1. First year implementation of the child study program in the Clarksville elementary school

1974 ◽  
Vol 24 (1) ◽  
pp. 122-126
Author(s):  
Edward E. Alexander
Keyword(s):  
Elementary School ◽  
First Year ◽  
Study Program ◽  
Child Study

CLASS ACTION RESEARCH (CAR) TRAINING FOR TEACHERS IN SDN GAYUNGAN II SURABAYA

2020 ◽  
Author(s):  
Danang Prastyo ◽  
Rarasaning Satianingsih ◽  
Ida Sulistyawati ◽  
Arif Mahya Fanny
Keyword(s):  
Elementary School ◽  
Action Research ◽  
Elementary School Teachers ◽  
Community Service ◽  
Class Action ◽  
Research Writing ◽  
School Teachers ◽  
Service Program ◽  
Study Program ◽  
Classroom Action Research

Professional teachers can be seen from the ability of teachers to produce quality Classroom Action Research (CAR). If seen not all teachers are able to produce research in accordance with CAR standards. Through Community Service Program, Unipa Surabaya PGSD Study Program with the theme of Classroom Action Research Writing (CAR) for Elementary School Teachers in Gayungan II Elementary School in Surabaya is expected to help teachers in producing quality CAR. From the results of the training that has been carried out, it seems that the enthusiasm of the SDN Gayungan 2 Surabaya teacher in following the CAR was very good. The majority of participants felt they needed to get CAR training. Participants feel the benefits after receiving CAR training.

Using Strategies from Physical Training of Athletes to Develop Self-Study Programs for Veterinary Medical Students

2021 ◽  
pp. e20200120
Author(s):  
Sandra F. San Miguel ◽  
Mike Robertson ◽  
Lindley McDavid
Keyword(s):  
Medical Students ◽  
Physical Training ◽  
Collegiate Athletes ◽  
Well Being ◽  
First Year ◽  
Veterinary Students ◽  
Study Program ◽  
Self Study ◽  
Study Programs ◽  
Veterinary Medical Students

Veterinary medical students, similar to elite collegiate athletes, are developing strategies for learning new skills and for self-care to take their performance to the next level. As veterinary students learn to successfully navigate an information-dense, high-volume curriculum, many sacrifice wellness, leadership opportunities, extracurricular activities, and social interactions. Strategies from athletes’ physical training were used to design a self-study program for first-year veterinary medical students. Major considerations in program design were the characteristics of the human being, learning goals, and contextual constraints. The study program included a warm-up, study sessions, and a cooldown. The program was offered to first-year veterinary medical students at Purdue University’s College of Veterinary Medicine. Thirty-two students requested study programs and 21 completed surveys at the semester end. Results were analyzed quantitatively and by using an adapted conventional content analysis approach. Responses were organized into three main domains: reason for participation, program utility, and program satisfaction. Students shared that the most helpful aspects of the program were assisting with organization and time management, providing accountability, and reducing overwhelm by enhancing well-being and performance; they reported that these learned skills would support their well-being as future professionals. This article describes the experiences of one group of veterinary students at one college using these programs. The long-term goal is to develop a model program for all veterinary students to manage curricular demands while maintaining well-being.

scholarly journals THE EFFECT OF CONTECT, INPUT AND PROCESS IN ACHIEVING INTERPROFESSIONAL COMMUNICATION AND TEAMWORK COMPETENCES

2018 ◽  
Vol 7 (1) ◽  
pp. 34
Author(s):  
Nurul Fauziah ◽  
Mora Claramita ◽  
Gandes Retno Rahayu
Keyword(s):  
Interprofessional Education ◽  
Family Health ◽  
Document Analysis ◽  
Professional Communication ◽  
First Year ◽  
Study Program ◽  
Interprofessional Communication ◽  
Qualitative Research Design ◽  
Grand Design ◽  
Depth Interviews

