challenging. They struggle to discover and apply the most effective teaching techniques and behaviors, often without the support of more experienced colleagues. In this study, we use machine learning to find the strategies that novice teachers can adopt to enhance their teaching effectiveness. The core aim is to uncover the relationship between teachers’ performance, as assessed by student evaluations, and their pedagogical methods. These strategies are derived from the final decision tree model, which is trained on a large dataset of empirical data from schools. The data consists of input from 72 math teachers of grades 7-9 and their students in Dubai, used to train two decision tree models: a classification tree and a regression tree. The structure of these trees is analyzed to identify and rank the effectiveness of nine teaching techniques—such as Visualization, Practice, Math Rules, Gamification, Collaboration, Problem-Solving, Case Studies, Assessments, and Language Switching—and four behavioral methods—such as Inspiration, Engagement, Entertainment, and Bonding— in relation to the Student Evaluation Index (SEI), which is derived from student feedback. Results indicate that techniques such as "gamification" and "inspirational behavior" are consistently associated with higher SEI scores across different tree configurations. However, factors such as the demographics and culture of both students and teachers may need to be considered when generalizing these findings to other regions of the world.

EXPERIENCES AND SENTIMENTS OF THE 1st GRADE TEACHERS ON THE CONDUCT OF SCHOOL-BASED TRAINING ON THE IMPLEMENTATION OF THE MATATAG CURRICULUM

The main objective of this study was to gathered teachers experiences and sentiments during the conduct of school-based training on the implementation of the Matatag Curriculum of all 1st Grade Teachers in the Division of Leyte – specifically in Tabango, Leyte-Leyte and Calubian Municipalities. A qualitative Research method was employed in the research, utilizing the Descriptive Phenomenology Approach in answering the objectives to ensure target responses from the participants during the interview for a substantial content of the research work conducted. Findings revealed that the experiences, challenges and sentiments encountered of the 1st Grade teachers are the following: Uncomfortable Venue and Disgruntled Foods; Readiness of the resources; time relevance and Weekend conflicts. Based on the result of the study, the selected 1st Grade teachers of the division of Leyte, is highly recommended that accommodation and time must be systematically observed, seminar trainings and sessions must be conducted during weekdays to avoid personal intervention necessities.

Competencies of Jordanian Teachers of Grades 1-3 With Dyslexic Students in Light of Some Variables

Competencies of Jordanian Teachers of Grades 1-3 With Dyslexic Students in Light of Some Variables

PORTRAIT OF STUDENTS' SCIENCE PROCESS SKILLS IN SCIENCE LEARNING AT ELEMENTARY SCHOOL 1 SUSUT

This study is motivated by the importance of understanding the extent to which students have science process skills, especially at the elementary school level, as one indicator of the effectiveness of science learning. The main problem studied in this study is the level of science process skills of fourth grade students at SDN 1 Susut. This study aims to find out in depth and quantitatively how these science process skills develop among 31 fourth grade students, and involves one fourth grade teacher who has an important role in the learning process. The research method includes the use of instruments in the form of questionnaires, interview guidelines, and documentation to collect relevant data. Each of these tools is very important to help in obtaining sources of information about science process skills. This data analysis method is carried out descriptively, and to measure the results of the student questionnaire, a Likert scale is used. The results of the study showed that based on the questionnaire data, the distribution of science process skills of grade IV students of SDN 1 Susut was as follows: 48.39% of students were included in the Very Good (SB) criteria, 38.71% in the Good (B) criteria, 9.67% in the Fairly Good (CB) criteria, and 3.22% in the Less Good (KB) criteria. Analysis of interviews with teachers revealed that although students' science process skills were already at a good level, further improvements were still needed to improve the quality of learning. This study is expected to be a foundation for further research and assist in the development of more effective learning methods in the future.

A Case Study of Rural Elementary Teachers Integrating Social Studies with the Science of Reading

This study presents a qualitative case study that occurred in a rural school and was bound to the seven second and third grade teachers who taught English Language Arts, their instructional coach, and their 106 students over the 14 weeks they participated. The researchers provided professional development around supporting linguistic comprehension with interactive social studies read alouds. Data sources included professional development materials, lesson plans, videos/transcripts of lessons, grade-level debriefing interviews, individual teacher exit interviews, student artifacts, and instructional materials. The data coding process utilized a priori and open coding. Findings indicate teachers a) recognize social studies aligns with the Science of Reading, b) had a high level of implementation when pairing social studies content knowledge with textual knowledge, and c) implemented strategies aligned with active-self regulation the least. Implications for linguistic comprehension instruction and professional development within the context of Science of Reading are discussed.

