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1
Abella, Rodolfo. „Notes: Achievement Tests and Elementary ESOL Exit Criteria: An Evaluation“. Educational Evaluation and Policy Analysis 14, Nr. 2 (Juni 1992): 169–74. http://dx.doi.org/10.3102/01623737014002169.
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This evaluation examines the process through which the Dade County Public School’ limited English proficient (LEP) students are “exited” (i.e., classified as language proficient) from the English for Speakers of Other Languages (ESOL) Program. Five hundred LEP students participated in the evaluation. The results indicate that student who exit the ESOL program tend to perform successfully in regular classroom settings. Additionally, the Stanford Achievement Test discriminates between LEP and non-LEP student performance on language-related components of the test. Nevertheless, questions were raised about the appropriateness of using achievement test results to exit students from ESOL.
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Lounsbery, Monica A. F., Thomas L. McKenzie, Stewart Trost und Nicole J. Smith. „Facilitators and Barriers to Adopting Evidence-Based Physical Education in Elementary Schools“. Journal of Physical Activity and Health 8, s1 (Januar 2011): S17—S25. http://dx.doi.org/10.1123/jpah.8.s1.s17.
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Background:Evidence-based physical education (EBPE) programs have increased physical activity (PA) by as much as 18%, yet widespread adoption has not occurred. Understanding school facilitators and barriers to PE should prove useful to EBPE dissemination efforts.Methods:Pairs of principals and PE teachers from 154 schools (75 Adopters and 79 Non-Adopters) from 34 states completed questionnaires. Differences between Adopter and Non-Adopter schools were tested using t tests or Wilcoxon Signed Rank Tests and chi-square analyses.Results:Principals and teachers reported distinct PE curriculum adoption decision making roles, but few viewed themselves as very involved in program evaluation. Teachers in Adopter schools were more satisfied with PE program outcomes and had greater involvement in teacher evaluation and program decision making. Compared with teachers, principals were generally more satisfied with their school’s PE program outcomes and did not share the same perceptions of PE barriers. However, principals also demonstrated a general lack of PE program familiarity.Conclusions:To facilitate EBPE adoption, dissemination efforts should target both principals and PE teachers. Increasing principal’s knowledge may be instrumental in addressing some teacher perceptions of barriers to PE. Strategic advocacy efforts, including targeting policies that require PE program evaluation, are needed.
3
Tompong, Bayuk Nusantara Karaeng Jannang, und Jailani Jailani. „An evaluation of mathematics learning program at primary education using Countenance Stake Evaluation model“. Jurnal Penelitian dan Evaluasi Pendidikan 23, Nr. 2 (31.12.2019): 156–69. http://dx.doi.org/10.21831/pep.v23i2.16473.
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The quality of mathematics learning in Bantaeng Regency, South Sulawesi were in a low category based on the research findings from the Institute of Educational Quality Assurance of South Sulawesi in 2011. It affects students to be unwilling to be involved in the process of mathematics learning. This study aims to evaluate the process of learning mathematics in the elementary educational level at Bantaeng Regency. The model of evaluation used in this study is the Stake Countenance Model consisting of three steps of evaluation, namely antecedent, transaction, and outcomes. The subjects of this study were 12 teachers at state elementary schools in Bantaeng Regency assessed by three raters. There were 363 midterm score tests from 12 schools. The instruments used in this study were observation sheet, lesson plan sheet, assessment documentation sheet, and interview guideline. This study used a quantitative research approach supported by qualitative data. The result of the study shows that (1) the lesson plan of mathematics subject is in a good category (93.45%), (2) the learning process is in the good enough category (67.07%), (3) the document of students assessment is in the good enough category (71.34%), and (4) most students in each school do not pass the school standard.
4
Frisbie, David A., Diane U. Miranda und Kristin K. Baker. „An Evaluation of Elementary Textbook Tests as Classroom Assessment Tools“. Applied Measurement in Education 6, Nr. 1 (Januar 1993): 21–36. http://dx.doi.org/10.1207/s15324818ame0601_2.
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Susanti, Dian Eka, Agus Ramdani und Dadi Setiadi. „Inclusive Education: Planning Process in Primary School 20 Mataram“. International Journal of Multicultural and Multireligious Understanding 7, Nr. 7 (07.08.2020): 202. http://dx.doi.org/10.18415/ijmmu.v7i7.1774.
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The aim of the study was to describe the planning of inclusive education programs in primary school 20 of Mataram. The study used a qualitative approach and was conducted at Elementary School 20 Mataram. Data sources used are primary data and secondary data. The data validity test in this study includes the credibility, reliability, and validity tests. The results showed that the planning carried out by Elementary School 20 Mataram was carried out by establishing an annual work program with student activities for a year, including students with special needs, these activities include identification and evaluation of students at the time of registration of new students, meetings of routine parents of children with special needs and schools, class promotion meetings, extracurricular exercises, training of managers of children with special needs, the composition of individual learning programs.
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Havrylenko, Tatiana. „THE ELEMENTARY SCHOOL EDUCATIONAL PROCESS INNOVATIONS IN UKRAINE (1991-2001)“. Educational Discourse: collection of scientific papers, Nr. 9(11-12) (27.12.2018): 42–57. http://dx.doi.org/10.33930/ed.2018.5007.9(11-12)-4.
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It is argued that the educational process in elementary school in this period was innovative, namely: in the organization (transition to the semester education system, reducing the school year and increasing the length of the holidays; restructuring the school week, reducing the lesson’s duration to 40 minutes, the opportunity to receive primary education in the individual form of education); in teaching methods (improvement and adaptation of traditional methods to new goals and content of primary education, distribution of the game, testing the method of art projects); in the forms of educating organization (a variety of lessons on the content, structure and methods of activity, the distribution of non-standard lessons, as well as excursions and competitions, the introduction of integrated lessons; the elimination of homework in the 1st class); in monitoring and evaluation (introduction of tests; introduction of final certification at the end of the year and since 2000 - state final certification for pupils of 3 (4) classes; transition to verbal evaluation in 1st class; transfer of all students to the next class regardless of the grades, which made it possible to eliminate the phenomenon of “repetition”; since 2001 - the introduction of a 12-point assessment system; the conclusion of the assessment for the behavior of the category of "mandatory").
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Usman, Herlina, und Miftahulkhaerah Anwar. „Integrated language skill approach: Model of teaching materials for elementary school teacher education programs in Indonesia“. Studies in English Language and Education 8, Nr. 2 (03.05.2021): 656–69. http://dx.doi.org/10.24815/siele.v8i2.19031.
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This study is aimed to develop teaching materials, which is an English module for Elementary School Teacher Education Programs in Indonesia based on the integrated language skill approach. A number of 75 respondents from the Elementary School Teacher Education Programs at three universities participated in this research, they are from Universitas Pendidikan Ganesha in Bali, Universitas Mulawarman in Samarinda, and Universitas Negeri Manado in Manado. At the Elementary School Teacher Education Programs, no book with a practical model of integrated language skill is available at these universities. In collecting and analyzing the data, this study combined the research and development (RD) model of Gall et al. (2003). The process comprised four stages to develop this module, they are (1) preliminary studies and needs analysis, (2) product design and development, (3) evaluation, field test, and product revision, (4) and product refinement and dissemination. The data was gained through three instruments from questionnaires, interviews, and formative tests to measure the mastery of English teaching materials for primary school teacher education. The result of this study demonstrated that the module is feasible and effective for English Elementary School Teacher Education Programs at the three universities.
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Hanson, Ralph A., und Richard E. Schutz. „A Comparison of Methods for Measuring Achievement in Basic Skills Program Evaluation“. Educational Evaluation and Policy Analysis 8, Nr. 1 (März 1986): 101–13. http://dx.doi.org/10.3102/01623737008001101.
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Standardized achievement tests continue to be used as the primary criterion measures in the evaluation of basic skills programs despite explicit recommendations against this practice by many testing and evaluation experts. A major issue behind this criticism is examined in this comparative study of three types of tests. These tests represent three points on a content validity continuum which references their correspondence to the instructional program being evaluated. Data are examined on these tests at two levels in eight groups of elementary school students receiving instruction on various basic skills. The results show why and how standardized tests provide different information from other tests that are more closely matched to program instruction. They also show why out-of-level standardized test results often correspond more closely to the results of instructionally referenced tests as compared to at-level tests. The implications of this research for basic skill program evaluations are discussed.
9
Davis, Alan. „Upping the Stakes: Using Gain Scores to Judge Local Program Effectiveness in Chapter 1“. Educational Evaluation and Policy Analysis 13, Nr. 4 (Dezember 1991): 380–88. http://dx.doi.org/10.3102/01623737013004380.
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Since 1978, the national evaluation and reporting system for Title I/Chapter 1 of the Elementary and Secondary Education Act has depended upon a norm-referenced evaluation system to determine the effectiveness of compensatory education programs funded under the act. For a decade, policy directives urged caution in interpreting local results and encouraged use of additional indicators. Since 1988, legislative amendments have required that the national evaluation system serve, without adjustment or interpretation, to identify individual school projects in need of improvement. In this article I argue that the system is technically unsuited for this purpose. Problems with regression and measurement error are illustrated with empirical data. Policy should encourage the use of multiple indicators of program quality at the local level, including applied performance tests and process indicators.
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Maryani, Ika, Nurul Wahyu Lestari und Much Fuad Saifuddin. „Magazine Based On Guided Inquiry-An Innovation to Overcome Natural Science Learning Difficulties in Elementary Schools“. Pedagogika 136, Nr. 4 (20.12.2019): 51–66. http://dx.doi.org/10.15823/p.2019.136.4.
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This study was aimed at developing a feasible magazine based on the guided inquiry for 5th-grade elementary schools. The development procedure adopted was the Hannafin and Peck model which involves needs assessment, design, development, evaluation, and revision. Data were collected through the use of questionnaires and tests. It analyzed using descriptive statistics and interactive qualitative analysis. This research produced science magazines which are feasible to be used as instructional media towards overcoming learning difficulties and enhancing students‘ understanding.
