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Journal articles on the topic 'Education, Elementary – Uganda – Case studies'

Author: Grafiati

Published: 6 June 2021

Last updated: 29 July 2025

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1

Саакян, Сергей Арменович. "APPLICATION OF CASE STUDIES IN ENVIRONMENTAL EDUCATION OF PRIMARY SCHOOL CHILDREN." Вестник Тверского государственного университета. Серия: Педагогика и психология, no. 1(54) (March 31, 2021): 125–32. http://dx.doi.org/10.26456/vtpsyped/2021.1.125.

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Рассматриваются теоретические и методические особенности использования кейс-технологии в начальной школе. Даются методические рекомендации по применению кейсов при изучении тем экологического содержания в курсе «Окружающий мир». Приводятся результаты анкетирования педагогов начальной школы по вопросам использования кейс-технологии. The article describes the theoretical and application approach of the use of case studies in elementary school education. Application approaches are shown through the different cases in the study of environmental topics found in the elementary school course «The Wor

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Msiska, Fred Gennings Wanyavinkhumbo. "Exploring adult literacy and numeracy practices: Ethnographic case studies from Uganda." International Review of Education 64, no. 4 (2018): 531–33. http://dx.doi.org/10.1007/s11159-018-9711-4.

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Frank, Marion. "Theatre in the Service of Health Education: Case Studies from Uganda." New Theatre Quarterly 12, no. 46 (1996): 108–15. http://dx.doi.org/10.1017/s0266464x00009933.

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International organizations are increasingly turning to theatre as a means of raising development issues, exploring options, and influencing behaviour. This paper examines some structures and techniques inherent in this type of applied theatre, analyzing two plays used to supplement AIDS education programmes in Uganda. One is a video production by a typical urban popular theatre group, while the second production analyzed exemplifies the Theatre for Development approach through its sub-genre, Campaign Theatre, used to raise awareness on health issues, hygiene, sanitation, child care, and the e

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Wolfe, Lila F. "Theory in practice: case studies of two elementary science teachers." International Journal of Qualitative Studies in Education 9, no. 3 (1996): 361–74. http://dx.doi.org/10.1080/0951839960090310.

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Bolick, Cheryl Mason, Reid Adams, and Lara Willox. "The Marginalization of Elementary Social Studies in Teacher Education." Social Studies Research and Practice 5, no. 2 (2010): 1–22. http://dx.doi.org/10.1108/ssrp-02-2010-b0001.

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This article examines the literature related to the marginalization of social studies through the lens of elementary social studies teacher education. This study presents the case of two different states wherein one state, Virginia, tests social studies in elementary schools and another state, North Carolina, where social studies is not tested until middle school. The data gathered from both states were originally analyzed to shed light on the question of testing's effect on teacher preparation and subsequent curriculum enactment. Data collected from the study suggest that factors such as fiel

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Bolick, Cheryl Mason, Reid Adams, and Lara Willox. "The Marginalization of Elementary Social Studies in Teacher Education." Social Studies Research and Practice 5, no. 2 (2010): 1–22. http://dx.doi.org/10.1108/ssrp-02-2010-b0003.

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This article examines the literature related to the marginalization of social studies through the lens of elementary social studies teacher education. This study presents the case of two different states wherein one state, Virginia, tests social studies in elementary schools and another state, North Carolina, where social studies is not tested until middle school. The data gathered from both states were originally analyzed to shed light on the question of testing's effect on teacher preparation and subsequent curriculum enactment. Data collected from the study suggest that factors such as fiel

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OTOMO, Satoshi, Takafumi SEIKE, Toshiya TAKADA, Teruhiro INOUE, and Yoshinori OKAZAWA. "Case studies of teacher behaviors in elementary school physical education classes." Japanese Journal of Sport Education Studies 19, no. 2 (1999): 159–73. http://dx.doi.org/10.7219/jjses.19.159.

