Elementary school teachers’ preferences for school‐based interventions for students with emotional and behavioral problems

2019 ◽  
Vol 56 (10) ◽  
pp. 1633-1653 ◽  
Author(s):  
Theresa E. Egan ◽  
Frances A. Wymbs ◽  
Julie Sarno Owens ◽  
Steven W. Evans ◽  
Chelsea Hustus ◽  
...  
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Behavioral Problems ◽  
Emotional And Behavioral Problems ◽  
School Teachers ◽  
School Based ◽  
School Based Interventions

scholarly journals KENDALA PENERAPAN PEMBELAJARAN TEMATIK DI KELAS RENDAH SEKOLAH DASAR

2014 ◽  
Vol 28 (2) ◽  
pp. 120
Author(s):  
Sukiniarti Sukiniarti
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Lesson Plan ◽  
Lower Grade ◽  
School Teachers ◽  
Level Of Education ◽  
School Based ◽  
The Media ◽  
Thematic Learning ◽  
Broad Understanding

Abstract: Based on the curriculum of the unit level of education or school-based curriculum (KTSP), the thematiclearning is designed to be implemented at the lower grades of primary school, namely grade 1, 2, and 3. However,in the Curriculum of 2013 the thematic learning is designed to be applied at all grades from 1st grade to the 6thgrade, and even at the higher school levels. The purpose of this study was to describe the constraints faced by thelower grade elementary school teachers in developing the lesson plans, selecting the media, and deciding on theuse of the appropriate thematic learning methods. Moreover, this study was to describe the constraints in implementingthe thematic learning in the lower grade classrooms. The subjects of this qualitative research were lowergrade teachers of elementary school in Bangka Belitung province. The data were collected through questionnaires,interviews, observation, and review of lesson plan documents formulated by the teachers. The results showed, theconstraints experienced by the teachers included the difficulty in developing the thematic lesson plan, determiningthe method, selecting the media, and preparing the evaluation tools. From this study it can be concluded that theapplication of the thematic learning in lower grades will experience problems if the teachers are not creative and donot have a broad understanding of the selected theme in relation to the subjects combined.Keywords: constraints, the application of thematic learning, the lower grades.

scholarly journals MODEL PENGEMBANGAN KEPROFESIAN BERKELANJUTAN (PKB) BERBASIS SEKOLAH PADA GURU SEKOLAH DASAR (SCHOOL BASED CONTINOUS PROFESSIONAL DEVELOPMENT MODEL FOR PREMARY SCHOOL TEACHERS)

2021 ◽  
Vol 5 (2) ◽  
pp. 166-178
Author(s):  
Junaidin Basri ◽  
Udin Sa'ud ◽  
Asep Suryana
Keyword(s):  
Professional Development ◽  
Elementary School ◽  
Elementary School Teachers ◽  
Program Planning ◽  
Continuing Professional Development ◽  
Continuous Professional Development ◽  
School Teachers ◽  
Hypothetical Model ◽  
Study Approach ◽  
School Based

ABSTRACKThe implementation of the Continuous Professional Development (PKB) program in improving the quality of primary school teachers in Garut Regency, West Java Province, Indonesia, has not been effective. The research objectives are: (1) to find out the existing PKB program planning carried out by elementary school teachers. (2) to find out the results and impact of the implementation of the PKB program on elementary school teachers, (3) to find a hypothetical model of PKB activities that is more effective for elementary school teachers. The method used is a qualitative method with a case study approach. Data were obtained through observation, observation, interviews and review of documents with research participants as many as 3 elementary schools representing 3 teacher working groups (KKG). Furthermore, the data were analyzed through transcription, data organization, recognition, coding and triingualization.The results of the study found that the Continuing Professional Development (PKB) program for elementary school teachers had not been effective in terms of planning, implementing, evaluating, organizing, and planning follow-up aspects. The resulting impact is only in the aspect of teacher self-development which has increased, while the teacher research culture is still low. To overcome this gap, the researcher offers a hypothetical model of School-Based Continuous Professional Development (PKB) as an alternative model to support the implementation of the existing KKG (Teacher Working Group)-based PKB.Keywords: Teacher, CPD (Continous Professional Development), School Based

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