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Giovannella, Carlo, Claudia Di Lorenzo, Simona Scarsella und Corrado Amedeo Presti. „Educators’ Expectations on Technology Enhanced Education (TEE)“. International Journal of Digital Literacy and Digital Competence 2, Nr. 3 (Juli 2011): 41–55. http://dx.doi.org/10.4018/jdldc.2011070104.
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This paper reports and discusses the result of a survey focused on the perceptions and expectations on TEE applications, conducted among 500 Italian educators (university, high/middle/elementary schools and professionals) involved in on-line or blended learning practices. The expectations are quite basic ones, although may depend on the educational level: support to content sharing and production, communication, assessment and team working are at the top of rank; much less relevant appear to be items like: support to socialization, process design and personalization. Very similar results have been obtained also from a survey among schools’ teachers, novices for TEE, attending a Master in “e-learning: methods, techniques and applications”. The survey was conducted after the conclusion of the first part of the master carried on according to a very traditional distance learning process: content download, self-evaluation tests, tutor assistance upon request. However, after the participation to the second part of the Master, organized as a collaborative, design inspired P3BL (problem, project and process based learning) experience, their opinions on TEE changed in a considerable manner. This indicates how necessary a dissemination action on a large scale among educators with regard to both TEE potentialities and design literacy would be.
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Drenowatz, Clemens, Gerson Ferrari, Klaus Greier und Franz Hinterkörner. „Relative Age Effect in Physical Fitness during the Elementary School Years“. Pediatric Reports 13, Nr. 2 (08.06.2021): 322–33. http://dx.doi.org/10.3390/pediatric13020040.
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Age-groups are commonly implemented in education and sports in order to provide fair and equal opportunities. Various studies, however, have shown a competitive advantage for early born children over their relatively younger peers, which is referred to as relative age effect. The present study examined differences in various components of physical fitness in Austrian elementary-school children. A total of 18,168 children (51% boys) between 6 and 11 years of age provided valid data on anthropometric characteristics and physical fitness. Specifically, children completed eight fitness tests that assessed cardiorespiratory endurance, muscular strength and power, speed, agility, flexibility and object control. Across age-specific quartiles, older children were significantly taller and heavier than their younger peers. Older children also displayed better performance for strength and power, speed, agility and object control, while differences in cardio-respiratory endurance were less pronounced. These results highlight the presence of a relative age effect during the elementary school years and emphasize the need to consider individual differences in the evaluation of children’s performance. As all children should be given equal opportunities to engage successfully in physical education and sports, physical education teachers and youth coaches need to be educated on the implications of a relative age effect.
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Marko, Michal, und Elena Bendíková. „Changes of Body Posture in Elementary School Pupils by Applying Propriofoot Concept in P.E. Lessons“. Acta Facultatis Educationis Physicae Universitatis Comenianae 59, Nr. 2 (01.11.2019): 172–83. http://dx.doi.org/10.2478/afepuc-2019-0015.
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Summary Searching for active, effective intervention approaches, aimed to improving health protection, not only among children and youth, is an up-to-date research intention from a number of points of view. The reason is the prevalence of civilization diseases, in our case the muscular and skeletal system offers a number of issues of the prevention in relation to feet position and body posture. Based on the above, the aim of research was to identify change of body posture in elementary school pupil by applying Propriofoot Concept in physical and sport education. The monitored group (n = 1), within selected seventh year of Elementary School Radovan Kaufman in Partizánske, consisted of male pupil (n = 1) (12 years of age, 48 kg, 160 cm and 18.75 Bmi) in pubescence who underwent various data acquisition methods (plantogram and visual scale method, index method, method of evaluation body posture, evaluation of dynamic spine function), after and before applying Propriofoot Concept, within lessons of physical and sport education, as their processing and evaluation was realized with the help of clinical case reports. The analysis and synthesis, inductive and deductive approaches, comparisons and generalizations were used, as well as the primary statistics (arithmetic mean (±) and percentage frequency analysis (%). The obtained research results pointed to the positive changes in all of the above mentioned data acquisition methods, i.e. in the plantogram and visual scale method (from pes planus/1st pes planus to norm), index method (- 0.24), method of evaluation body posture (from bad to good posture) and dynamic spine function (tests of Schober - + 1.8, Stibor - + 3.1 and Otto - + .7, + .8). The applied six-week intervention physical program, in the form of Propriofoot Concept, and within the school lessons of physical and sport education changed the body posture in the elementary school pupil and therefore the Propriofoot Concept is considered as health tool in acting and changing the body posture through the foot proprioception. The mentioned concept is considered as diversification of school physical and sport education, in connection with the applying new variants of health tools and changing body postures of the elementary and high school pupils/students.
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Simos, Panagiotis G., Georgios D. Sideridis, Athanassios Protopapas und Angeliki Mouzaki. „Psychometric Evaluation of a Receptive Vocabulary Test for Greek Elementary Students“. Assessment for Effective Intervention 37, Nr. 1 (18.07.2011): 34–49. http://dx.doi.org/10.1177/1534508411413254.
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Assessment of lexical/semantic knowledge is performed with a variety of tests varying in response requirements. The present study exemplifies the application of modern statistical approaches in the adaptation and assessment of the psychometric properties of the Peabody Picture Vocabulary Test–Revised (PPVT-R) Greek. Confirmatory factor analyses applied to data from a large sample of elementary school students ( N = 585) indicated the existence of a single vocabulary dimension and differential item functioning procedures pointed to minimal bias due to gender or ethnic group. Rasch model–derived indices of item difficulty and discrimination were used to develop a short form of the test, which was administered to a second sample of 900 students. Convergent and discriminant validity were assessed through comparisons with the Wechsler Intelligence Scales for Children–III Vocabulary and Block design subtests. Short- and long-term stability of individual scores over a 6-month period were very high, and the utility of the test as part of routine educational assessment is attested by its strong longitudinal predictive value with reading comprehension measures. It is concluded that the Greek version of the PPVT-R constitutes a reliable and valid assessment of vocabulary for Greek students and immigrants who speak Greek.
15
Nezvalova, Danuše. „FROM A SUCCESSFUL SCHOOL TO SCHOOL IMPROVEMENT“. ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 1, Nr. 3 (10.12.2009): 10–18. http://dx.doi.org/10.48127/spvk-epmq/09.1.10b.
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The article follows the trends leading to the improvement of quality in education which is offered by educa-tional institutions. The key concepts of these trends become the concepts of successful school and school improvement. Literature introduced the concept of a successful school in the 70ies of the last century. In the 80ies literature finds out the concept of school improvement. The definition of a successful school itself is problematic. Many authors view successful school as a school where pupils reach very good results in elementary skills, measured by corresponding tests. The authors suggest criteria of a successful school on the basis of research. The concept of school improvement is more practically oriented on school. It in-cludes the teacher as a researcher and the process of self-evaluation of a school and school evaluation. At the end of 90ies both concepts interconnect which leads to a lot of wider research. The research of world-wide successful school improvement point out to a range of key principles. These principles offer basic orientation leading to school improvement. It is needed to monitor the quality of offered education. Quality of school, its success and continuous improvement are basic challenge to quality of European education. Key words: successful school, school improvement, learning organization, principles of school improve-ment, student outcomes orientation, process orientation, schools of second millennium, schools of third millennium.
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Nikšić, E., E. Beganović, F. Rašidagić, E. Mirvić und M. Joksimović. „The effects of physical education on changes of basic motor skills of female students in the fifth grade of elementary school“. Pedagogics, psychology, medical-biological problems of physical training and sports 23, Nr. 6 (30.09.2019): 296–305. http://dx.doi.org/10.15561/18189172.2019.0604.
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Purpose: Thanks to the positive health effects of physical exercise, physical education is an integral part of the education system, with two hours per week, which is insufficient to achieve an optimal effect in transforming the anthropological status of children. The aim of the research was to determine the effects of regular and modified physical education with the application of contents from sports games (basketball, volleyball and handball) in the duration of one semester to changes in basic motor skills in pupils of the fifth grade of elementary school. Material: The study included N = 106 students of the V class, aged 10 to 11 years, clinically and mentally healthy, and with no pronounced morphological and locomotor impairments. The sample of examinees was divided into two subgroups. The first was an experimental group of 53 students, who carried out physical education classes according to the modified plan and program of sports games (basketball, volleyball and handball) for a semester. The other was a control group of 53 students who attended regular classes from physical education according to the current curriculum. Results: The results of the research at the descriptive level showed noticeable differences between the same groups in the final versus the initial measurements. Based on the results of the t-test for the control and experimental group, it can be concluded that there have been statistically significant changes in values on all variables of basic motor in the final compared to the initial measurement. By analyzing the results of the t-tests, it can be seen that the groups differ in the initial measurement only in one basic motor variable, MTAPN, and this difference is statistically significant in favor of the control group. In the final measurement, there are no significant differences between the control and the experimental group in the average values of all variables of basic motoring. Conclusions: Improving basic motor skills depends on the teacher's ability, the ability to transform the age with which he is working, and the success of certain training processes. The modified program of the experimental group has led to changes and thus proves the significant effect of the group's work program.
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Barrera A., Susana. „Evaluación del perfil de egreso y prácticas profesionales en estudiantes de Pedagogía en Educación Básica, en la Universidad Católica Silva Henríquez (UCSH), 2009“. Foro Educacional, Nr. 19 (17.07.2014): 175. http://dx.doi.org/10.29344/07180772.19.859.