Improving primary grade students’ content area vocabulary through research-based literacy instruction

ABSTRACT Primary grade teachers experience heavy pressures from governing bodies to focus on the Science of Reading in literacy instruction, while at the same time reducing content area instruction time by integrating them into the reading block. Instead, the primary grades traditionally focus instructional time on decoding, fluency, and comprehension of fiction texts rather than informational text and disciplinary language. The most current standards expect students in the primary grades to gain higher proficiency with nonfiction texts from various disciplines. Meanwhile, limited instructional time is devoted to disciplinary vocabulary instruction and concept knowledge development in the primary grades, two key factors to comprehension. In this study, primary grade teachers (K-1st) at a Title 1 school and professor of literacy education collaborated in a professional learning community (PLC) offering instructional support, and collaborative peer reflection related to discipline area literacies vocabulary and concept knowledge instruction. After conducting a thorough review of literature related to disciplinary vocabulary instruction we adapted instructional methods for the primary grades. Findings highlight the successes and pitfalls of implementing best-practice instructional research related to vocabulary and concept knowledge literacy instruction in the content areas in the primary grades.

Implementation of Differentiated Learning Through Cognitive Diagnostic Assessment in Grade IV of SDN 1 Kelayu Jorong

This study aims to describe the process of implementing differentiated learning through cognitive diagnostic assessment and factors that can support and hinder teachers. This study used a qualitative research approach with a descriptive research method. The source of this study was fourth grade teacher at SD Negeri 1 Kelayu Jorong. Data collection techniques used interviews, observation, and documentation. Data analysis techniques used data reduction, data presentation, drawing conclusions, and verification. The results of the study showed that the implementation of differentiated learning consists of: 1) Planning stage, mapping students' abilities through cognitive diagnostic assessment results into three learning groups such as: advanced, moderate, and developing groups, and teachers choose and compile teaching materials, methods, and strategies that were in accordance with students' abilities, 2) Implementation stage, used process differentiation, content differentiation, and product differentiation, 3) Evaluation stage, teachers applyed two types of evaluation, namely formative evaluation, and summative evaluation. Supporting factors for the implementation of differentiated learning with teacher collaboration, and the ease of finding sources through PMM. Meanwhile, the inhibiting factors for teachers in implementing differentiated learning were time and lack of encouragement to participate in improving teacher competency through various workshops and seminars.

Analysis of the Need for Interactive Multimedia Development for Second Language Learning in Primary Schools

Nowadays, there are still many students who still have difficulty learning a second language—Indonesian, especially in the city of Yogyakarta. Students still have difficulty mastering the system or rules of the language used and understanding the social rules of using a language. The next problem is that students are less able to interact using a second language. Therefore, this study aims to analyze the need for the development of interactive multimedia for second language learning in elementary school. This research is included in the type of qualitative research. The data sources in this study are students and teachers of grade II elementary school in Yogyakarta City. The data collection techniques used are questionnaires, observations, interviews, and documentation. The instruments used are questionnaires, observation sheets, interview guidelines, and documentation equipment. Meanwhile, the data analysis technique used is the Miles Huberman interactive model data analysis technique which includes data condensation, data display, and conclusion drawing/verification. The findings of this study are that the development of effective and relevant interactive multimedia is needed to facilitate more optimal second language learning in elementary schools. The implication is that the development of interactive multimedia for second language learning in elementary schools is expected to have a positive impact on improving the quality of education and student learning outcomes.

