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Relevant bibliographies by topics / Education Education, Elementary Social participation

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Academic literature on the topic 'Education Education, Elementary Social participation'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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Journal articles on the topic "Education Education, Elementary Social participation"

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Kurniawan, Yudi, Riski Muliyani, Lili Yanti, et al. "The Urgency of ICT in Elementary Education." International Journal of Public Devotion 1, no. 2 (2019): 26. http://dx.doi.org/10.26737/ijpd.v1i2.864.

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This activity was a socialization and training to citizen in order to apply computer into learning process in the elementary schools. This activity aims to provide knowledge and skills for the use of ICT especially computer and internet and foster interest and motivation of students to learn. The target in this task were all of students of SDN 62 in East Singkawang Sub-District. The methods used in PPM activities are briefing and simulation. The advantage of this activity could be obtained by participation of students in this social activities was provided the knowledge and skills on implement

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Gunansyah, Ganes, Ulhaq Zuhdi, Suprayitno Suprayitno, and Manda Rohadatul Aisy. "Sustainable development education practices in elementary schools." Journal of Education and Learning (EduLearn) 15, no. 2 (2021): 178–87. http://dx.doi.org/10.11591/edulearn.v15i2.17091.

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This study described the practice of Education for Sustainable Development (ESD) along with the supporting factors of the implementation of ESD in three elementary schools (SD) which are referred to as pilot education schools in Surabaya, namely SD Al Irsyad, Citra Berkat Primary Schooland Putat Gede I Surabaya Elementary School. The study used a qualitative approach with comparative descriptive methods. The instrument used in the form of in-depth interviews and documentation studies. Data analysis techniques included data reduction, data presentation and verification. The results of this stud

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Torres-Harding, Susan, Ashley Baber, Julie Hilvers, Nakisha Hobbs, and Michael Maly. "Children as agents of social and community change: Enhancing youth empowerment through participation in a school-based social activism project." Education, Citizenship and Social Justice 13, no. 1 (2017): 3–18. http://dx.doi.org/10.1177/1746197916684643.

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School-based social activism projects have much potential to foster civic engagement, self-efficacy, and positive youth development. Social activism projects may also be a means by which children, a group that is disempowered due to their age and dependence on adults, might seek to positively impact social and community problems. The current study evaluated elementary school age children’s (K-7th grade) participation in grassroots campaigns, which are year-long school-based activism projects that are a component of their school’s comprehensive social justice curriculum. Results found that even

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Neel, Michael Alan, and Amy Palmeri. "Meeting the demands of the C3 framework in elementary social studies methods." Social Studies Research and Practice 12, no. 3 (2017): 358–71. http://dx.doi.org/10.1108/ssrp-08-2017-0047.

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Purpose In both elementary schools and elementary teacher education programs, social studies is marginalized while standards require increasingly more ambitious reasoning, reading, and writing in social studies than has historically been documented in American elementary schools. The purpose of this paper is to explain the challenges that elementary social studies teacher educators face in preparing elementary school teachers to facilitate the kind of ambitious social studies envisioned in the NCSS’s C3 Framework and advocate an approach to successfully address these challenges. Design/methodo

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Wang, Qiyun. "Developing a Technology-supported Learning Model for Elementary Education Level." Mimbar Sekolah Dasar 6, no. 1 (2019): 141. http://dx.doi.org/10.17509/mimbar-sd.v6i1.15901.

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Technology has been increasingly used to promote students’ engagement in online learning environments. Engagement refers to the students’ commitment or effort involved in learning. Engagement often has various categories such as behavioral, emotional, and cognitive engagement. In this paper, a technology-supported learning model is proposed for the purpose of promoting students’ engagement in online learning. This model is composed of three key components: pedagogical design, social design, and technical design. Pedagogical design aims to achieve predefined learning objectives through well-des

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Kumar, Indal, and Indrani Roy Chowdhury. "Shadow Education in India: Participation and Socioeconomic Determinants." Journal of South Asian Development 16, no. 2 (2021): 244–72. http://dx.doi.org/10.1177/09731741211032472.