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Hidayah, Yayuk, Meiwatizah Trihastuti, and Dinie Anggraeni Dewie. "Kecerdasan Berideologi Calon Guru Pendidikan Sekolah Dasar Melalui Pendidikan Pancasila." Jurnal Al-Qiyam 1, no. 2 (2021): 74–82. http://dx.doi.org/10.33648/alqiyam.v1i2.129.

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The purpose of this article is to find out about Pancasila Education in strengthening the ideological intelligence of prospective elementary school education teachers. This research is based on the theory of intelligence proposed by Howard Gardner. The research method used in this research is descriptive method type of case studies, data collection is done through interviews, observation of documentation studies and literature studies. Data analysis using Miles and Huberman and data validity using triangulation. The results showed that the Pancasila course strengthened the ideological intellig

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Oola, James, David Kani Olema, Dennis Zami Atibuni, and Denis Omara. "Enabling and Impeding Factors in the Provision of Business, Vocational, Entrepreneurship, and Technical Training Education under COVID-19." Asian Journal of Education and Social Studies 42, no. 2 (2023): 48–57. http://dx.doi.org/10.9734/ajess/2023/v42i2913.

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Education systems have been grossly negatively impacted by COVID-19 globally. Education Institutions including universities, colleges, and elementary schools were closed to prevent the disease from spreading. Lockdown and social distancing are some of the disease preventive measures that imposed the greatest challenges on the education system. Different training and learning strategies were adopted to ensure continuity in the provision of Business, Vocational, Entrepreneurship, and Technical Training (BTVET) education across the globe. These strategies include individual learning, online or re

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Song, Ha In, and Jun Seong Kim. "A case study on human rights education in elementary social studies class." Korean Association For Learner-Centered Curriculum And Instruction 18, no. 13 (2018): 213–44. http://dx.doi.org/10.22251/jlcci.2018.18.13.213.

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Brownlee, Jo, Jia-Jia Syu, Julia Mascadri, et al. "Teachers’ and children’s personal epistemologies for moral education: Case studies in early years elementary education." Teaching and Teacher Education 28, no. 3 (2012): 440–50. http://dx.doi.org/10.1016/j.tate.2011.11.012.

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Pliberšek, Urška. "Change is Possible: A Case Study of Multicultural Education in Slovenia." Ascarya: Journal of Islamic Science, Culture, and Social Studies 4, no. 1 (2024): 147–56. http://dx.doi.org/10.53754/iscs.v4i1.670.

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This study investigated the attitudes of Slovene elementary school students towards multiculturalism and the effect of educational workshops on these attitudes. This research fills a gap in the existing literature as there is a lack of studies on the impact of multicultural workshops in Slovenia. This study employed a case study approach that focused on a specific elementary school. The literature review discusses the concept of multiculturalism, approaches to multicultural education, and attitudes of teachers and the general population towards multiculturalism. These findings suggest that chi

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Winfield, Linda F. "Lessons From the Field: Case Studies of Evolving Schoolwide Projects." Educational Evaluation and Policy Analysis 13, no. 4 (1991): 353–62. http://dx.doi.org/10.3102/01623737013004353.

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This study describes changes that occurred in one of the nation’s largest urban school systems on the East Coast following passage of the Hawkins-Stafford Amendments. Case study methods were used to describe the central office and system role and changes at the elementary school level in selected sites. A major emphasis of central office framework for school wide projects (SWPs) was school-based management and instructional frameworks based on effective schools research. The primary type of instructional intervention at the school level was reduction of class size during reading and math instr

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Martinez-Garcia, Cynthia, and John R. Slate. "Elementary School Campuses and New Teachers." Education and Urban Society 44, no. 1 (2010): 83–96. http://dx.doi.org/10.1177/0013124510380907.

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In this study, the researchers examined the five most recent years of data (2003-2004 through 2007-2008) from the Academic Excellence Indicator System of the State of Texas regarding new teachers on elementary school campuses. We examined the extent to which differences were present between elementary school campuses with the highest new teacher percentages and elementary school campuses with the lowest new teacher percentages. In every case for all 5 years, elementary school campuses with the highest percentages of new teachers had the highest percentages of minority students, highest percent

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Dobrick, Alison Asher, and Laura Fattal. "Exploring exemplars in elementary teacher education." Social Studies Research and Practice 13, no. 1 (2018): 72–83. http://dx.doi.org/10.1108/ssrp-07-2017-0039.