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RESUMEN Esta investigación se propone diagnosticar el logro de competencias del perfil de egreso alcanzado por estudiantes, y las dificultades en sus prácticas pedagógicas, en la carrera de Pedagogía en Educación Básica, con referencia en los Planes Comunes de Universidad (PCU) y de Educación (PCEDUC), y las áreas de formación generalista. Utiliza tests, con ítems problematizadores donde el evaluado aplica habilidades formadas. Los resultados corresponden a 66 voluntarios, de 98 egresados. En PCEDUC y Ciencias Naturales más de la mitad de egresados alcanzan logros regularmente suficientes; en PCU, Matemática, Ciencias Sociales y Educación Artística se concentran logros insuficientes, mientras que en Lenguaje un tercio evidencia logros suficientes. No hay diferencia significativa en los resultados de Programa por jornadas. En las prácticas se destacan problemas en la supervisión, manejo de estrategias de enseñanza y de convivencia. Palabras clave: Evaluación de logros, perfil de egreso, formación docente, práctica profesional ABSTRACT The purpose of this research is to diagnose the achievement of the competences of the graduate profile achieved by students and the difficulties in their internships regarding the Program of Education in Elementary Education, with reference to the Common Plan of University (PCU) and Common Plan of Education (PCEDUC), and the areas of general training. It uses tests, with items in context where he applies the skills acquired. Results correspond to 66 volunteers of 98 graduates. In the Common Plan Education and Natural Sciences for more than half of graduates achieve regularly sufficient progress, in Common Plan University, Mathematics, Social Science and Art focus on insufficient achievements, while one third show enough achievements on Language. There is no statistically significant difference in results by the type of Program. In the internships, stand out problems with supervision, the managing strategies, and the school coexistence. Key Words: Evaluation of achievements, graduate profile, initial teacher training, internships.
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Jumrah, Jumrah. „DEVELOPING AN INTENSIVE COURSE MODEL IN IMPROVING ENGLISH LANGUAGE SKILLS OF STUDENTS OF EARLY CHILDHOOD ISLAMIC EDUCATION DEPARTMENT (PIAUD)“. International Journal of Language Education 1, Nr. 1 (05.03.2019): 22. http://dx.doi.org/10.26858/ijole.v1i1.7435.
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Mastery of foreign languages is one of the important demands at all levels of education today. This has been demonstrated by government regulations that make English subjects a compulsory subject for students to learn from elementary school to higher education, especially after the application of the KKNI curriculum, English courses have become national subjects for all study programs despite scientific disciplines taken is not related to English.
The Early Childhood Islamic Education (PIAUD) study program at State Islamic University of Mataram also makes English Language Courses a compulsory subject that must be taken by students in the first semester. Based on the results of observations and pre-test results conducted by researchers, the English language skills of PIAUD study program students are very low. Almost all PIAUD students are still at the beginner level. Therefore, this study aims to: first, to produce an intensive course model that can improve English language skills of PIAUD Study Program students, second, to produce teaching materials used in intensive courses that can improve the English language skills of PIAUD Study Program Students.
This study uses a descriptive approach with the aim of describing the object of research or the results of research. The data is collected through tests, questionnaires, and interviews. the results of the study were then analyzed by normalized gain measurements and getting the Pretest value for this trial was 66.3 while the post test results were 84.6 so that the gain obtained was 0.28. this value has met the requirements. and it can be concluded that the instructional materials made have a positive impact on improving students' English skills.
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Pas, Elise T., Stacy R. Johnson, Katrina J. Debnam, Chris S. Hulleman und Catherine P. Bradshaw. „Examining the Relative Utility of PBIS Implementation Fidelity Scores in Relation to Student Outcomes“. Remedial and Special Education 40, Nr. 1 (15.01.2019): 6–15. http://dx.doi.org/10.1177/0741932518805192.
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There are several widely used Positive Behavioral Interventions and Supports (PBIS) implementation fidelity measures, including the Schoolwide Evaluation Tool (SET), but there is limited empirical investigation substantiating the association between specific fidelity cut point scores and student outcomes. This article examined different SET cut points in reference to school-level outcomes across 180 elementary, middle, and high schools participating in randomized trials of PBIS. Specifically, we examined the implementation fidelity achieved in the sample, as well as within each school level (i.e., elementary, middle, and high). Using the binary complier index, we examined the association of each of three SET cut points with behavioral and academic outcomes using t tests and receiver operating characteristic (ROC) curve analyses. Although the t tests did not provide confirmation of one specific cut point, post hoc analyses suggested that the cut point may need to be tailored to school levels. There was moderate convergence between implementation on one scale (i.e., responses to behavioral violations) and academic achievement, based on ROC curve analyses for the 70% and 80% cut points. Implications for research and practice are discussed.
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Rohmawati, Evi, Muhammad Ilyas und Ventje J. Kalukar. „DEVELOPMENT OF TEACHING MATERIALS ON 7 OBJECTS OF THINGS, ANIMALS AND PLANTS AROUND ME WITH SUB-THEME 3 OF LIVING THINGS AT CLASS 1 ELEMENTARY STUDENTS BASED ON SCIENTIFIC“. PENDAS MAHAKAM: Jurnal Pendidikan Dasar 4, Nr. 1 (13.01.2020): 1–11. http://dx.doi.org/10.24903/pm.v4i1.391.
Annotation:
This study aims to find out whether there are differences in learning outcomes of grade 1 elementary school students who use learning supplement books developed in the sub-theme 1 Living Objects Around me with learning outcomes of students who do not use learning supplement books developed in the sub-themes of 1 Living Objects Around Me. use research and development methods. The research and development procedure used is a modification of the Borg and Gall development model which includes seven steps of development namely stage (1) research and information gathering; (2) planning; (3) development of preliminary product forms; (4) preliminary trials; (5) revisions to the main products; (6) the main trial based on the results of the preliminary trial; (7) revision of operational products; (8) trial. operational; (9) final product revisions; and (10) dissemination and implementation. until it becomes the final product of teaching materials that refers to the 2013 curriculum. Theme 7 Objects, Animals and Plants Around Me subtema 1 Living Objects for class 1 Elementary School. Development of teaching materials using instruments that are interviews, observations, discussions with experts, competency tests, questionnaires, likert scales that are made in the form of a checklist such as questionnaires for expert validation. The technical data analysis used in this study is qualitative and quantitative data. The results of this study are teaching materials that refer to the 2013 curriculum sub-theme 1 Living Objects for grade 1 elementary school. Before and after the supplement book can be seen from the difference in the average pre-test and post-test that is 68.6 and 87.8 Feasibility Evaluation of Thematic Learning by using Rubrics with 3 material expert Validator Tests of 96%, madia expert Validator Test 89% of education expert Validator tests were 93.3%. Evaluation of supplementary book learning with a small group trial of 89.5%, and a large group test of 93.7%.
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Nurhayati, Hardoko und Warman. „Pengembangan Evaluasi Pembelajaran Tematik Dengan Menggunakan Rubrik Kelas IV di Gugus IV Kecamatan Samarinda Ulu“. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya 2, Nr. 1 (28.02.2019): 47–58. http://dx.doi.org/10.30872/diglosia.v2i1.17.
Annotation:
This study aims to (1) find out the facts of learning in the field towards evaluating thematic learning using the grade IV elementary school rubric; (2) knowing the feasibility of evaluating thematic learning by using the rubric in grade IV elementary school students; (3) knowing the effectiveness of evaluating thematic learning by using the rubric in grade IV elementary school students. This research is a Research and Development (R & D) study with a procedural model that adapts research procedures according to Borg and Gall which can be done in 10 stages (1) research and information collecting, (2) planning, (3) developing preliminary from products, (4) preliminary field testing, (5) main product revision, (6) playing field testing and (7) operational product revision, (8) operational field testing, (9) final product revision, (10) Dissemination and distribution. Evaluation development used is the rubric feasibility assessment sheet using a Likert scale which is made in the form of a checklist and teacher response questionnaire as well as a questionnaire for expert validation. The technical data analysis used in this study is qualitative and quantitative data. The results of this study are as follows. First, the fact of learning in the field towards the development of learning evaluations by using Rubrics after going through the introduction and experiment stages of evaluating students by using rubrics, the teacher who initially did not understand the rubric now understood the rubric. can be seen from the difference in the average pre-test and post-test, namely 52.2 and 88.06. Second, the feasibility of Evaluation of Thematic Learning by using Rubric with 2 material expert Validator Tests of 94.28% and 2 education expert Validator tests of 95%. Third, the effectiveness of evaluating thematic learning by using Rubrics in small group trials was 86.67%, and large group tests were 85.04%.
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Evans, Naoko, Miki Kaneko, Ivan Seleznov, Taiki Shigematsu und Ken Kiyono. „An Acoustic Way to Support Japanese Children’s Effective English Learning in School Classrooms“. Applied Sciences 11, Nr. 13 (29.06.2021): 6062. http://dx.doi.org/10.3390/app11136062.
Annotation:
In this paper, the importance of implementing good acoustic conditions in classrooms using sound amplification systems is investigated to support more effective English education for elementary school children. To date, the failure of educating English as a second language at Japanese schools has been demonstrated by poor English conversation ability of those who completed a compulsory six-year English language course at Japanese junior-high and high schools (age 12–18). To amend the situation, teaching English became compulsory at grade three (age 8–9) and above at most Japanese elementary schools in the 2020 academic year. We conducted acoustic measurements of two types of sound amplification systems, a pair of PC loudspeakers and another with a loudspeaker array, in a typical classroom at an elementary school in Japan. We also analysed English listening test results of 216 Japanese native children (age 11–12) who were learning English in their usual classes in Japan, to compare the effects of those two systems. Results of logistic regression analysis adjusted by the discrimination difficulty of word pairs demonstrated the statistically significant association between correct answer rate of the English tests and classroom acoustic factors. Although, on average, upgrading the sound amplification system had positive effects on the correct answer rate, it also had a negative impact when the word pairs had English phoneme contrasts that do not appear in Japanese phoneme structure. Combined with the acoustic measurements’ results, it was also revealed that heterogeneous sound fields that depend on seat positions could be compensated using sound amplification systems with loudspeaker arrays. Our findings suggest that improvement of both acoustic quality and teaching methods is required for children to acquire English communication skills effectively in their classroom.
23
������� und Irina Ivanova. „Composing the technology of students� self-monitoring in extracurricular activities under FSES PGE“. Standards and Monitoring in Education 2, Nr. 6 (17.12.2014): 14–22. http://dx.doi.org/10.12737/7620.
Annotation:
Article has actual scientific issues associated with the detection capabilities of technology monitoring self-identity in the context of quality management
of modern education. The article raises the question of design, implementation and monitoring technology sense of self-development of younger
schoolboys in the development of GEF primary education in extracurricular activities, the methodology and technology tools for its implementation.