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Although shadow education in India has been in practice for a long time, the scale has grown dramatically in recent years, with the size of the industry ranging between $40 and $70 billion. Drawing from the five rounds of National Sample Survey data sets on education, the study examines the trends and socioeconomic determinants of shadow education participation in India. It also addresses the time burden of shadow education and students’ learning outcomes by using the Indian Human Development Survey database. The findings state that households’ socioeconomic status, educational level of househ

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Marlina, Marlina, and Grahita Kusumastuti. "SOCIAL PARTICIPATION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN INCLUSIVE ELEMENTARY SCHOOLS / SPECIALIŲJŲ UGDYMOSI POREIKIŲ TURINČIŲ MOKINIŲ SOCIALINIS DALYVAVIMAS INKLIUZINĖJE PRADINIO UGDYMO MOKYKLOJE." SPECIALUSIS UGDYMAS / SPECIAL EDUCATION 1, no. 39 (2019): 109. http://dx.doi.org/10.21277/se.v1i39.412.

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<p>This article examines the social participation of students with special needs in four aspects, namely friendship, interaction, social self-perception, and peers acceptance. This study discuss about the social participation of students with special needs in inclusive school. This research is descriptive quantitative and the relationship between the four aspects of social participation. The subject of this research are students with special needs and regular students in ten inclusive elementary school, Padang. The social self-perception was measured with three aspects such as the Self-P

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Garakani, Tatiana. "The Education of Inuit Youth in Nunavik: Teachers’ and Students’ Perspectives." Études Inuit Studies 40, no. 2 (2019): 25–46. http://dx.doi.org/10.7202/1055430ar.

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This article draws on data collected in Nunavik between 2011 and 2014 to describe the perceptions of Inuit students and their teachers (Inuit and non-Inuit) about their motivation, the purpose of schooling, the quality of their relationships, and the pedagogical choices and approaches that influence their perseverance. Informed by critical Indigenous methodologies, the research was conducted with the approval of Kativik Ilisarniliriniq, the School Board of Nunavik. A wide range of research tools was used to facilitate participation by teachers from the French, English, and Inuit sectors, in el

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Goodwin, Donna L., and E. Jane Watkinson. "Inclusive Physical Education from the Perspective of Students with Physical Disabilities." Adapted Physical Activity Quarterly 17, no. 2 (2000): 144–60. http://dx.doi.org/10.1123/apaq.17.2.144.

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The study describes the phenomenon of inclusive physical education from the perspective of students with disabilities. The experience of 9 elementary school-aged students with physical disabilities (6 males and 3 females with a mean age of 11 years, 1 month) was captured by way of focus group interviews, field notes, and participant drawings. The thematic analysis uncovered a persistent dichotomy in how the participants experienced physical education. Good days were revealed in the themes of sense of belonging, skillful participation, and sharing in the benefits. Bad days were overshadowed by

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Guimarães, Ariane, Aline Sueli de Lima Rodrigues, and Guilherme Malafaia. "Rapid assessment protocols of rivers as instruments of environmental education in elementary schools." Ambiente e Agua - An Interdisciplinary Journal of Applied Science 12, no. 5 (2017): 801. http://dx.doi.org/10.4136/ambi-agua.1996.

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The aim of the present study is to assess the use of rapid assessment protocols (RAPs) of rivers as environmental education (EE) instruments in elementary schools. Therefore, EE activities were proposed to students from a Brazilian public elementary school. The activities included ranged from environmental-monitoring workshops to RAPs adapted to the level of schooling of the students. The students completed questionnaires before and after the activities in order to check their degree of knowledge prior to the activities and to assess the information acquired after participation in the activiti

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Dissertations / Theses on the topic "Education Education, Elementary Social participation"

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Peña, Delores Cecile. "Parental involvement : a case study of Mexican American social and cultural capital /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Lillestrand, Amy. "Social and Cultural Capital| Influence of Participation in Dual Language Immersion Programs on Student Engagement and Bicultural Identity." Thesis, University of Redlands, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10151432.

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<p> This study examined the social and cultural capital aspects of bicultural identity on student engagement for elementary students in dual immersion classes. The current definition for a dual immersion program states that students will gain bilingual, biliteracy and bicultural skills. While current research has examined the extent to which students gain bilingual and biliteracy skills in dual immersion programs, little exists on the third aspect of the triad, biculturalism. The research in this study examines the extent to which biculturalism exists within the dual immersion classroom and ho

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Sarone, Ole Sena 1949. "Pastoralists and education : school participation and social change among the Maasai." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=72843.

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Mahone, Robert H. "Diverse 3rd grade non-school activity participation associations with social competence and reading performance." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4791.