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PurposeEducators who teach for social justice connect what and how they teach in the classroom directly to humanity’s critical problems. Teacher education at the elementary level must center such themes of social justice in order to prepare today’s teachers to lead their students in developing an understanding of how to make the world a better place to live. The paper aims to discuss this issue.Design/methodology/approachThis paper presents three case studies of exemplary, pre-service teacher-created lessons that integrate the arts, social studies, and language arts around themes of social jus

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Rachmadyanti, Putri, Sumarmi, Hari Wahyono, Riska Pristiani, and Narong Kiettikunwong. "Meaningful Social Studies Learning Practices in Islamic Elementary School Education: Case Study from Indonesia." Journal of Lifestyle and SDGs Review 5, no. 1 (2025): e04158. https://doi.org/10.47172/2965-730x.sdgsreview.v5.n01.pe04158.

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Objective: The primary issue in social studies education at Islamic Elementary Schools in Indonesia is the over-reliance on rote memorization, limiting student engagement and critical thinking. This study aims to explore how meaningful learning practices are implemented to enhance student participation and understanding in social studies classes. Method: A qualitative case study approach was employed, involving semi-structured interviews with teachers and principals from Islamic Elementary Schools. Thematic analysis was used to analyze the data and identify key themes reflecting current practi

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Obeagu, Getrude Uzoma, Marudhar Marudhar, and Mohammad Turkur. "An Update on the Impact of Case-Based Learning on Critical Thinking in Clinical Decision Making in Uganda Nursing Education: A Narrative Review." NEWPORT INTERNATIONAL JOURNAL OF RESEARCH IN MEDICAL SCIENCES 6, no. 1 (2025): 1–8. https://doi.org/10.59298/nijrms/2025/6.1.18000.

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Nursing education in Uganda plays an essential role in preparing healthcare professionals to address the country’s diverse and complex health challenges. However, traditional teaching approaches, which often rely heavily on rote learning, fail to adequately equip nursing students with critical thinking and clinical decision-making skills, essential competencies for effective patient care. Case-based learning (CBL) has emerged as a promising instructional strategy that promotes active engagement, problem-solving, and the application of theoretical knowledge to real-world scenarios. This review

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Bresler, Liora. "Traditions and change across the arts: Case studies of arts education." International Journal of Music Education os-27, no. 1 (1996): 24–35. http://dx.doi.org/10.1177/025576149602700104.

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This study describes the operational curriculum of arts education (visual arts, music, dance and drama education) in two elementary schools, using a qualitative, case-study methodology. The paper presents four orientations of arts education: (a) the Social orientation (arts as community builder); (b) the Subservient to academics orientation; (c) the Affective orientation; (d) the Discipline-based orientation. To understand the roles that the arts serve in the school, one needs to examine larger contexts including the goals and ideology of the school, and teachers’ beliefs. An examination of th

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Retnasari, Lisa, Ragil Dian Purnama Putri, Ella Kusuma Wardani, Aim Abdulkarim, and Dikdik Baehaqi. "An Analysis of Inclusiveness in Teaching Citizenship Education (Civic Education) in Primary Schools: A Case Study of Curriculum Implementation and Inclusive Practices." JIV-Jurnal Ilmiah Visi 18, no. 2 (2023): 137–45. http://dx.doi.org/10.21009/jiv.1802.9.

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This research aims to analyze inclusivity in the teaching of Civic Education (PKn) in elementary schools, with a focus on the implementation of inclusive curriculum and practices. This research uses a case study approach to understand inclusivity in the context of Citizenship Education in elementary schools. The aim of this research is to analyze inclusivity in Civics teaching in elementary schools through case studies of the implementation of inclusive curriculum and practices and understand the extent to which inclusivity is implemented in the Civics teaching curriculum and practices in elem

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Sandholtz, Judith Haymore, Cathy Ringstaff, and Bryan Matlen. "Coping with constraints: Longitudinal case studies of early elementary science instruction after professional development." Journal of Educational Change 20, no. 2 (2019): 221–48. http://dx.doi.org/10.1007/s10833-019-09338-2.