The proposed self-monitoring technology students in extracurricular activities under the GEF primary education takes into account the requirements
of the Government of the Russian Federation "On the implementation of the monitoring system of education" and the requirements for the results of
development of the basic educational program of primary education, as reflected in the standards.
In the construction of monitoring technology self-development of students in extracurricular activities is reflected not only the elements of the external,
but internal components of the evaluation of the quality of education, not only standardized procedures (tests, the test work, etc.), but also new methods
of assessment that reflect personal achievement and personal growth of the child.
The article demonstrates in detail the sequence of technological development of self-monitoring technology in children´s extracurricular activities,
spelled out the procedural part of the study. The author suggests a diagnostic toolkit self-development of students for various educational programs;
authoring: route book pupil, which made monitoring data and recommendations are fixed educator and psychologist; student book "I Know thyself", its
analysis will allow psychologists and educators to make the route of individual self-development of the child. Their use in the practice of the educational
process will produce trending self-identity of the student and to determine effective means to ensure that emphasizes the importance of the results
obtained in relation to each child.
The implementation of self-monitoring technology students in extracurricular activities under the GEF implementing primary education will improve the
quality of students´ extracurricular activities, as well as provide the ability to control the process of self-development based on analysis of data obtained
from monitoring.
The developed technology has found its application in the educational space of non-formal education of the city of Kaluga and Kaluga region.
The article may be of interest to elementary school teachers, employees of additional education of children, psychologists, teaching staff of educational
organizations implementing self-monitoring of students.
24
Siregar, Kardina Engelina, Amril M und Hasbullah Hasbullah. „DEVELOPMENT OF INTEGRATED NATURAL SCIENCE MODULES IN ISLAMIC ELEMENTARY SCHOOL IN PEKANBARU CITY“. JURNAL PAJAR (Pendidikan dan Pengajaran) 4, Nr. 5 (29.09.2020): 1088. http://dx.doi.org/10.33578/pjr.v4i5.8141.
Annotation:
This study aims to produce Islamic integrated science module teaching materials suitable for use in class III SDIT. This research is a development research that uses the ADDIE pattern (Analyze, Design, Development, Implementation, Evaluation). Determination of the sample using purposive sampling technique. Data collection techniques by observation, interviews, validation, documentation, and learning outcomes tests. The data analysis technique used descriptive and inferential analysis. The trials were carried out in 8 SDITs in Pekanbaru city, namely SD Islam Plus YLPI Pekanbaru, SDIT Bunayya Pekanbaru, SDIT Az-Zuhra Islamic School Pekanbaru, SDIT AL-Azhar Syifa Budi Pekanbaru, SDIT Al-Rasyid Pekanbaru, SDIT Insan Utama Pekanbaru, SDIT An- Namiroh Pekanbaru, and SDIT Al-Madinah Pekanbaru class III for the 2019/2020 academic year with 80 subjects. The results showed that the developed module met the very valid category based on the validity criteria according to the assessment of the learning validator, material expert, design expert, Islamic religious education expert and teacher. Student response to the teaching materials developed was very good. Thus it can be concluded that the integrated Islamic IPA module product on the Characteristics and Needs of Living Things for Class III SDIT has very good quality in terms of validity, effectiveness and attractiveness so that it is suitable for use in the learning process
25
Pramudyani, Avanti Vera Risti, und Ega Asnatasia Maharani. „PELATIHAN NST. (NIJMEEGSE SCHOOLBEKWAN TEST) UNTUK DETEKSI DINI KESIAPAN ANAK MASUK SEKOLAH DASAR SEBAGAI BENTUK PROFESIONALISME GURU“. Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat 2, Nr. 2 (30.01.2019): 221. http://dx.doi.org/10.12928/jp.v2i2.389.
Annotation:
The school readiness should be a part of early detection is done within the scope of the teacher in ECE. The ability of the teacher to archive the result of the test NST can be used to detect the school of readiness to enter Elementary School will provide important information for the education of the children of the next level. Early detection of the readiness of children entering the Elementary School level can be done by using the NST. (Nijmeegse Schoolbekwan Test). The activities of the Community aims to provide knowledge and insights, as well as the skills to the teacher about the school of readiness of children entering the Elementary School level in using the tool of early detection of NST. Through this training, teachers can also improve professional competence especially in doing the evaluation of the ability of the child who is ready to enter Elementary School level. Main target training is the kindergarten teacher under the auspices of the PCA Umbuharjo. Methods of implementation activities include lectures, discussion, practice, and Self and Group Reflection. Material service consists of three large materials i.e. school readiness concepts, basic concepts, and practice the use of the NST NST. The result of the activities of this devotion is in great demand this training by teachers can be seen from the number of participants and the origin of schools that exceed the target. The constraints experienced by participants of devotion when doing testing to students is community service participants (teachers) the difficulty to get the data from the entire question of tests because of limited time with learners and learners who belongs to moody.
26
Prado, Vanessa Alves do, und Dagoberto Buim Arena. „A linguagem mediadora em diálogos para o ensino do ato de ler textos científicos no ensino fundamental“. Ensino em Re-Vista 24, Nr. 1 (05.03.2017): 36–60. http://dx.doi.org/10.14393/er-v24n1a2017-2.
27
Sampaio, Maria Homéria Leite de Morais, Lucia Conde de Oliveira, Francisco José Maia Pinto, Maria Zuleide Amorim Muniz, Regina Cláudia Tabosa Ferreira Gomes und Geni Rodrigues Loiola Coelho. „Postural changes and pain in the academic performance of elementary school students“. Fisioterapia em Movimento 29, Nr. 2 (Juni 2016): 295–303. http://dx.doi.org/10.1590/0103-5150.029.002.ao08.
Annotation:
Abstract Postural changes and pain in the spine of children and adolescents of school age are influenced by the permanent incorrect sitting position, misuse of furniture and weight of the backpack. The aim of this study was to verify postural changes and pain in the academic performance of elementary school students. It was a cross-sectional study, with a descriptive and analytical approach. The subjects were 83 elementary students, aged 8 to 12 years, of Kindergarten and Elementary Education at Paulo Sarasate Municipal School, Ceará. It was performed from March to June 2008. In the physical examination it was used an evaluation form, based on Global Postural reeducation, by Souchard method, which included the variables: compromised anterior, posterior, superior shoulder muscle chains and pain and, in academic performance, a semi-structured questionnaire with the variables: behavior, attendance and performance. The data was stored in the Statistical Package for the Social Science (SPSS) version 18.0. In the descriptive analysis, absolute and relative frequencies were used, and in the inferential analysis, the following tests were applied: Mann-Whitney, to verify the existence of significant differences in changes in groups A and B, at a significance level of 5%, and the F statistical test, for comparing postural changes and pain, in the three grades. Results: it was noted that the majority of the students presented postural changes, such as forward head, lifted shoulders, dorsal hyperkyphosis and pain, which predominantly occurred in the anterior chain, when compared with the posterior and superior chains. These changes in both groups were statistically significant only in subjects of the fifth grade with satisfactory academic performance and behavior. It was concluded that there was no association between postural changes and school performance, although it was influenced by pain.
28
Ahmad Nursobah. „Implementasi Kurikulum 2013 dalam Meningkatkan Prestasi Belajar Siswa“. Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam 1, Nr. 2 (30.08.2018): 40–51. http://dx.doi.org/10.29062/dirasah.v1i2.22.
Annotation:
The research is motivated by the development of world science and technology is so rapid, so that Indonesia needs education that can ready the students to compete in the international community in the future. To achieve this goal, then drafted new curriculum is the curriculum of 2013. This study focuses on learning, ranging from design, process, and evaluation in improving student achievement in the curriculum, 2013 in State Islamic Elementary School Ngepoh Tanggunggunung and State Islamic Elementary School Mergayu Bandung Tulungagung. The research is a qualitative research, based on the discussion included descriptive study using multi-site study design.
The results of the research are: (1) The design of the learning curriculum in 2013 in improving student achievement that teachers do is to map the first Basic competence to set a theme in the book the teacher, then what will be discussed, translating into an indicator, then create a syllabus and compile into a plan implementation of learning, while different in the two madrassas it is in the process of making learning device. (2) The learning process curriculum 2013 in improving student achievement emphasizes cognitive aspects supported affective, and psychomotor making the learning process more practice than on the material, but it slipped skills to further explore creative skills of learners and maximizing the specific competency. (3) Evaluation of the learning in curriculum 2013 is authentic to improve student achievement using a variety of techniques and instruments ranging from observation, self-assessment, peer assessment, journals, written tests, oral tests, assignments, projects to portfolio performance. It also uses monitoring and mentoring done by parents and teachers use a variety of variations, ranging from book cases rewards and penalties are given to the students, then the evaluation of learning curriculum 2013 in improving student achievement every grade teacher has a book case whose contents of personal services, social services, children's services and difficulty learning to learn, so this book serves to check the attitude during the school day, and will be told to his parents associated with the development of her son at the time of the meeting parents.
29
Hutami, Erma Wahyu, Layli Umaya Sari, Ririn Nur Vitasari und Bintang Wicaksono. „IDENTIFIKASI INDIKATOR KEMAMPUAN KOMUNIKASI MATEMATIS PADA SOAL USBN MATEMATIKA SD/MI TAHUN AJARAN 2018/2019“. Delta: Jurnal Ilmiah Pendidikan Matematika 7, Nr. 2 (27.11.2019): 1. http://dx.doi.org/10.31941/delta.v7i2.924.