Pembentukan Karakter di SDN Kertaungaran Melalui Konsep Pembelajaran Ki Hajar Dewantara

This research aims to find out the formation of character in SDN Kertaungaran through the learning concept of Ki Hajar Dewantara. This study uses a qualitative approach with a case study method of 13 research subjects who were selected using the purposive sampling technique. The data analysis technique uses the miles and huberman model. Data analysis is carried out with the stages of data reduction, data presentation, and conclusion drawn. Data collection is carried out through observation, interviews, and documentation. Interviews were conducted with school principals, lower grade teachers and higher-grade teachers and lower grade students and high-grade students at SD Negeri Kertaungaran. The results of the analysis show that the character at SDN Kertungaran through the learning concept of Ki Hajar Dewantara has been well embedded. Just as the teacher has set a good example for the students, it also gives encouragement to the students. The roles of family, school, and community all synergize to shape the character of students. Other activities such as religious activities, learning evaluations and integration of local culture can also shape students' character. Learning sports, sports, and sports play a role in improving the character of discipline, cooperation, and responsibility. Schools must stick to the learning concept of Ki Hajar Dewantara and practice it gradually and consistently.

Supporting preservice teachers to navigate the tensions of teaching English Language Arts: An examination of two teacher educator's literacies pedagogies

In 1997-1998, we taught in the same independently funded elementary school. As teachers of Grade 1 and Grade 2, the school leadership asked us to research and recommend a program to support early reading instruction and replace the outdated basal readers. Opinions were sometimes diverse as we met with parents and school board members to identify beliefs/priorities in early reading instruction. More than 25 years later, in our work as teacher educators in two provinces, we are embroiled in similar conversations about reading instruction in a field mapped by polarizing views expressed in reports, social media, and teacher professional texts. As teacher educators, we recognize: 1) this context as challenging for preservice teachers to enter professional practice and 2) our role in supporting preservice teachers in entering the field. This was the impetus for a research study examining our pedagogies. We ask: How are we, as teacher educators, supporting preservice teachers to navigate the theoretical and practical tensions of teaching Language Arts through our pedagogies? In this article, we share findings from a collaborative Self-Study of Teacher Education Practice (S-STEP) where we leverage our long-standing relationship as critical friends in research/teaching to examine our teacher education pedagogies in our elementary English Language Arts courses in 2022-2023. Data sources include teaching artifacts (e.g., syllabi, powerpoints, activities) and videorecordings of discussions as we share these artifacts over Zoom. Guided by posthuman perspectives, we consider the non-human and human entities that were a part of our pedagogies. Analysis is currently underway. Preliminary findings suggest a shift from sharing particular practices with each other to a focus on decision-making to support preservice teachers in weighing the desires of teaching practices in literacies as well as diffusing binaries. This article highlights teacher education practices as relational and moving in response to context.

Challenges Preventing Parents from Effectively Involving Themselves in the Implementation of CBC in Rwanda’s Lower Primary (Grades 1-3)

The purpose of this study is to investigate the challenges that prevent parents from effective involvement in CBC implementation in lower primary grades. This study was founded on J. E. a. Epstein Theory of parental involvement which tackles parental involvement in six facets. This study adopted descriptive research design where qualitative and quantitative data were collected and analysed. We collected data from 3 schools of Karongi District where 45 parents having children in the three schools; 45 lower primary grade learners; 9 lower primary grade teachers; 3 head teachers and 1 district education official were selected as a sample. This sample was calculated from the total population of 1053 Parents, 1065 children, 31 teachers and 3 head teachers using the Systematic Random Sampling technique. To collect the Primary data, the questionnaires were administered to parents and learners while teachers, head teachers and a district education official were interviewed. The secondary data were collected from existing literature in relation to the current study. The collected data was analyzed qualitatively and quantitatively using descriptive statistics and thematic analysis. The results were organized in an Excel spreadsheet to be analyzed by SPSS package version 28.0. In this context, descriptive statistics have been applied where means, percentages, and frequencies were calculated. Findings revealed that the main factor that prevents parents from effective involvement in CBC implementation is a lack of knowledge of CBC and awareness about where and how to give their hands in supporting their children. This calls for the Ministry of Education not only to train teachers in CBC but also parents as they are key partners in implementing CBC.