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Ceretkova, Sona, and Lubica Korenekova. "DIRICHLET’S PRINCIPLE AS AN ELEMENTARY MATHEMATICAL MODEL IN MATHEMATIC EDUCATION." Problems of Education in the 21st Century 31, no. 1 (2011): 45–55. http://dx.doi.org/10.33225/pec/11.31.45.

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One important part of nowadays research in theory of mathematics education is focused on searching for some interesting and non-traditional mathematical topics and themes. The topic named the “Dirichlet’s Principle” is aimed to promote and exercise mathematical competencies by using quite simple mathematical rules. The rules were discovered and described in the 19th century by Johann Peter Gustav Lejeune Dirichlet (1805-1859). The article describes case studies as the results of qualitative research of mathematics’ lessons with the topic of Dirichlet’s principle at upper-secondary school and u

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Kikkawa, Toshiko, and Seiji Suzuki. "Localization of Risk Communication Tools: Two Case Studies." Journal of Disaster Research 8, no. 1 (2013): 90–94. http://dx.doi.org/10.20965/jdr.2013.p0090.

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In this paper, the authors explore some issues related to adjusting risk communication tools to localities in developing countries, i.e., the localization of risk communication tools. We introduce two anecdotal cases using simulation games as tools for risk communication. First, the “Garbage” game (Thiagarajan, 1991) was introduced to participants in order to improve their awareness of second-order social dilemmas caused by waste management. The cheating nature involved in its rules for achieving the goal was refused by some participants for reasons of religious belief in which the cheating of

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Mokromenko, O. "The components of content of elementary education at three stages of elementary education development in Great Britain in the 19 th century." New Collegium 3, no. 105 (2021): 59–64. http://dx.doi.org/10.30837/nc.2021.3.59.

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The article investigates the issue of the experience in theory and practice of elementary education organizing in Great Britain during the 19 th century. Special attention is given to elementary education content. The role of changing content at three stages of elementary education development has been defined according to social and political, cultural and pedagogical prerequisites. The content components of elementary education at three stages of elementary education development in Great Britain in the 19 th century have been analyzed. Lack of common, compulsory and legal content at first tw

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Yeni Nuraeni, Amanda Putri Humaeroh, Chiqa Arnabila Zahraan, Kumala Dewi, Rahma Izzatul Janah, and Risma Odis Adellia. "Analisis Strategi Guru dalam Menanamkan Nilai Pendidikan Karakter pada Anak Sekolah Dasar." Jurnal Bintang Pendidikan Indonesia 3, no. 1 (2025): 314–21. https://doi.org/10.55606/jubpi.v3i1.3605.

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This study aims to analyze teachers' strategies in instilling character education values in elementary school students based on various studies and references. Character education serves as a crucial foundation in shaping students' morals and attitudes, particularly at the elementary education level. Various studies reveal that the strategies implemented include role modeling, integrating character values into the learning process, case discussion methods, and reinforcement through constructive rewards or disciplinary actions. Furthermore, collaboration between teachers, parents, and the schoo

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Katumba, Godfrey. "Supplementing school-based religious education in Uganda: a case study for the Mugigi catechetical course." International Studies in Catholic Education 13, no. 2 (2021): 209–16. http://dx.doi.org/10.1080/19422539.2021.2010459.

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Cai, Peiyan. "Thinking skills development in mobile learning: The case of elementary school students studying environmental studies." Thinking Skills and Creativity 42 (December 2021): 100922. http://dx.doi.org/10.1016/j.tsc.2021.100922.

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Maskur, Rini, Agus Suprijono, and M. Jacky. "Transformative Learning on Social Studies: Case Study of the Independence Meaning for Students." International Journal of Emerging Research and Review 2, no. 4 (2024): 000077. https://doi.org/10.56707/ijoerar.v2i4.77.