Annotation:
Mathematic communication skills is one of the critical indicator in learning and evaluation of mathematic lesson. But in reality, not all tests accepted by students can upgrade their mathematic communication skills. Meanwhile based on Regulation from National Education Minister Number 22 Year of 2006 it is mentioned that one of the goals of mathematic learning is for students have capability to communicate ideas with symbols, tables, charts, and any other media to clarify the conditions or problems. Based on that it is necessary to identify mathematic communication skills indicator on mathematic tests. Moreover on the mathematic USBN, where the results determine the students’s final score. The mathematic communication skills indicator which would be identified were: 1) connects the real things, picture and charts to the mathematic ideas, 2) explains ideas, situations and mathematic relations with speech or texts with real things, pictures, graphs and algebra, 3) listens, discusses and writes about mathematics, 4) states daily activity in mathematic languace, 5) reads with understanding about written mathematic presentation, 6) makes mathematic statement which is relevant with problem situation, and 7) makes conjectures, arguments, determines definition and generalisation. In here the mathematic communication skills that would be analyzed was students capability to solve contextual problems. On Mathematic .USBN for Elementary School in the year 2018/2019 there were 35 problems, where 30 problems were multiple choice and 5 were essay. There were few problems contains mathematic communication skills indicator which were number 31, 32, 33, 34, 35
30
Sari, Tita Tanjung, und Ratna Novita Punggeti. „INOVASI KURIKULUM BERBASIS BUDAYA LOKAL DI SDIT AL – WATHONIYAH PAJAGALAN SUMENEP“. Autentik : Jurnal Pengembangan Pendidikan Dasar 3, Nr. 2 (29.06.2020): 108–25. http://dx.doi.org/10.36379/autentik.v3i2.40.
Annotation:
Abstract: Culture-based curriculum innovation in the Al-Wathoniyah Integrated Islamic Elementary School (SDITA) Sumenep includes several objectives, objectives, learning materials, media and infrastructure, learning strategies, learning processes, and evaluation or assessment. The goal of cultural-based curriculum innovation at SDITA is that religiosity, mutual respect, and positive competitive. Teaching materials are adapted to the 2013 revised 2018 curriculum with the development of teaching materials tailored to each grade level and student characteristics. Innovation in learning media is realized in the form of the SAC (Student Advisory Center) room. The learning methods applied at SDITA are three main methods. First, love by giving an example by instilling good values in children. Second, mother tongue, namely the language of affection for children, because SDITA is a parent partner in educating children. Third, joint learning is to utilize the local environment and culture as the widest and most comprehensive laboratory that is the main source of children's learning. And evaluation in every learning is monitored and communicated well with parents as a form of Parenting education. Which is that SDITA applies that the school is a partner of parents in educating and teaching students. Learning evaluation is not only measured through tests but also focuses more on student learning experiences.
Keywords: Curriculum Innovation, Local Culture.
Abstrak : Inovasi kurikulum berbasis budaya di Sekolah Dasar Islam Terpadu Al – Wathoniyah (SDITA) Sumenep mencakup beberapa yakni tujuan yang ingin dicapai, materi belajar, media dan sarana prasana, strategi pembelajaran, proses pembelajaran, serta evaluasi atau penilaian. Tujuan inovasi kurikulum berbasis budaya di SDITA agar religiusitas, saling menghormati, dan kompetitif positif. Materi ajar disesuaikan dengan kurikulum 2013 revisi 2018 dengan pengembangan materi ajar disesuaikan dengan setiap jenjang kelas dan karakteristik siswa. Inovasi dalam media pembalajaran diwujudkan berupa ruang SAC (Student Advisory Center). Metode pembelajaran yang diterapkan di SDITA adalah tiga metode utama. Pertama, cinta dengan memberikan keteladanan dengan menanamkan nilai-nilai kebaikan pada anak. Kedua, bahasa ibu yakni dengan bahasa kasih saying pada anak, sebab SDITA adalah mitra orang tua dalam mendidik anak. Ketiga, belajar bersama yaitu memanfaatkan lingkungan dan budaya setempat seabagai laboratorium terluas dan terlengkap yang menjadi sumber utama belajar anak. Dan Evaluasi dalam setiap pembelajaran dipantau dan dikomunikasikan dengan baik dengan orang tua siswa sebagai salah satu bentuk Parenting education. Yang bahwasanya SDITA menerapkan bahwa sekolah adalah partner orang tua dalam mendidik dan mengajar siswa. Evaluasi pembelajaran tidak hanya di ukur lewat tes namum juga lebih menitikberatkan pada pengalaman belajar siswa.
Kata Kunci: Inovasi Kurikulum, Budaya Lokal.
31
Qasim, M. Mohammed, und M. M. qahtan Adnan. „The effect of using the two methods of exploration and Verification (laboratory tests) in the collection of fifth grade students in science“. ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 223, Nr. 2 (28.10.2018): 379–400. http://dx.doi.org/10.36473/ujhss.v223i2.350.
Annotation:
The current research is aimed to know the effect of the use of two methods emphasize exploration, (laboratory tests) in the collection of Elementary fifth graders in science were verified through objective research to validate hypotheses Elsafreeten following cases:
There is no statistically significant difference at the level (0.05) between the average scores of the first experimental group who are studying a way that Scouting (Exploratory laboratory experiments) and the average score of the control group who are studying the normal manner in the test grades.
There is no difference statistically significant at the level (0.05) between the average grades Group II pilot who study the way Aaltokid (confirmatory laboratory tests) and the average score of the control group who are studying the normal manner in the test grades.
And identifies current research pupils' fifth grade in elementary school eloquence of the Directorate of Education Baghdad Karkh third academic year (2015-2016). The total research community (120) students, evenly divided between the (three) people, was the people's choice Baltaan simple random, and hit the sample (108) pupils, distributors in each division (36), a student, was the Division (a) of the experimental group first studied Scouting manner (Exploratory laboratory experiments) and Division (b) Aalthanih experimental group that studied a way to emphasize (confirmatory laboratory tests), and the Division (c) the control group, who studied in the traditional manner and was rewarded individuals aggregates variables (former intelligence and information).
The achievement of the post test preparation, which included 20 objective paragraph of the multiple-choice type with four alternatives, and formulated in accordance with the first three levels of Bloom's Taxonomy of cognitive (memory, comprehension, application), were verified and virtual content sincerity after a presentation to a group of experts and specialists in teaching methods and measurement and evaluation, and was extracted reliability coefficient of vertebrae test using equation (Kiodr- Richardson -20), as it was (87%), as was extracted Alsekoumtrah characteristics of the paragraphs of the ease and difficulty, strength discriminatory and effective alternatives, applied experience lasted (8) weeks, after the completion of the experiment, the data were treated statistically using the test equation (t.test) for two independent samples of equal number .
32
Garcia, Olga, Karina Miranda, Hugo Melgar-Quiñonez und Jorge Rosado. „Food Insecurity Is Not Related to Cognitive Function in School-Aged Children in Querétaro, Mexico“. Current Developments in Nutrition 4, Supplement_2 (29.05.2020): 188. http://dx.doi.org/10.1093/cdn/nzaa043_039.
Annotation:
Abstract Objectives To evaluate the relationship between household food insecurity and food insecurity of the mothers during her childhood with cognitive function in school children in Querétaro. Methods A total of 153 children (6–10 y) of public elementary schools in the municipality of Querétaro participated in a cross-sectional study. Household food insecurity was measured using the ELCSA (Latin American and Caribbean Food Security Scale) and a validated questionnaire to measure food insecurity of the mother during her childhood. Anthropometric measurements (weight, height, waist circumference) were taken by standardized personnel and the WISC IV scale adapted to children for the determination of cognitive function was applied by trained psychologists. Statistical ANOVA tests were used to determine mean differences in cognitive function between children with and without food insecurity. A logistic regression was also calculated to determine the odds of having low cognitive function in the presence of food insecurity, both at the household level and of the mother during her childhood. All analyses were adjusted for maternal level of education as a confounder. Results The children had a combined prevalence of overweight and obesity of 39.9%. A total of 54.3% of the households had food insecurity and 80.4% of the mothers had food insecurity in their childhood. The prevalence of the average score of the Total Intelligence Quotient (TIQ) of the children was 52.3%, and 38.2% had TIQ below average. Children living in households with food insecurity and with mothers that had food insecurity in their past had lower TIQ (89.08 ± 8.23, and, 91.87 ± 11.18, respectively) compared with children in food secure households (95.39 ± 12.20) and with mothers that had food security in their childhood (96.87 ± 12.03). However, after adjusting for maternal level of education, no relationship was observed between food insecurity and TIQ. Similarly, the adjusted logistic regression model showed no relationship between food insecurity in the household and mother's food insecurity in the past with TIQ. Conclusions In the present study, food insecurity was not related to cognitive function of school-aged children in Querétaro, Mexico. Funding Sources Partially funded by CONACYT.
33
Carvalho, Ariane Cristina Ramello, Sandra de Fátima Barboza Ferreira, José Salomão Schwartzman und Alessandra Gotuzo Seabra. „Perfil neuropsicológico de um adolescente com síndrome de potocki-lupski (duplicação 17p11. 2 p11. 2): estudo de caso“. Archives of Health 2, Nr. 5 (30.08.2021): 1465–76. http://dx.doi.org/10.46919/archv2n5-008.
Annotation:
A síndrome de Potocki-Lupski (PTLS), ou trissomia 17p11.2, caracteriza-se por microduplicação da banda 11.2 do cromossomo 17. Trata-se de uma síndrome recém descoberta, associada à síndrome de Smith-Magenis - SMS e caracteriza-se pela presença de sintomas dos transtornos do espectro do autismo, comprometimentos cognitivos, dificuldades na fala e aprendizagem, hipotonia e alterações cardíacas congênitas. O objetivo desse estudo foi estabelecer o perfil cognitivo de um adolescente diagnosticado com PTLS. O participante, do sexo masculino, tinha 19 anos, cursando o nono ano do ensino fundamental, e foi diagnosticado nesta mesma idade, antes desta avaliação, solicitada devido às suas dificuldades de aprendizagem. Foram realizadas entrevista anamnésica, entrevista semi-estruturada com o adolescente, cinco sessões em que foram administrados testes de inteligência (WAIS-III, Raven), de habilidades cognitivas (RAVLT, TDE, D2, FAS) e de personalidade (HTP) e, ao final, realizou-se a entrevista devolutiva com o adolescente e a mãe. Identificaram-se prejuízos importantes de atenção e funções executivas e déficits relacionados à linguagem, com relativa preservação da organização perceptiva-visual e da velocidade de processamento. O atraso cognitivo e as dificuldades de aprendizagem, sobretudo relacionadas à aquisição de habilidades escolares, corroboram dados da literatura. Por outro lado, foram observadas pontuações próximas à média em provas de inteligência, o que não reflete sua real funcionalidade, indicando que resultados majorados em testes padronizados podem ser efeito de supertreino ou podem refletir os déficits executivos, usualmente não identificáveis em testes de inteligência. A avaliação neuropsicológica possibilitou o estabelecimento do perfil cognitivo, indicando forças e fraquezas, fornecendo subsídios ao projeto terapêutico no âmbito clínico e educacional.