Background: Interprofessional Education (IPE) is a process occurs when students from two or more professions learn about and from each other to enable effective collaboration and improve health outcomes. Faculty initiated the IPE program called Community and Family Health Care - interprofessional Education (CFHC-IPE) that began in 2013 with the aim to build the capacity of community, family medicine and interprofesional. This study aims to evaluate the effect of context, input and process towards the achievement of interprofessional competences.Method: This study was a qualitative research design using a case study evaluation Context-Input-Process-Product (CIPP). Respondents of this study are five-IPE CFHC managers, three heads of study program, 10 lecturers and 35 students from PSPD, PSIK and PSGK. Data collected through FGD, in-depth interviews and document analysis. FGD and in-depth interviews conducted using an interview guide while document analysis carried out on the grand design CFHC-IPE. Results: Context evaluation shows that the needs assessment has not been carried out. Input evaluation shows that the preparation of the grand design CFHC-IPE is not align and debriefing facilitators need to be added. There were gaps in the implementation of learning activities and assessment and program monitoring was inadequate. IPE competencies in the first year on the student of 2014 were not achieved. Conclusion: Inter-professional communication and teamwork competence on student of class 2014 at CFHC-IPE program in the first year was not achieved and influenced by the weaknesses in the content, inputs and processes aspects.

scholarly journals Trabalho Docente com Estatística nos Primeiros Anos de Escolarização: um Estudo de Caso

2020 ◽  
Vol 13 (2) ◽  
pp. 196-202
Author(s):  
Cíntia Poffo ◽  
Janaína Poffo Possamai ◽  
Viviane Clotilde Da Silva
Keyword(s):  
Elementary School ◽  
Elementary Education ◽  
Teaching Practice ◽  
First Year ◽  
Statistical Literacy ◽  
Daily Lives ◽  
Organizational Perspective ◽  
Starting Point ◽  
Practice Problem ◽  
New Ideas

ResumoO letramento estatístico pode ser desenvolvido desde os primeiros anos de escolarização, envolvendo o contexto de brincadeira e de vida. Também, a análise e apresentação de dados que pode tomar como base a perspectiva de organização que as crianças já têm em mente. Nesse contexto, esse trabalho tem como objetivo analisar como é realizado o trabalho com estatística no pré-escolar e no primeiro ano do Ensino Fundamental em um município do interior de SC, com o intuito de, na continuação da pesquisa, desenvolver uma proposta de intervenção do no que se refere ao ensino de estatística, no primeiro ano do Ensino Fundamental. Esse é um estudo do tipo descritivo de análise qualitativa, sendo todos os professores da pré escola e do primeiro ano do ensino fundamental que atuam na rede municipal em questão, entrevistados por meio de um questionário semiestruturado. A análise das entrevistas indica que os professores identificam a necessidade de desenvolver um trabalho que tenha como ponto de partida temáticas de interesse e do cotidiano das crianças. Também evidencia a importância de se conhecer verticalmente o currículo da Educação Infantil e do Ensino Fundamental, de modo a resgatar os conhecimentos prévios e então construir novos, com base nas conexões que as crianças conseguem estabelecer.Palavras-chave: Letramento Estatístico. Prática Docente. Resolução de Problemas.AbstractStatistical literacy can be developed from the first years of schooling, involving the context of play and life, and,the analysis and presentation of data can be based on the organizational perspective that children already have in mind. In this context, this work aims to analyze how work with statistics is carried out in pre-school and in the first year of elementary school in a city in the interior of SC, with the intention of, in the continuation of the research, developing an intervention proposal regarding the teaching of statistics, in the first year of elementary school. This is a descriptive type study of qualitative analysis, with all pre-school and first-year elementary school teachers working in the municipal network in question, interviewed using a semi-structured questionnaire. The analysis of the interviews indicates that the teachers identify the need to develop a work that has as a starting point themes of interest and the daily lives of children. It also highlights the importance of vertically learning the curriculum for Early Childhood Education and Elementary Education, in order to rescue previous knowledge and then build new ideas based on the connections that children are able to establish.Keywords: Statistical Literacy. Teaching Practice. Problem Solving

scholarly journals Entering Higher Professional Education: Unveiling First-Year Students’ Key Academic Experiences and Their Occurrence Over Time