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Objective: This study aimed to analyze the implementation of transformative learning as an alternative learning model to improve the students’ perception about the meaning of independence, as the learning material for the sixth grade students in elementary school. Method: The research utilized a qualitative approach, with data collection methods include surveys, interviews, and focus group discussions. The analysis revealed that students through the transformative learning in action rearch can come out and relate their minds about the meaning of being free, the meaning of independence in gener

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Rachmadyanti, Putri, Elsinora Mahananingtyas, and Lita Ariyanti. "Tourism Objects as Social Studies Learning Sources in Elementary School." JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) 5, no. 2 (2022): 141. http://dx.doi.org/10.33578/jtlee.v5i2.7922.

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Objects tourism in premises increasingly growing and provide impacts positively on the economy of the community. The existence of tourist attractions can also contribute to the world of education, especially as a source of learning. Purpose research is the exploration use of tourism attractions in learning in Elementary School Education. The method of research that is used is research qualitative study of the case. The data collection technique used two steps, namely questionnaires and semi-structured interviews. The participants were 89 elementary school teachers in 6 cities of East Java who

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Leasa, Marleny, John Rafafy Batlolona, and Jamaludin. "Islands Education Studies and Challenges in Learning Science." Jurnal Penelitian dan Pengembangan Pendidikan 7, no. 1 (2023): 79–87. http://dx.doi.org/10.23887/jppp.v7i1.55810.

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Learning science in the archipelago has challenges and obstacles even though there has been a change in curriculum. The problem in this study is how science is taught in the context of the KBK, KTSP and K-13 curricula. The aims of this research is to develop the curriculum from the KBK to the 2013 Curriculum in science learning. Qualitative research was carried out using case studies to check conditions through in-depth interviews with informants. The informants involved were teachers and principals at 17 elementary schools as well as the head of the local education office. Data collection was

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Wahyono, Sugeng Bayu, Asri Budiningsih, Suyantiningsih Suyantiningsih, and Sisca Rahmadonna. "Multicultural Education and Religious Tolerance: Elementary School Teachers’ Understanding of Multicultural Education in Yogyakarta." Al-Jami'ah: Journal of Islamic Studies 60, no. 2 (2022): 467–508. http://dx.doi.org/10.14421/ajis.2022.602.467-508.

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This study is about multicultural education and religious tolerance in the midst of increasing religious intolerance in the educational environment. This study analyses elementary school teachers’ understanding of multicultural education and its implementation. The research method is a case study in the city of Yogyakarta, chosen because it is both know as a city of education and because this city has declared it a tolerant city. The results showed that the understanding of elementary school teachers’ multicultural education is generally essentialist, but some were constructivist or anti-essen

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Dwi Maryani, Nur Cholidah, Febriyani Sulistyaningsih, Sutama, and Achmad Fatoni. "Analysis of Education Character Policy to Realize Pancasila's Value to Elementary School Students." Bulletin of Science Education 4, no. 2 (2024): 187–94. http://dx.doi.org/10.51278/bse.v4i2.1314.

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This research analyzes character education policies to realize Pancasila's values in elementary school students. Using qualitative methods with case studies at some primary schools in Surakarta, data was collected through interviews, observations, and document analysis. Research results show that character education policies are implemented through the integration of Pancasila values into curricula, extracurricular activities, and teacher training. Collaboration between schools and parents is also effective in supporting student character education. However, challenges such as resource constra

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Wills, John S., and Judith Haymore Sandholtz. "Constrained Professionalism: Dilemmas of Teaching in the Face of Test-Based Accountability." Teachers College Record: The Voice of Scholarship in Education 111, no. 4 (2009): 1065–114. http://dx.doi.org/10.1177/016146810911100401.