Introduction: Potocki-Lupski syndrome (PTLS), or trisomy 17p11.2, is characterized by microduplication of band 11.2 of chromosome 17. It is a newly discovered syndrome, associated with Smith-Magenis syndrome (SMS) and presents symptoms of the autism spectrum disorders, cognitive impairments, speech and learning difficulties, hypotonia and congenital heart alterations. Objective: The aim of this study was to describe the cognitive profile of an adolescent with PTLS. Method: The male participant was 19 years of age, enrolled in the ninth year of elementary education, and was diagnosed at this age, prior to this evaluation, due to his learning difficulties. An anamnesis interview, a semi-structured interview, five sessions in which intelligence tests (WAIS-III, Raven), cognitive ability tests (RAVLT, TDE, D2, FAS) and personality tests (HTP) were administered, and a return interview with the adolescent and the mother were carried out. Results: Significant impairments in attention and executive functions and language-related deficits were identified, with relative preservation of the perceptual-visual organization and processing speed. The cognitive delay and learning difficulties, especially related to the acquisition of academic skills, corroborate data from the literature. Scores close to the average in intelligence tests were observed, which did not reflect the real functionality. Conclusions: Higher scores in the standardized tests may have been an effect of intensive training or may reflect executive deficits that are usually unidentifiable in intelligence tests. The neuropsychological evaluation established the cognitive profile, indicating strengths and weaknesses, providing support for the therapeutic project in the clinical and educational context.
34
Wong, Rosa S., Keith TS Tung, Hiu Tung Wong, Frederick KW Ho, Hing Sang Wong, King-Wa Fu, Ting Chuen Pong, Ko Ling Chan, Chun Bong Chow und Patrick Ip. „A Mobile Game (Safe City) Designed to Promote Children’s Safety Knowledge and Behaviors: Protocol for a Randomized Controlled Trial“. JMIR Research Protocols 9, Nr. 6 (12.06.2020): e17756. http://dx.doi.org/10.2196/17756.
Annotation:
Background Children have high levels of curiosity and eagerness to explore. This makes them more vulnerable to danger and hazards, and they thus have a higher risk of injury. Safety education such as teaching safety rules and tips is vital to prevent children from injuries. Although game-based approaches have the potential to capture children’s attention and sustain their interest in learning, whether these new instructional approaches are more effective than traditional approaches in delivering safety messages to children remains uncertain. Objective The aim of this study is to test the effectiveness of a game-based intervention in promoting safety knowledge and behaviors among Hong Kong school children in Grades 4-6. It will also examine the potential effect of the game-based intervention on these children’s functioning and psychosocial difficulties. Methods This study comprises the development of a city-based role-playing game Safe City, where players are immersed as safety inspectors to prevent dangerous situations and promote safety behavior in a virtual city environment. The usability and acceptability tests will be conducted with children in Grades 4-6 who will trial the gameplay on a mobile phone. Adjustments will be made based on their feedback. A 4-week randomized controlled trial with children studying in Grades 4-6 in Hong Kong elementary schools will be conducted to assess the effectiveness of the Safe City game–based intervention. In this trial, 504 children will play Safe City, and 504 children will receive traditional instructional materials (electronic and printed safety information). The evaluation will be conducted using both child self-report and parent proxy-report data. Specifically, child safety knowledge and behaviors will be assessed by a questionnaire involving items on knowledge and behaviors, respectively, for home safety, road safety, and sport-related safety; child functioning will be assessed by PedsQL Generic Core Scales; and psychosocial difficulties will be assessed by the Strength and Difficulties Questionnaire. These questionnaires will be administered at 3 time points: before, 1 month, and 3 months after the intervention. Game usage statistics will also be reviewed. Results This project was funded in September 2019. The design and development of the Safe City game are currently under way. Recruitment and data collection will begin from September 2020 and will continue up to March 1, 2021. Full analysis will be conducted after the end of the data collection period. Conclusions If the Safe City game is found to be an effective tool to deliver safety education, it could be used to promote safety in children in the community and upgraded to incorporate more health-related topics to support education and empowerment for the larger public. Trial Registration ClinicalTrials.gov NCT04096196; https://clinicaltrials.gov/ct2/show/NCT04096196 International Registered Report Identifier (IRRID) PRR1-10.2196/17756
35
Endrika, Sujarwo und Said Suhil Achmad. „Relationship between Socio-Economic Status, Interpersonal Communication, and School Climate with Parental Involvement in Early Childhood Education“. JPUD - Jurnal Pendidikan Usia Dini 14, Nr. 2 (30.11.2020): 361–78. http://dx.doi.org/10.21009/jpud.142.14.
Annotation:
Parental Involvement in their children's schooling has long been recognized as a critical component of good education. This study aims to find out the relationship between socioeconomic status, interpersonal communication, and school climate with parental involvement in early childhood education. Using survey and correlational research design, data collection was carried out through accumulation techniques with tests and questionnaires. The data analysis technique used statistical analysis and multiple regressions. The findings in the socio-economic context of parents show that the measure of power is an indicator in the very high category with a total score of 5, while the measures of wealth, honour and knowledge are included in the high category with a total score of 4 in relation to parental involvement. The form of interpersonal communication, the openness of parents in responding happily to information / news received from schools about children is a finding of a significant relationship with parental involvement in early childhood education. The school climate describes the responsibility for their respective duties and roles, work support provided, and interpersonal communication relationships, parents at home and teachers at school.
Keywords: Socio-economic Status, Interpersonal Communication, Climate School, Parental Involvement, Early Childhood Education
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Berkowitz, R., Astor, R. A., Pineda, D., DePedro, K. T., Weiss, E. L., & Benbenishty, R. (2021). Parental Involvement and Perceptions of School Climate in California. Urban Education, 56(3), 393–423. https://doi.org/10.1177/0042085916685764
Berkowitz, R., Moore, H., Astor, R. A., & Benbenishty, R. (2017). A Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement. Review of Educational Research, 87(2), 425–469. https://doi.org/10.3102/0034654316669821
Brand, S., Felner, R. D., Seitsinger, A., Burns, A., & Bolton, N. (2008). A large-scale study of the assessment of the social environment of middle and secondary schools: The validity and utility of teachers’ ratings of school climate, cultural pluralism, and safety problems for understanding school effects and school improvement. Journal of School Psychology, 46(5), 507–535. https://doi.org/10.1016/j.jsp.2007.12.001
Brand, S., Felner, R., Shim, M., Seitsinger, A., & Dumas, T. (2003). Middle school improvement and reform: Development and validation of a school-level assessment of climate, cultural pluralism, and school safety. Journal of Educational Psychology, 95(3), 570–588. https://doi.org/10.1037/0022-0663.95.3.570
Culp, A. M., Hubbs-Tait, L., Culp, R. E., & Starost, H.-J. (2000). Maternal Parenting Characteristics and School Involvement: Predictors of Kindergarten Cognitive Competence Among Head Start Children. Journal of Research in Childhood Education, 15(1), 5–17. https://doi.org/10.1080/02568540009594772
Dearing, E., McCartney, K., Weiss, H. B., Kreider, H., & Simpkins, S. (2004). The promotive effects of family educational involvement for low-income children’s literacy. Journal of School Psychology, 42(6), 445–460. https://doi.org/10.1016/j.jsp.2004.07.002
Desforges, C., Abouchaar, A., Great Britain, & Department for Education and Skills. (2003). The impact of parental involvement, parental support and family education on pupil achievements and adjustment: A literature review. DfES.
El Nokali, N. E., Bachman, H. J., & Votruba-Drzal, E. (2010). Parent Involvement and Children’s Academic and Social Development in Elementary School: Parent Involvement, Achievement, and Social Development. Child Development, 81(3), 988–1005. https://doi.org/10.1111/j.1467-8624.2010.01447.x
Englund, M. M., Luckner, A. E., Whaley, G. J. L., & Egeland, B. (2004). Children’s Achievement in Early Elementary School: Longitudinal Effects of Parental Involvement, Expectations, and Quality of Assistance. Journal of Educational Psychology, 96(4), 723–730. https://doi.org/10.1037/0022-0663.96.4.723
Epstein, J. L. (Ed.). (2002). School, family, and community partnerships: Your handbook for action (2nd ed). Corwin Press.
Fan, X. (2001). Parental Involvement and Students’ Academic Achievement: A Growth Modeling Analysis. The Journal of Experimental Education, 70(1), 27–61. https://doi.org/10.1080/00220970109599497
Fan, X., & Chen, M. (2001). Parental Involvement and Students’ Academic Achievement: A Meta-Analysis. Educational Psychology Review, 23.
Georgiou, S. N., & Tourva, A. (2007). Parental attributions and parental involvement. 10.
Gorski, P. (2008). The Myth of the Culture of Poverty. Educational Leadership, 65(7), 32–36.
Hamre, B. K., & Pianta, R. C. (2005). Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure? Child Development, 76(5), 949–967. https://doi.org/10.1111/j.1467-8624.2005.00889.x
Hill, N. E., & Taylor, L. C. (2004). Parental School Involvement and Children’s Academic Achievement: Pragmatics and Issues. Current Directions in Psychological Science, 13(4), 161–164. https://doi.org/10.1111/j.0963-7214.2004.00298.x
Hong, S., & Ho, H.-Z. (2005). Direct and Indirect Longitudinal Effects of Parental Involvement on Student Achievement: Second-Order Latent Growth Modeling Across Ethnic Groups. 11.