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This study examined indicators of 3rd Grade students' non-school activity participation (NSAP) for associations with measures of social competence and reading performance. The Early Childhood Longitudinal Study (ECLS-K), representative of a 1999 kindergarten cohort of more than 14,000 students was used. The study constructed social competence composites from responses provided by students, parents and teachers. Principal component analysis and iterative bivariate correlations were utilized to derive the most robust composite for use in tests of the main hypotheses of the study. Results confirm

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Esser, Ted H. "The Impact of Prolonged Participation in a Pro-Social Cognitive Behavioral Skills Program on Elementary Age Students, with Behavior Related Disorders, Behavior Accelerative, Behavior Reductive, and Return to Regular Classroom Outcomes." University of Nebraska at Omaha, 2013.

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The Impact of Prolonged Participation in a Pro-Social Cognitive Behavioral Skills Program on Elementary Age Students, with Behavior Related Disorders, Behavior Accelerative, Behavior Reductive, and Return to Regular Classroom Outcomes

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Stovall, Yolanda Jordan. "Students' Participation in an Alternative to Suspension Program." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3325.

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Black and Hispanic students in the United States are suspended at a higher rate and lag behind White students academically. This project study examined student achievement and behavior in an alternative to suspension (ATS) program at a Midwest U.S. high school. The purpose of this mixed methods, concurrent embedded strategy study was to determine if participation in the ATS program decreased disciplinary referrals and improved student performance. This study was guided by social control theory, which suggests that when students are disengaged in the school environment, student/teacher and peer

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Chavez, Adriana, and Martha Tinehyn Glomah. "What contributes to academic achievement among elementary grade students: A needs assessment." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3369.

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The purpose of this research study was to investigate the needs of parents and teachers to identify factors that contributed to academic achievement among elementary grade students. Data was collected from a total of 65 parents and teachers of elementary grade students from Rowland Elementary School in Rowland Heights.

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Pearl, Erica S. "Depressive Symptoms and Prosocial Behavior in Elementary School Students after Participating in an Anti-Bullying Program." Xavier University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1383573742.

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Ruiz, Martín Christopher. "Assisting Hispanoamericano parents to recognize children's literacy requirements by recontextualizing the academic language of social studies." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/818.

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Tucker, Linda Cavazos. "School and Community Partnerships: Effect on At-risk Elementary Student Populations." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822807/.

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The purpose of this study was to investigate the current practices of school and community partnerships in five North Texas elementary schools. In addition, the study focused on the influence community partnerships have on at-risk students based on at-risk indicators data. The literature revealed that when schools, parents, and families work together, students tend to earn higher grades, attend school more regularly, stay in school longer, and enrolled in coursework beyond high school. The target population included approximately 350 administrators, teachers, and paraprofessionals from five

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Books on the topic "Education Education, Elementary Social participation"

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Home advantage: Social class and parental intervention in elementary education. Falmer Press, 1989.

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Home advantage: Social class and parental intervention in elementary education. 2nd ed. Rowman & Littlefield Publishers, 2000.

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Breton, Jeannine. Un projet d'école: Apprendre par la participation et la concertation. Institut national de recherche pédagogique, 1989.

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Bautista, Veltisezar B. How to teach your child: A parent's guide to helping kids get A's. Bookhaus Publishers, 1991.

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Bautista, Veltisezar B. How to teach your child: Things to know from kindergarten through grade 6. Bookhaus Publishers, 1992.

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LaForge, Ann E. What really happens in school: A guide to your child's emotional, social, and intellectual development, grades K-5. Hyperion, 1999.

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What really happens in school: A guide to your child's emotional, social, and intellectual development, grades K-5. Hyperion, 1999.

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Engaging 'hard to reach' parents: Teacher-parent collaboration to promote children's learning. John Wiley & Sons Ltd., 2010.

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Community participation in elementary education. Indian Publisher's Distributors, 2005.

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Spock, Benjamin. Dr. Spock's the school years: The emotional and social development of children. Pocket Books, 2001.

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Book chapters on the topic "Education Education, Elementary Social participation"

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Wiborg, Susanne. "Social Class Formation and Educational Participation." In Education and Social Integration. Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230622937_3.

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Takeuchi, Hirokazu. "Social Participation in the Community and Geography Education." In Geography Education in Japan. Springer Japan, 2014. http://dx.doi.org/10.1007/978-4-431-54953-6_9.

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Pai, Sudha. "Universal Elementary Education in India: An Exploratory Study of Movements in Civil Society." In Education as Social Action. Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230505605_4.

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Harrison, Neil. "Patterns of participation in a period of change." In Higher Education and Social Inequalities. Routledge, 2017. http://dx.doi.org/10.4324/9781315449722-5.

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Field, John, and Natalie Morgan-Klein. "The Importance of Social Support Structures for Retention and Success." In Widening Participation in Higher Education. Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137283412_11.