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Background/Context In response to state-level test-based accountability and the federal No Child Left Behind Act, school administrators increasingly view centralized curriculum and prescribed instructional strategies as the most direct means of increasing student performance. This movement toward standardization reduces teachers’ autonomy and control over their classroom practices. The consequences of test-based accountability on teacher practice are often conceptualized as a tension between teacher professionalism and standardization. Focus of Study This case study investigates the classroom

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Salvador, Karen. "Assessment and individualized instruction in elementary general music: A case study." Research Studies in Music Education 41, no. 1 (2018): 18–42. http://dx.doi.org/10.1177/1321103x18773092.

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Elementary general music teachers have differing perspectives on the meaning and value of assessment, and few studies have examined how the results of assessment are applied in the classroom. In this case study, I investigated how one elementary general music teacher used information from assessments to individualize instruction. Over the course of seven weeks of observation, think-alouds, interviews, and reading the teacher’s journals, I discovered that my guiding questions had implied a simplistic, linear relationship of assessment and differentiation of instruction—that assessment led to in

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Campayo-Muñoz, Emilia, Alberto Cabedo-Mas, and David Hargreaves. "Intrapersonal skills and music performance in elementary piano students in Spanish conservatories: Three case studies." International Journal of Music Education 38, no. 1 (2019): 93–112. http://dx.doi.org/10.1177/0255761419873782.

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This study is based on the premise that emotional skills—comprised of an intrapersonal dimension and an interpersonal dimension—help to achieve personal balance, which in turn can enhance performance. Following from this premise, the improvement of music students’ emotional skills might have a positive effect on their musical performance. The recognized relationship between music and emotion therefore suggests that music education is a suitable context for developing emotional skills. The article examines the relationship between intrapersonal skills and the musical performance of elementary s

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Sam Amir, Yanti, Nurlita Cahyani, and Iqbal Permana. "Implementasi program pendidikan inklusif bagi siswa tunagrahita di Sekolah Dasar Kabupaten Garut Jawa Barat." LITERAL: Disability Studies Journal 1, no. 02 (2023): 16–24. http://dx.doi.org/10.62385/literal.v1i02.44.

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Education and the administration of education must be managed well therefore increases the quality of students. One of the determining and supporting factors is the teacher. The role of teachers in elementary schools is really needed because elementary school students still need support from the environment in their learning process, especially students with special needs in inclusive elementary schools. This research aims to determine the implementation of the inclusive education program as well as school and teacher support activities for ABK students in inclusive education services and the

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Ariyanti, Dwi, Munawir Munawir, and Mas'uliyyah Mas'uliyyah. "Urgensi Pendidikan Agama Islam dalam Pembentukan Akhlak Siswa MI." Tarbawy : Jurnal Pendidikan Islam 10, no. 2 (2023): 98–104. http://dx.doi.org/10.32923/tarbawy.v10i2.3653.

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A bitter reality frequently encountered regarding student morality is the emergence of problems in daily life, such as the prevalence of students bullying their own peers, children mistreating their parents, and so on. This indicates the need for an improvement in the moral education system for students. This research aims to reveal the urgency of Islamic Religious Education in shaping the morality of students in Islamic Elementary School. The approach used is descriptive-qualitative, with data collection techniques including case studies, literature studies, and research instruments such as c

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Sasferi Yendra, Hesti Rosita Dwi Putri, and Widya Sartika. "Exploration of the Application of Holographic Technology in Elementary Learning: Case Review." SPECTA Journal of Technology 8, no. 3 (2024): 242–49. https://doi.org/10.35718/specta.v8i3.1254.

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The designation of Nusantara as the new capital city of Indonesia presents a unique opportunity to integrate cutting-edge technology into various sectors, including education. Traditional learning has been the backbone of the education system, but in today’s rapidly evolving world, more innovative approaches are needed to engage students and improve learning outcomes. Higher education, in particular, must adopt modern teaching methods that encourage student engagement and interaction with learning materials. One promising advancement is the introduction of holographic technology, which has the

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Wills, John S. "Putting the Squeeze on Social Studies: Managing Teaching Dilemmas in Subject Areas Excluded from State Testing." Teachers College Record: The Voice of Scholarship in Education 109, no. 8 (2007): 1980–2046. http://dx.doi.org/10.1177/016146810710900804.