Hornby, G., & Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63(1), 37–52. https://doi.org/10.1080/00131911.2010.488049
Hoy, W. K., Tarter, C. J., & Hoy, A. W. (2006). Academic Optimism of Schools: A Force for Student Achievement. American Educational Research Journal, 43(3), 425–446. https://doi.org/10.3102/00028312043003425
Jeynes, W.H. (2014). Parent involvement for urban youth and student of color. In Handbook of urban education (In H. R. Milner&K. Lomotey (Eds.)). NY: Routledge.
Jeynes, William H. (2005). Effects of Parental Involvement and Family Structure on the Academic Achievement of Adolescents. Marriage & Family Review, 37(3), 99–116. https://doi.org/10.1300/J002v37n03_06
Jeynes, William H. (2007). The Relationship Between Parental Involvement and Urban Secondary School Student Academic Achievement: A Meta-Analysis. Urban Education, 42(1), 82–110. https://doi.org/10.1177/0042085906293818
Kaplan, D. S., Liu, X., & Kaplan, H. B. (2010). Influence of Parents’ Self-Feelings and Expectations on Children’s Academic Performance. 12.
Kuperminc, G. P., Leadbeater, B. J., & Blatt, S. J. (2001). School Social Climate and Individual Differences in Vulnerability to Psychopathology among Middle School Students. Journal of School Psychology, 39(2), 141–159. https://doi.org/10.1016/S0022-4405(01)00059-0
Kutsyuruba, B., Klinger, D. A., & Hussain, A. (2015). Relationships among school climate, school safety, and student achievement and well-being: A review of the literature. Review of Education, 3(2), 103–135. https://doi.org/10.1002/rev3.3043
Long, H., & Pang, W. (2016). Family socioeconomic status, parental expectations, and adolescents’ academic achievements: A case of China. Educational Research and Evaluation, 22(5–6), 283–304. https://doi.org/10.1080/13803611.2016.1237369
Loukas, A. (2007). High-quality school climate is advantageous for all students and may be particularly beneficial for at-risk students. 3.
Mattingly, D. J., Prislin, R., McKenzie, T. L., Rodriguez, J. L., & Kayzar, B. (2002). Evaluating Evaluations: The Case of Parent Involvement Programs. Review of Educational Research, 72(4), 549–576. https://doi.org/10.3102/00346543072004549
McWayne, C., Hampton, V., Fantuzzo, J., Cohen, H. L., & Sekino, Y. (2004). A multivariate examination of parent involvement and the social and academic competencies of urban kindergarten children. Psychology in the Schools, 41(3), 363–377. https://doi.org/10.1002/pits.10163
Miedel, W. T., & Reynolds, A. J. (1999). Parent Involvement in Early Intervention for Disadvantaged Children: Does It Matter? Journal of School Psychology, 24.
N.A., A., S.A., H., A.R., A., L.N., C., & N, O. (2017). Parental Involvement in Learning Environment, Social Interaction, Communication, and Support Towards Children Excellence at School. Journal of Sustainable Development Education and Research, 1(1), 77. https://doi.org/10.17509/jsder.v1i1.6247
Poon, K. (2020). The impact of socioeconomic status on parental factors in promoting academic achievement in Chinese children. International Journal of Educational Development, 75, 102175. https://doi.org/10.1016/j.ijedudev.2020.102175
Porumbu, D., & Necşoi, D. V. (2013). Relationship between Parental Involvement/Attitude and Children’s School Achievements. Procedia - Social and Behavioral Sciences, 76, 706–710. https://doi.org/10.1016/j.sbspro.2013.04.191
Potvin, R. D. P., & Leclerc, D. (1999). Family Characteristics as Predictors of School Achievement: Parental Involvement as a Mediator. MCGILLJOURNAL OF EDUCATION, 34(2), 19.
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Reynolds, A. J., Temple, J. A., Ou, S.-R., Arteaga, I. A., & White, B. A. B. (2011). School-Based Early Childhood Education and Age-28 Well-Being: Effects by Timing, Dosage, and Subgroups. 333, 6.
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Simons-Morton, B. G., & Crump, A. D. (2003). Association of Parental Involvement and Social Competence with School Adjustment and Engagement Among Sixth Graders. 6.
Steinberg, L., Lamborn, S. D., Dornbusch, S. M., & Darling, N. (1992). Impact of Parenting Practices on Adolescent Achievement: Authoritative Parenting, School Involvement, and Encouragement to Succeed. Child Development, 63(5), 1266. https://doi.org/10.2307/1131532
Sun, S., Hullman, G., & Wang, Y. (2011). Communicating in the multichannel age: Interpersonal communication motivation, interaction involvement and channel affinity. 9.
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Turney, K., & Kao, G. (2009). Barriers to School Involvement: Are Immigrant Parents Disadvantaged? The Journal of Educational Research, 102(4), 257–271. https://doi.org/10.3200/JOER.102.4.257-271
Wong, S. W., & Hughes, J. N. (2006). Ethnicity and Language Contributions to Dimensions of Parent Involvement. School Psychology Review, 35(4), 645–662. https://doi.org/10.1080/02796015.2006.12087968
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Lock, Robyn S., Susan K. Telljohann und James H. Price. „Characteristics of Elementary School Principals and Their Support for the Physical Education Program“. Perceptual and Motor Skills 81, Nr. 1 (August 1995): 307–15. http://dx.doi.org/10.2466/pms.1995.81.1.307.
Annotation:
The purpose was to describe the characteristics of elementary school principals who support elementary physical education programs. A statewide random sample of 500 elementary school principals and their respective elementary physical education teachers ( n = 500) were mailed questionnaires. A total of 321 principals responded (64%) to a 20-item questionnaire which assessed their physical fitness and their perceptions of elementary physical education. A total of 340 physical education teachers (68%) responded to a 23-item survey assessing their perceptions of their elementary principals' support for the physical education program. The majority of teachers perceived their principals to be supportive of them and the physical education program. A series of l tests showed no significant differences in principals' age, gender, years of experience as a principal, or how important they thought health and physical education was compared to other subjects taught in the elementary school and how supportive of physical education the principals were perceived to be. Finally, a stepwise backward multiple regression analysis indicated that seven variables, including fitness of the principal and body mass index, did not explain more than 13% of the variance in teachers' perceived support by principals.
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Hoy, Mary P. „Observation opportunities for rural special education“. Rural Special Education Quarterly 8, Nr. 2 (Juni 1987): 2–6. http://dx.doi.org/10.1177/875687058700800201.
Annotation:
This article describes a unique observation laboratory experience available to teacher preparation institutions. Live microwave broadcasts from two special education and six regular elementary classrooms are disseminated nationally via satellite. Observation theory is merged with effective teaching research in an instructional model that has demonstrated effectiveness. Results of pre/post correlated t -tests indicated a significant difference in the treatment group for anecdotal recording, time sampling, effective teaching knowledge, and classification of teaching behaviors.
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Hamidi, Ahmad. „DEVELOPMENT MODEL OF LEARNING BASKETBALL BASED MODIFICATION GAMES FOR SECONDARY HIGH SCHOOL“. JIPES - JOURNAL OF INDONESIAN PHYSICAL EDUCATION AND SPORT 4, Nr. 1 (30.07.2018): 118–25. http://dx.doi.org/10.21009/jipes.041.11.
Annotation:
The purpose of this research and development is to produce a model of learning basketball skills on learning physical education for students middle school first. In addition, this research and development is conducted to obtain information in depth about: development and application of learning model of bolabasket skill (hamidi) on basketball game for students of middle school first and know the effectiveness, efficiency and attractiveness of student to model made. This research and development use research & development (R & D) research method from borg and gall. The subjects in this research and development are the students of the first class VII students aged 13-14 years as many as 98 people. The instruments used in this research and development are questionnaires, questionnaires, battery test tests used to collect basic engineering skill data, as well as "game performance instrument test" instruments to collect data on students' basketball skills, as for stages in research and this development is, at the stage of: (1) needs analysis, (2) expert evaluation (initial product evaluation); (3) limited testing (small group trial); and (4) the main test (field testing). The model effectiveness test uses a battery test test to determine the level of mastery of students' basic basketball techniques and "GPAI tests" to find out the skill level of play. Data analysis technique used is "t-test" based on data analysis, for elementary technique aspect of students obtained the average value of pre test 29.86 and average post test 50.36, standard deviation pre test 5.5. and post test 6.0, value t -32.36 significance level 0.05 Because H0 is rejected means an increase in basic engineering capability. As for the skills to play based on data analysis using the test "t" obtained the average value of pre test 1.6 and average post test 3.83, standard deviation pre test 0.54 and post test 15.02, t value 0.085 significance level 0.05 Because H0 rejected means there is an increase in the ability of students' playing skills. Based on the data, it can be stated that basketball skill learning model for middle school first students is developed effectively and can improve basic technique skills and basketball playing skills of first medium school students.
Keywords: Development, Game-based learning model, basic engineering skills, playing skills, basketball, students middle school first.
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Smith, Jennifer, David Cluphf und John O'Connor. „Homework in Elementary Physical Education: A Pilot Study“. Perceptual and Motor Skills 92, Nr. 1 (Februar 2001): 133–36. http://dx.doi.org/10.2466/pms.2001.92.1.133.
Annotation:
As physical education continues to decline in importance in the public school curriculum, it has become increasingly important for physical educators to provide opportunities for activity in nontraditional formats. This pilot study used a research design to examine the effects of homework in physical education. 607 children in Grades 3, 4, and 5 participated. Independent t tests indicated that girls participated at a higher rate than boys and that there were no significant differences among grades. A one-way analysis of variance indicated a significant difference in rate of students' participation by class. A significant difference was also noted by month of the school year.
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Саврасов, М. „METACREATIVE ABILITIES: SCIENTIFIC APPROACHES AND EXPERIMENTAL INTROSPECTIVE RESEARCH METHODS“. Вісник ХНПУ імені Г. С. Сковороди "Психология", Nr. 61 (2019): 203–20. http://dx.doi.org/10.34142/23129387.2019.61.12.