Teachers as first responders in marginalized, urban communities: Stress and coping during unprecedented times for public education

The present study examines workplace priorities, challenges, and experiences of burnout and coping among teachers in marginalized urban communities, where structural barriers elevate job demands and minimize job resources. Specifically, we amplify the voices of public elementary school teachers in an urban hub of Florida during a time of unprecedented stressors (e.g., COVID-19, staff shortages, racial injustice, school shootings) to identify possible avenues of support. Participants (N = 12) were teachers in grades 3 through 5 from one large urban district; six participants served predominately Black or African American students, and six participants served predominately Hispanic students. All teachers self-identified as female and from a racially and/or ethnically minoritized background themselves. Semi-structured interviews (conducted remotely by the first author) were organized around five questions. Qualitative content analysis highlighted two core priorities (support students holistically and address interconnecting social emotional skills and academic success) and two core challenges (mismatch between administration expectations/supports and teacher needs/values, and difficulty managing student behavior). Teachers attributed the ubiquitous experience of burnout to factors at levels of work (e.g., responding to student stressors and traumas on top of curricular demands), organization (e.g., poor compensation, excessive work demands), and society (e.g., school shootings, COVID-19), and they offered concrete recommendations for improving their work conditions. Altogether findings inspire opportunities to reevaluate supports for teachers serving as first responders for youth in marginalized urban communities.

Meningkatkan Hasil Belajar PAK dengan Metode PBL Berbantuan Video Pembelajaran Pada Materi Bersyukur Atas Keunikan Diri di Fase B Kelas IV SD Fransiskus Kota Baturaja

The teaching method applied by teachers in the 4th grade of SD Fransiskus Baturaja still uses the lecture method, which results in students being less accustomed to reflecting on the importance of honesty and courage in speaking the truth, leading to unmet learning targets. This study aims to enhance the character dimension of faith, devotion to God Almighty, and noble morals through the application of the PBL (problem-based learning) method with the aid of instructional videos. This classroom action research was conducted in 2 cycles with the material "Gratitude for Uniqueness," sub-material "Uniqueness as God's Gift," and "I Have Strengths and Weaknesses." Each cycle consists of four stages: planning, action, observation, and reflection. The research subjects were 24 4th grade students in Phase B at SD Fransiskus Baturaja. The research results showed an increase in the Pancasila Student Profile (P3) character dimension of Faith, Devotion to God Almighty, and Noble Morals from 67% to 78% during the PBL learning process. There was also an improvement in students' learning outcomes, with proficient results increasing from 13% to 37%, competent from 46% to 63%, and a decrease in the categories of adequate and developing from 25% and 17% to 0%. Conclusion: Focusing on one dimension of the Pancasila Student Profile (P3) in learning with the PBL model supported by video media has proven effective in improving aspects of faith, devotion to God Almighty, and noble morals, as well as academic performance, as evidenced by the achievement of Catholic Religious Education learning targets in the 4th grade at SD Fransiskus Baturaja. Recommendation: Teachers can focus on one dimension of character development through a problem-solving-oriented teaching method.

EVALUASI PENGGUNAN MEDIA FUN THINKER BOOK PADA MATERI KENAMPAKAN ALAM DAN BUATAN PADA PELAJARAN IPS UNTUK SISWA KELAS V SEKOLAH DASAR

The teaching and learning process is often unengaging for students and ineffective for teachers. This issue arises from various factors, such as cramped classroom conditions, students' lack of attention, minimal facilities, and a lack of engaging learning media. This study aims to evaluate the content quality and presentation of the Fun Thinkers Book and to provide improvement recommendations before dissemination. This research is an evaluation study using a formative-summative evaluation model. Evaluation is conducted through a formative evaluation stage consisting of field tests and a summative evaluation which measures the acceptance and utility of the media, resulting in various recommendations. The results indicate that the Fun Thinkers Book on temperature and heat is very suitable to be used. The content quality of the Fun Thinkers Book was rated as very good, with a score of 84% from teachers of grades 3 to 5. The presentation quality was also rated as very good, with a score of 88%. Furthermore, the assessment of student interest in the Fun Thinkers Book, involving 30 students, showed excellent results with a score of 77%. It can be concluded that the Fun Thinkers Book is highly suitable to be used, with a high level of student interest.