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Background/Context Recent research indicates that social studies is being “squeezed” from the elementary curriculum as instructional time is shifted to language arts and mathematics in response to state testing and the federal No Child Left Behind Act, especially in schools serving poor students and students of color. However, less is known about the specific curricular and instructional choices teachers make as they confront reduced instructional time for social studies, and the enacted curriculum resulting from these choices. Purpose The purpose of this study is to analyze what happens to th

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Kučerová, Silvie R., Jan D. Bláha, and Zdeněk Kučera. "Transformations of spatial relationships in elementary education: A case study of changes in two Czech rural areas since the second half of the 20th century." Moravian Geographical Reports 23, no. 1 (2015): 34–44. http://dx.doi.org/10.1515/mgr-2015-0004.

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Abstract Transformations in the spatial organization of elementary education in the Czech Republic over the last 50 years are examined in this article, via case studies of two rural regions (Turnov district and Zábřeh district). The aim of the study is to investigate the impact of general development trends in elementary schools in territorial detail. Changes in the spatial distribution of schools, the size of school catchment areas, and the main education-related commuter flows are analyzed and visualized in cartographic form, in the context of educational policy and management.

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Guiamalon, Tarhata, Dedith A. Sandigan, and Sema G. Dilna. "The Impact of Alternative Learning System in Cotabato Division: A Case Study." International Journal of Scientific Research and Management 10, no. 04 (2022): 01–05. http://dx.doi.org/10.18535/ijsrm/v10i4.el01.

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As a result of the world Declaration of Education for All (EFA) in 1990, the Philippines designed Alternative Learning System (ALS), a program that will provide non-formal education to out-of-school children (OSC), out-of-school youth (OSY), illiterate adults and marginalized Filipinos that will address illiteracy and promote continuing education. This research study used the qualitative research design involving the Cotabato Division in the province of North Cotabato implementing the ALS A&E program. The mobile teachers. District ALS program coordinators , ALS A&E passers, and the div

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Rijal, Muhammad Syamsul. "Pendekatan Holistik untuk Meningkatkan Kualitas Pendidikan Siswa Inklusi di Sekolah Dasar." Journal of Education and Social Science 1, no. 2 (2025): 30–34. https://doi.org/10.70716/jess.v1i2.107.

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Inclusive education in elementary schools is an important effort to ensure that every student, including those with special needs, gets equal educational rights. This article examines a holistic approach in improving the quality of education for inclusive students, with an emphasis on collaboration between educators, parents and the community. A holistic approach includes various aspects, such as curriculum adaptation, development of inclusion-friendly teaching methods, teacher training, and creating a learning environment that supports diversity. This research uses qualitative methods with li

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King, Ken, Lee Shumow, and Stephanie Lietz. "Science education in an urban elementary school: Case studies of teacher beliefs and classroom practices." Science Education 85, no. 2 (2001): 89–110. http://dx.doi.org/10.1002/1098-237x(200103)85:2<89::aid-sce10>3.0.co;2-h.

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Xarisa Azalia, Regina Satya Wiraharja, and Hadiyanto. "STAKEHOLDER ANALYSIS OF SCHOOL HEALTH PROGRAM AT ELEMENTARY SCHOOLS IN NORTH JAKARTA, A CASE STUDY." Jurnal Kedokteran dan Kesehatan : Publikasi Ilmiah Fakultas Kedokteran Universitas Sriwijaya 11, no. 1 (2024): 48–56. http://dx.doi.org/10.32539/jkk.v11i1.228.

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The School Health Unit (UKS) program has been implemented since 1984. Although this program has been done yearly, the children's health status has not been optimized yet. Studies have been done to evaluate this program, however very limited studies have been done to explore the stakeholders of the program, their roles, and their conflicts, especially at the school level. This study aimed to stakeholder analysis of school health programs at school level. This was a qualitative case study of 4 elementary schools in North Jakarta. Data collection was carried out by means of in-depth interviews. S

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Schoeneberger, Mary, and Thomas Russell. "Elementary science as a little added frill: A report of two case studies." Science Education 70, no. 5 (1986): 519–38. http://dx.doi.org/10.1002/sce.3730700506.