Annotation:
Aim. The purpose of our study is based on the urgent need of nowadays in the complex psychological diagnosis of metacreative abilities, which requires the creation of a reliable, valid, standardized methodology for the psychological diagnosis of a given personal construct, which would be based on the modern scientific psychological model of the diagnosed phenomenon (structure, features, etc.) Material and methods. As the methods and techniques of empirical research we use correlation analysis procedure by K. Pearson, questionnaires, interviews, method of expert evaluations. The empirical sample, which actually tests our proposed methodology for compliance with the basic psychometric criteria, includes the students of the first, third and fifth years of full-time studying of the Faculty of Physics and Mathematics, Faculty of Psychology, Economics and Management, Faculty of Technology, Elementary and Professional Education of the State higher educational institution «Donbass State Pedagogical University» (town Slovyansk), a total of 420 people aged between 18 and 30 years (specialization «Music», «Choreography», «Design and Fashion Design», «Basic Design», «Accounting and Taxation», «Management», «Psychology», «Mathematics», «Physics», «IT»). Results. Our methodology is evaluated according to four testing criteria: standardization, norms, reliability and validity. They are the criteria that are used to demonstrate the scientific adequacy of using this technique to measure individual mental differences. Observing the predictive power, it should be noted that during the year between the first and second surveys of the members of our sample by this method, those who had the results above average demonstrated significant creative achievements (artistic creativity, writing of scientific works, the development of advanced technologies of training and work). Finally, assessing constructive validity, we note that this test correlates positively with other relatively valid procedures for measuring creativity (convergent validation), and there is also a negative correlation between the results of the given methodology and the tests that measure conceptually different personality qualities. Conclusions. We have proposed an experimental and introspective technique «Metacreative Abilities» ( EIMCA ) which consists of two blocks – «Awareness in the field of creativity» and «Reflection in the field of creativity». Psychometric evaluation of our methodology was conducted using the criterion of standardization, normativity, reliability and validation with those to prove the scientific adequacy of the use of this technique for measuring the stated individual psychological differences.
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Akçay, Süleyman. „The consistency among curriculum, textbooks and placement tests in terms of elementary biology education in Turkey“. Pegem Eğitim ve Öğretim Dergisi 4, Nr. 2 (01.06.2016): 01–24. http://dx.doi.org/10.14527/pegegog.2014.007.
Annotation:
The educational reform movements in Turkey have been accelerating since the 1990s. In connection with this, 5-year compulsory education was changed to 8 years. Following this, primary education curriculum was renewed in 2000 and 2004. The important components of formal education are the curriculum, textbooks and the examinations for entering the next stage of education (such as Secondary Education Placement Examinations (SEPE) and Higher Education Placement Examinations (HEPE) exams). This study investigates the content congruity between primary education second stage (the 6th-8 grade) curriculum for the science and technology course and the SEPE exams and the textbooks from the perspective of biology. The research found, in consequence, no incongruity between the three elements in general. In SEPE exams (2008-2010), there were no questions on some issues in the textbooks and curriculum which, therefore, can be regarded as inconsistency among curriculum, textbooks and SEPE exams. In the last part of our study, several recommendations towards the innovations of the curriculum have been made for the future.
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Susanta, Agus Susanta. „Peningkatan Kemampuan Kompetensi Matematika Pendidikan Dasar melalui Pendekatan Investigasi Berbantuan Manipulatif“. Jurnal Pembelajaran dan Pengajaran Pendidikan Dasar 3, Nr. 2 (06.11.2020): 126–33. http://dx.doi.org/10.33369/dikdas.v3i2.13874.
Annotation:
Mathematical competence abilities of elementary education students play an important role in the success of learning mathematics in elementary schools. The purpose of this study was to describe an increase in students' understanding of mathematical concepts through a manipulative assisted investigative approach. The research subjects were students of the first semester elementary teachers education postgrade students who took Elementary education mathematics courses in the 2019/2020 academic year. This research is a classroom action research using data collection methods in the form of observation and tests results. Furthermore, the data were analyzed using data reduction and data triangulation. The results showed that the application of investigative learning increased the ability to understand deep mathematical concepts. The manipulative assisted mathematical investigative approach increases students in carrying out exploration, making assumptions, and making conclusions.
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Wijayanti, Dwi, und Wachid Pratomo. „PENDIDIKAN KARAKTER MELALUI MODEL PEMBELAJARAN KREATIF BAGI SISWA SEKOLAH DASAR (STUDI DI SDN MENDUNGAN 2 YOGYAKARTA)“. Taman Cendekia: Jurnal Pendidikan Ke-SD-an 3, Nr. 1 (28.06.2019): 276. http://dx.doi.org/10.30738/tc.v3i1.4291.
Annotation:
The aim of this research is to describe and analyze the implementation of character education through a creative learning model at the elementary school. This research was conducted at Mendungan 2 State Elementary School in April-September 2018. The research used a qualitative method with a descriptive approach. The data collection techniques used were direct observation, in-depth interview, and documentation. The data analysis steps consist of data presentation; data reduction; and verification, whereas the data validity tests include internal validity; external validity; reliability and objectivity. The research results showed that character education in elementary schools has been conducted well, that is, performed through a creative learning method which includes PAKEM learning; contextual teaching and learning (CTL); cooperative learning; and problem based learning. The model was used in thematic teaching which includes religious teaching; civics education; natural science; social science; Indonesian language; health and physical education; art culture and skills education; and dance art. The character values introduced include religious values; love of reading; honesty; discipline; tolerance; hard work; creativity; independence; democracy; nationalism; social care; and environmental care.
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Faigenbaum, Avery, Anne Farrel, Tracy Perron und Tami Jakubowski. „FIT: A community-engaged approach to health and physical education“. British Journal of Child Health 1, Nr. 5 (02.10.2020): 242–47. http://dx.doi.org/10.12968/chhe.2020.1.5.242.
Annotation:
Background: The purpose of the Smart Nutrition and Conditioning for Kids (SNACK) pilot study was to increase fitness levels and overall health of children aged 7 to 9 years in two elementary schools, one urban and one urban rim. Fundamental Integrative Training (FIT) was incorporated into physical education class and was considered a vital component of SNACK. Methods: The FIT intervention was performed twice weekly during physical education class for 8 weeks. Pre- and post-Fitnessgram fitness tests were completed by each child. Results: Fitnessgram fitness test scores improved for all fitness tests for both the experimental and control groups in both schools (P<0.05). Significant differences between groups were found in 4 areas: PACER, push-up, curl-ups, and long jump (P<0.05). Conclusions: FIT is one example of an interdisciplinary (nursing, health and exercise science students and faculty, elementary school administration and staff) collaborative approach to improving fitness levels with limited time and resources.
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Helwig, Robert, und Gerald Tindal. „An Experimental Analysis of Accommodation Decisions on Large-Scale Mathematics Tests“. Exceptional Children 69, Nr. 2 (Januar 2003): 211–25. http://dx.doi.org/10.1177/001440290306900206.
Annotation:
This article reports on an investigation of teachers and students within special education to determine the accuracy with which teachers recommend read-aloud accommodations for mathematics tests, and develop a profile of students who benefit from this type of accommodation. Students in both general (n = 973) and special education (n = 245) in elementary and middle schools from eight states were administered an accommodated and standard mathematics achievement test. Teachers were no more successful than chance at predicting which students would benefit from the accommodation. Supplementary analyses used pretest reading and mathematics achievement scores in an attempt to develop a profile of students who favored one or the other formats. The outcomes from accommodations did not necessarily match student profiles.
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Petrakis, Elizabeth, und Viola Bahls. „Relation of Physical Education to Self-Concept“. Perceptual and Motor Skills 73, Nr. 3 (Dezember 1991): 1027–31. http://dx.doi.org/10.2466/pms.1991.73.3.1027.
Annotation:
This study investigated the relation of an elementary school program in physical education to the self-concepts of children in Grades 1 to 4. Two parochial schools were selected, one with a physical education program ( n = 126 children) and one without such a program ( n = 86 children). The Martinek-Zaichkowsky Self-concept Scale was administered during the first two weeks of September and again during the last two weeks of April. A 2 (pre-posttest) × 2 (group) × 4 (grade) analysis of variance with repeated measures on the first factor was used to analyze each measure, with post hoc tests to follow up. The self-concept results indicated that physical education did not enhance the self-concepts of children, except for those children in the second grade.
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Muro González, Francisco. „Latent Class Models in the Assessment of Education: The Case of Students’ Academic Attainment in Elementary Education in Zacatecas“. education policy analysis archives 16 (31.01.2008): 4. http://dx.doi.org/10.14507/epaa.v16n4.2008.
Annotation:
Based on an advanced statistical method (Latent Class Analysis), the author jointly examines two crucial factors in the assessment of students? performance in elementary school: School attainment and teacher education ( based on teachers? results in tests taken to earn their teaching credentials). Data from files in the 2001 Archives for the State of Zacatecas, Mexico are used to make this analysis. The author shows that when working with latent class models, one can make a more significant in depth analysis because by virtue of using this method, it is viable to construct suitable clusters and to segment the data files more efficiently in order to find differentiated effects of parameters in the population.
48
Wheelan, Susan A., und Jan Kesselring. „Link Between Faculty Group: Development and Elementary Student Performance on Standardized Tests“. Journal of Educational Research 98, Nr. 6 (Juli 2005): 323–30. http://dx.doi.org/10.3200/joer.98.6.323-330.
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Hourigan, Mairéad, und Aisling M. Leavy. „Using integrated STEM as a stimulus to develop elementary students' statistical literacy“. Teaching Statistics 42, Nr. 3 (August 2020): 77–86. http://dx.doi.org/10.1111/test.12229.
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Shriner, James, und John Salvia. „Chronic Noncorrespondence between Elementary Math Curricula and Arithmetic Tests“. Exceptional Children 55, Nr. 3 (November 1988): 240–48. http://dx.doi.org/10.1177/001440298805500306.
Annotation:
The content match of two elementary mathematics curricula (Distar Arithmetic and Scott Foresman Mathematics) and two arithmetic tests (KeyMath and the Iowa Tests of Basic Skills) was examined for Grades I through 3. Correspondence was assessed for content (material and operation) as well as the types of learning that were required of the student (i.e., knowledge, computation, comprehension, application). Eighty-one of the 90 comparisons were significant at the .001 level. Thus, a consistent lack of content correspondence was found among curricula and tests at all levels.