2021 ◽  
Vol 12 ◽  
Author(s):  
Jonas Willems ◽  
Liesje Coertjens ◽  
Vincent Donche
Keyword(s):  
Higher Education ◽  
Professional Education ◽  
Critical Incident ◽  
Transition Process ◽  
Academic Experiences ◽  
First Year ◽  
Study Program ◽  
First Year Students ◽  
Academic Transition ◽  
First Semester

To date, little understanding exists of how first-year students in professionally oriented higher-education (HE) programs (i.e., those that provide vocational education to prepare students for a particular occupation) experience their academic transition process. In the present study, we first argued how the constructs of academic adjustment and academic integration can provide complementary perspectives on the academic transition of first-year students in (professional) HE. Next, we examined what first-year students in professional HE contexts perceive to be the most important experiences associated with their academic transition process in the first semester of their first year of higher education (FYHE). To this end, we adopted the fundamentals of the critical incident technique and asked 104 students in a Flemish (Dutch-speaking part of Belgium) university college (which offers professional HE programs, such as nursing) to complete “reflective logs” with open questions at the start of the second semester of their FYHE, wherein they reflected on three critical academic experiences during their first semester. An inductive, cross-case content analysis of the collected narratives showed that students reported on nine themes of academic experiences, which relate to five adjustment themes (dealing with the organization of the study program, organizing study work, committing to the study, following class and taking notes, and processing learning content outside class) and four integration themes (feeling competent, feeling stressed, feeling prepared, and feeling supported). Further analyses showed that although some of the nine themes of academic experiences appear to be more important at different times in the first semester, they all seem to be meaningful throughout the whole semester.

Planning for and Managing iPads in a PreK-4th Grade Independent, Co-Educational Elementary School

2015 ◽  
pp. 156-174
Author(s):  
Natalie B. Milman ◽  
Angela Carlson-Bancroft ◽  
Amy E. Vanden Boogart
Keyword(s):  
United States ◽  
Elementary School ◽  
Classroom Management ◽  
Management Practices ◽  
Planning Process ◽  
The United States ◽  
First Year ◽  
Management Techniques ◽  
Effective Integration

This chapter chronicles the planning and classroom management practices of the first-year implementation of a 1:1 iPad initiative in a suburban, co-educational, independent, PreK-4th grade elementary school in the United States that was examined through a mixed methods QUAL ? QUAN case study. Findings demonstrate that the school's administrators and teachers engaged in pre-planning activities prior to the implementation of the iPad initiative, teachers viewed the iPads as tools in the planning process (iPads were not perceived as the content or subject to be taught/learned), and teachers flexibly employed different classroom management techniques and rules as they learned to integrate iPads in their classrooms. Additionally, the findings reveal the need for continuous formal and informal professional development that offers teachers multiple and varied opportunities to share their planning and classroom management practices, build their confidence and expertise in effective integration of iPads, and learn with and from one another.

Planning for and Managing iPads in a PreK-4th Grade Independent, Co-Educational Elementary School

2016 ◽  
pp. 683-701
Author(s):  
Natalie B. Milman ◽  
Angela Carlson-Bancroft ◽  
Amy E. Vanden Boogart
Keyword(s):  
United States ◽  
Elementary School ◽  
Classroom Management ◽  
Management Practices ◽  
Planning Process ◽  
The United States ◽  
First Year ◽  
Management Techniques ◽  
Effective Integration

This chapter chronicles the planning and classroom management practices of the first-year implementation of a 1:1 iPad initiative in a suburban, co-educational, independent, PreK-4th grade elementary school in the United States that was examined through a mixed methods QUAL ? QUAN case study. Findings demonstrate that the school's administrators and teachers engaged in pre-planning activities prior to the implementation of the iPad initiative, teachers viewed the iPads as tools in the planning process (iPads were not perceived as the content or subject to be taught/learned), and teachers flexibly employed different classroom management techniques and rules as they learned to integrate iPads in their classrooms. Additionally, the findings reveal the need for continuous formal and informal professional development that offers teachers multiple and varied opportunities to share their planning and classroom management practices, build their confidence and expertise in effective integration of iPads, and learn with and from one another.

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