Results of Teacher Supervision at SMP Xaverius 7 Palembang

The process of learning activities supervised by a supervisor or educational expert is known as educational supervision. Providing feedback to teachers, providing suggestions for improvement, and ensuring that the learning process is in accordance with predetermined standards are the main objectives of educational supervision. In addition, data collection, classroom observation, discussion, and the creation of innovative teaching strategies and corrective measures are also included in educational supervision. As a result, improving the quality of teaching and learning in educational institutions depends heavily on educational supervision. Curriculum development and classroom learning models are two areas where educational supervision has a great influence on educational progress. Qualitative research is the type of this study. This qualitative research explains how principals’ academic supervision affects teachers’ professional development and classroom teaching standards. At SMP Xaverius 7 Palembang, 109 people participated in the study: the principal, the curriculum teacher, five members of the supervision team, five teachers of Bahasa Indonesia, PAK, mathematics, and civics, and grade VIII students. Collaborate with schools to plan supervision implementation, monitor implementation, observe academic supervisor evaluations, investigate academic supervision activities, and analyze test results obtained during academic inspections.

Pre-service Teachers’ Preparedness for In-service Science Teaching in Primary Education – A Case Study in Croatia

An experimental science curriculum for primary school was introduced in Croatia for the 1st time in the 2023/24 school year. This is taking place against the backdrop of a shortage of teachers from various science subjects, especially physics. They are increasingly being replaced by non-professional teachers, often those with a Master of Primary Education, which gives access to the profession of primary junior grade teacher. In this study, the subject matter knowledge (SMK) in science of 44 pre-service teachers aiming for the above-mentioned degree is examined using the SMK test. The test contains 40 trends in international mathematics and science study (TIMSS) items from the 4th-grade science content domain Physical Science and allowed us to compare the achievement of our respondents with the achievement of pupils who participated in the TIMSS assessments. The results show that the percentage correctness of the pre-service teachers on the SMK test was statistically significantly higher than that of the 4th-grade pupils. However, the correlation coefficients showed that the pre-service teachers had greater difficulties with the items with which the pupils had greater difficulties, and vice versa. This applies in particular to the items on forces and motion and to the items from the cognitive domain of reasoning. The reason for the unsatisfactory science SMK of our respondents could be the incompatibility of the university science curriculum with the demands placed on pupils in the relevant school subjects and International science assessments such as TIMSS. The results of this study confirm and extend the contribution of existing research and should serve as a basis for subsequent research as well as for the design of a further course of science education reform in Croatia and in the countries of the region.

The Problem Of Multicultural Attitudes in Fourth Grade Students

Multiculturalism is a response to the growing primary school population and demands for equal rights for all primary schools. Through this education, students are taught to avoid discrimination, understand tolerance, respect other people's views, build empathy, and create a culture of mutual respect. This research is motivated by awareness of the importance of multicultural attitudes that occur in elementary school students. The aim of this research is to find out what problems arise in the interactions of students who interact in a multicultural atmosphere at school. To explore the issue of multicultural attitudes in elementary schools, this research uses a case study method. Data was obtained through observation, interviews and documentation which was analyzed using tabulation and comparison techniques to obtain conclusions from the data. The subjects of this research were fourth grade teachers and 5 students. The results of the research concluded that the problem of multicultural attitudes still often occurs in elementary schools, especially in interactions between students. These problems include making jokes that offend beliefs/religions, offensive jokes can hurt the feelings of students whose religion is used as material for encouragement. This can cause low self-esteem, anxiety, and discomfort in the school environment. Another problem found was mocking parents' professions, which has the potential to make students feel embarrassed, low self-esteem, and have problems socializing because their parents' professions are used as material for socializing. The problem of dominant multicultural attitudes occurs when students interact outside of study hours.

Authentic Assessment of English Language Learners Used in An Indonesia High School

The purpose of this study is to describe (1) the type of assessment used by teachers in assessing student in learning english and (2) the authentic assessment used by teachers in assessing students in learning english. The research method used is qualitative with a descriptive type. The sample technique used is purposive sampling. Two English language teachers in grades ten and eleven at SMA Muhammadiyah Special Program Kottabarat Surakarta are the subjects of this study. Interviews, documentation, and observation are the research methods used. The data analysis techniques used are data collection, data reduction, data presentation and then conclusion drawn. The researcher found that there are 4 types of assessments used by the two teachers, namely 1) formative assessment, namely in the form of assignments and try in tests, 2) summative assessment, namely in the form of midterm exams and final semester exams, 3) formal assessments, 4) informal assessments. The authentic assessment used by both teachers in English learning is an essay or portfolio.