An evaluation of a school based English Language Curriculum initiative on the teaching of songs : a primary school case study

Feedback to students’ writing plays an important role as a scaffolding technique to help the students to improve their writing skills. With the introduction of school-based assessment and the Common European Framework of Reference (CEFR) into the new Standards-based English Language Curriculum (SBELC), teachers are expected to adapt the process writing approach in their classroom, where feedback is at the core of the process writing approach. This present study aims to explore Malaysian ESL teachers’ practice of written feedback in their writing classrooms. Two sample essays were used in this study. The sample essays were written by a Form Three student of a secondary school in Kuantan, Pahang, and a Form Five student from a secondary school in Manjung, Perak.The sample essays were sent to all secondary schools in Pahang, and teachers who teach the English Language at the schools were asked to mark the essay as how they would normally mark their students’ essays. The participants of this study were selected using purposive sampling. A total of 89 student sample essays with the teachers’ marking were returned, and the teachers’ feedback were analysed. This study found that most of the participants mark their students’ essays comprehensively and implicitly. However, some of the respondents did not give any feedback at all, and even if they did, the feedback would be retracted from the marking rubric. It has also been found that the respondents of this present study did not utilise comments on goals to work towards or specific activities for improvement. This paper further discusses the findings in view of the assessment of learning (AfL) and gives recommendations for future practice.

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Corrigendum to “Problems on primary school-based in-service training in Vietnam: A case study of Bac Giang Province” by Eisuke Saito, Atsushi Tsukui, Yoshitaka Tanaka [Int. J. Educ. Dev. 28(1) (2008) 89–103]

International Journal of Educational Development ◽

10.1016/j.ijedudev.2008.07.001 ◽

2008 ◽

Vol 28 (6) ◽

pp. 772

Author(s):

Eisuke Saito

Keyword(s):

Primary School ◽

School Based ◽

Service Training

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Children at transition from primary school reflecting on what schools are for – narratives of connectedness, (mis)recognition and becoming

Childhood ◽

10.1177/0907568221992852 ◽

2021 ◽

pp. 090756822199285

Author(s):

Daniela Sime ◽

Robbie Gilligan ◽

Jennifer Scholtz

Keyword(s):

Secondary School ◽

Primary School ◽

Sense Of Self ◽

School Based ◽

Emotional Aspects ◽

Recognition Theory

This article draws on a school-based case study carried out in Scotland with 11–12-year-olds reflecting on their views and experiences of school before transitioning from primary to secondary school. Drawing on Honneth’s recognition theory, and the dimensions of love, rights and solidarity, the findings show that school was seen by children as a place of dialogue, reciprocity and recognition; the learning and knowledge activities cannot be separated from the relational and emotional aspects. When misrecognition happens, subjects’ identity and sense of self-respect can be deeply violated.

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How is English Language Policy Translated to Classroom Practice? (A Case Study in an Indonesia Primary School)

Proceedings of the Proceedings of the 1st International Conference on Business, Law And Pedagogy, ICBLP 2019, 13-15 February 2019, Sidoarjo, Indonesia ◽

10.4108/eai.13-2-2019.2286089 ◽

2019 ◽

Author(s):

Yustik Fajriah ◽

Anne S ◽

Lucky Nurjamin

Keyword(s):

Primary School ◽

Language Policy ◽

Classroom Practice ◽

English Language ◽

English Language Policy

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KEPEMIMPINAN KEPALA MADRASAH DALAM MEWUJUDKAN PEMBELAJARAN EFEKTIF DI MADRASAH IBTIDAIYYAH RAHMAH EL YUNUSIYYAH DINIYYAH PUTERI PADANG PANJANG

ELEMENTARY: Islamic Teacher Journal ◽

10.21043/elementary.v4i1.1975 ◽

2017 ◽

Vol 4 (1) ◽

Author(s):

Emi Ratna Aprilana ◽

Muhammad Kristiawan ◽

Hafulyon Hafulyon

Keyword(s):

Primary School ◽

Technical Skills ◽

Effective Learning ◽

School Based ◽

Teachers And Students ◽

Human Skills ◽

Conceptual Skills ◽

Character Building ◽

Good Attitude

Abstract: This study was aimed at describing the headmaster’ leadership of Islamic Primary School Rahmah El Yunusiyyah in applying effective learning. The informants of this study were sectional leader of education, headmaster, teachers, staffs, parents and students. This study applied qualitative case study. The headmaster’s leadership of Islamic Primary School Rahmah El Yunusiyyah produced many achievements. The effective learning was done in order to produce students’ good attitude and achievement. The headmaster’s leadership was seen good, because his caring on developing teachers and students’ participation. The headmaster applied 1) technical skills; 2) human skills; and 3) conceptual skills on his leadership. The headmaster suggested the teachers to use Curriculum 2013 and School Based Curriculum by using domain approach. The domain approach tend to grow the project based character building in order to empower students’ understanding. The school was also did learning by using environment and earth. Abstrak: Penelitian ini bertujuan untuk mengetahui kepemimpinan Kepala Madrasah dalam mewujudkan pembelajaran efektif di Madrasah Ibtidaiyyah Rahmah El Yunusiyyah. Partisipan dalam penelitian ini adalah semua Kasi Pendidikan Madrasah, Kepala Madrasah, tenaga pendidik dan kependidikan, orang tua siswa, dan siswa. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kasus. Hasil penelitian ini mengungkapkan bahwa kepemimpinan Kepala Madrasah telah menghasilkan prestasi-prestasi gemilang. Pembelajaran efektif dilaksanakan dengan menghasilkan peserta didik yang berakhlak mulia dan berprestasi. Kepemimpinan Kepala MI REY dinilai baik, karena kepedulian Kepala MI REY dalam mengembangkan kemampuan partisipatif guru dan siswa. Kepala MI REY berusaha memenuhi sarana prasarana untuk kelancaran pembelajaran. Kepala MI REY telah menerapkan 1) technical skills; 2) human skills; dan 3) conceptual skills. Kepala MI REY mengharuskan guru menggunakan Kurikulum 2013 dan KTSP dengan Pendekatan Domain. Pendekatan domain menitikberatkan pada.penanaman nilai karakter siswa program unggulan pembelajaran efektif berbasis proyek, yang bertujuan untuk menguatkan pemahaman peserta didik dengan materi yang diberikan. Selain itu MI REY melaksanakan pembelajaran dengan lingkungan dan alam.

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