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Chen, Sixing. "Making Knowledge in the Local Settings: Vernacular Education and Cantonese Elementary Textbooks." Religions 15, no. 3 (2024): 299. http://dx.doi.org/10.3390/rel15030299.

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A growing number of Protestant missionaries engaged in vernacular education in the late nineteenth century. To meet the demands of the new era, Christian church education faced challenges not only in its curriculum design but also in the way it presented new knowledge. Previous studies have focused on church education at the tertiary level while overlooking the elementary level. This article discusses vernacular church education and vernacular textbooks at the elementary level in the late Qing, with specific reference to Youxue baoshen yaoyan 幼學保身要言 (The Human Body for Children). It argues tha

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Gilmore, Brynne, Eilish McAuliffe, Jessica Power, and Frédérique Vallières. "Data Analysis and Synthesis Within a Realist Evaluation: Toward More Transparent Methodological Approaches." International Journal of Qualitative Methods 18 (January 1, 2019): 160940691985975. http://dx.doi.org/10.1177/1609406919859754.

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Realist evaluations are increasingly used in the study of complex health interventions. The methodological procedures applied within realist evaluations however are often inexplicit, prompting scholars to call for increased transparency and more detailed description within realist studies. This publication details the data analysis and synthesis process used within two realist evaluation studies of community health interventions taking place across Uganda, Tanzania, and Kenya. Using data from several case studies across all three countries and the data analysis software NVivo, we describe in d

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Sangadji, Harina. "Kurikulum Merdeka: Analisis Asesmen Perkembangan Pendidikan Karakter di Sekolah Dasar." PrimEarly : Jurnal Kajian Pendidikan Dasar dan Anak Usia Dini 7, no. 1 (2024): 78–89. http://dx.doi.org/10.37567/primearly.v7i1.2877.

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This research aims to analyze how student development assessment and character education are implemented in the Independent Curriculum in Elementary Schools. The method used in this research is qualitative research with case studies in several elementary schools that use the independent curriculum in Central Ternate City District, Ternate City. Data was collected through observation, interviews and document analysis. The research results show that student development assessments focus more on individual progress and potential in the learning context. This approach also integrates character edu

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Leonardi, Bethy, and Sara Staley. "Cultivating a Queer Mindset: How One Elementary School Teacher is Rattling Common Sense." Teachers College Record: The Voice of Scholarship in Education 123, no. 7 (2021): 1–32. http://dx.doi.org/10.1177/016146812112300703.

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Background/Context A significant body of research on gender and sexual diversity in education has called on teachers to “move beyond inclusion” of LGBTQ+ voices in curriculum by queering their practice and “disrupting cis-heteronormativity.” Few studies have focused on the ways that disrupting cis-heteronormativity is challenging work for teachers to engage. Purpose/Objective/Research Question/Focus of Study In this case study, we focus on patterned moves that Laura, a first-grade teacher, made to disrupt cis-heteronormativity by supporting her students in cultivating what we call a “queer min

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Kabera, John B. "Education of Refugees and Their Expectations in Africa: The Case of Returnees with Special Reference to Uganda." African Studies Review 32, no. 1 (1989): 31. http://dx.doi.org/10.2307/524492.

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Zubíček, Jaromír. "Study persistence as a characteristic problem of current elementary art education in the Czech republic: A case study." Paedagogia Musica 6 (2024): 33–43. https://doi.org/10.24132/zcu.musica.2024.01.33-43.

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The education system for teaching singing or playing musical instruments has a long tradition in the Czech Republic. State-guaranteed studies organized in elementary art schools provide students with the basics of education that these starting artists can later develop further at conservatories and universities. Thanks to equal treatment and an extensive network of schools, more than 10% of the total population of Czech citizens aged between 5 and 18 attend the music field. The study aims to find out how many students properly complete their music studies with a leaving certificate and which s

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