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Swalwell, Katy. "Noticing and questioning capitalism with elementary students." In Financialization, Financial Literacy, and Social Education. Routledge, 2021. http://dx.doi.org/10.4324/9781003020264-4.

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Baraik, Vijay. "Strands of educational participation of scheduled tribes." In Social Inclusion and Education in India. Routledge India, 2020. http://dx.doi.org/10.4324/9780429281846-4.

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Hunt, Wil, and Peter Scott. "Participation in paid and unpaid internships among creative and communications graduates." In Higher Education and Social Inequalities. Routledge, 2017. http://dx.doi.org/10.4324/9781315449722-12.

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Russell, William B., Stewart Waters, and Thomas N. Turner. "Character Education and the Development of Attitudes, Values, and Decision Making." In Essentials of Elementary Social Studies. Routledge, 2017. http://dx.doi.org/10.4324/9781315100678-3.

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Taylor, Yvette. "Good Students, Bad Pupils: Constructions of ‘Aspiration’, ‘Disadvantage’ and Social Class in Undergraduate-Led Widening Participation Work." In Widening Participation in Higher Education. Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137283412_5.

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Conference papers on the topic "Education Education, Elementary Social participation"

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MONIGIR, NORMA, and SOVI MASINAMBOW. "LITERACY ACTIVITY TO ELEMENTARY SCHOOL TEACHERS." In International Conference on Social science, Humanities and Education. Acavent, 2018. http://dx.doi.org/10.33422/icshe.2018.12.81.

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Peresada, Oksana, Natalia Korepina, and Elena Zhdanova. "Rhetorical Argumentation Education in Elementary School." In Proceedings of the International Conference "Topical Problems of Philology and Didactics: Interdisciplinary Approach in Humanities and Social Sciences" (TPHD 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/tphd-18.2019.66.

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Nozdracheva, Iuliia. "PROBLEMATIC ASPECTS OF THE INTERPRETER'S PARTICIPATION IN CRIMINAL PROCEEDINGS." In INTCESS 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.51508/intcess.202184.

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Kopp, Birgitta. "FOSTERING ENVIRONMENTAL CONSCIOUSNESS WITH COLLABORATION IN AN ELEMENTARY SCHOOL CLASS." In SOCIOINT 2020- 7th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2020. http://dx.doi.org/10.46529/socioint.2020233.

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Tervakari, A., K. Silius, and M. Kailanto. "Students' participation in a social media enhanced learning environment." In 2013 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2013. http://dx.doi.org/10.1109/educon.2013.6530209.

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Godunov, Oleg Ivanovich. "Education as a Way to Counteract Destructive Social Processes." In All-Russian Scientific Conference with International Participation. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-75860.

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Inang Prambudi, Dholina. "Integrating Disaster Mitigation Education in the Elementary School Curriculum." In 1st International Conference on Social Sciences Education - "Multicultural Transformation in Education, Social Sciences and Wetland Environment" (ICSSE 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/icsse-17.2018.19.

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Kaluge, Laurens. "The Evaluation of Community Participation in Basic Education Management." In Annual Conference on Social Sciences and Humanities. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007417301700176.

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de Rosa, Annamaria Silvana, Laura Dryjanska, and Elena Bocci. "PROFILING AUTHORS BASED ON THEIR PARTICIPATION IN ACADEMIC SOCIAL NETWORKS." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0401.

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Li, Xiuhua. "Analysis of Undergraduate Social Participation, Ideological and Political Education." In International Conference on Education, Management and Computing Technology (ICEMCT-15). Atlantis Press, 2015. http://dx.doi.org/10.2991/icemct-15.2015.79.

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Reports on the topic "Education Education, Elementary Social participation"

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Hourani, Sami. Youth Participation, Employment and Social Enterprise: Case study – FORSA Portal for Education. Oxfam, 2020. http://dx.doi.org/10.21201/2020.5846.

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Fieldsend, Astrid. Evidence and Lessons Learned Regarding the Effect of Equitable Quality Education on ‘Open Society’. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.094.

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The purpose of this review is to assist FCDO in understanding the evidence of impact and any valuable lessons regarding the effect equitable quality education can have on ‘open society’. The search revealed that there is a considerable volume of evidence which focuses on education’s ability to reduce poverty, increase economic growth, boost employability and achieve better health outcomes. There is less which focuses on the aspects of ‘open society’ as defined in this paper. The scope of this review was narrowed to focus upon areas of the ‘open society’ definition where the most evidence does

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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden

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