scholarly journals From Full Day Learning to 30 Minutes a Day: A Descriptive Study of Early Learning During the First COVID-19 Pandemic School Shutdown in Ontario

2022 ◽  
Author(s):  
Natalie Spadafora ◽  
Caroline Reid-Westoby ◽  
Molly Pottruff ◽  
Jade Wang ◽  
Magdalena Janus
Keyword(s):  
Teaching And Learning ◽  
Descriptive Study ◽  
Early Learning ◽  
Classroom Setting ◽  
Home Life ◽  
Potential Impact ◽  
Kindergarten Educators ◽  
Returning To School ◽  
Full Day ◽  
Kindergarten Teaching

AbstractWhen the COVID-19 pandemic was declared in March 2020, the lives of families all over the world were disrupted. Many adults found themselves working from home while their children were unable to go to school. To better understand the potential impact of these educational disruptions, it is important to establish what learning looked like during the first school shutdown in the spring of 2020, particularly for the youngest learners who may feel the longest lasting impacts from this pandemic. Therefore, the purpose of the current descriptive study was to gather information on how kindergarten teaching and learning occurred during this time, what the biggest barriers were, and what concerns educators had regarding returning in person to the classroom setting. The sample for the current study was 2569 kindergarten educators (97.6% female; 74.2% teachers, 25.8% early childhood educators) in Ontario, Canada. Participants completed a questionnaire consisting of both quantitative scales and qualitative open-ended questions. Educators reported that parents most often contacted them regarding technological issues or how to effectively support their child. The largest barrier to learning was the ability of both parents and educators to balance work, home life, and online learning/teaching. With regards to returning to school, educators were most concerned about the lack of ability of kindergarten aged children to do tasks independently and to follow safety protocols. Our findings highlight unique challenges associated with teaching kindergarten during the pandemic, contributing to our understanding of the learning that occurred in Ontario during the first COVID-19 shutdown.

From full day learning to 30 minutes a day: A descriptive study of early learning during the first COVID-19 pandemic school shutdown in Ontario

2021 ◽  
Author(s):  
Natalie Spadafora ◽  
Caroline Reid-Westoby ◽  
Molly Pottruff ◽  
Jade Wang ◽  
Magdalena Janus
Keyword(s):  
Teaching And Learning ◽  
Descriptive Study ◽  
Early Learning ◽  
Classroom Setting ◽  
Home Life ◽  
Potential Impact ◽  
Kindergarten Educators ◽  
Returning To School ◽  
Full Day ◽  
Kindergarten Teaching

When the COVID-19 pandemic was declared in March 2020, the lives of families all over the world were disrupted. Many adults found themselves working from home while their children were unable to go to school. To better understand the potential impact of these educational disruptions, it is important to establish what learning looked like during the first school shutdown in the spring of 2020, particularly for the youngest learners who may feel the longest lasting impacts from this pandemic. Therefore, the purpose of the current descriptive study was to gather information on how kindergarten teaching and learning occurred during this time, what the biggest barriers were, and what concerns educators had regarding returning in person to the classroom setting. The sample for the current study was 2,569 kindergarten educators (97.6% female; 74.2% teachers, 25.8% early childhood educators) in Ontario, Canada. Participants completed a questionnaire consisting of both quantitative scales and qualitative open-ended questions. Educators reported that parents most often contacted them regarding technological issues or how to effectively support their child. The largest barrier to learning was the ability of both parents and educators to balance work, home life, and online learning/teaching. With regards to returning to school, educators were most concerned about the lack of ability of kindergarten aged children to do tasks independently and to follow safety protocols. Our findings highlight unique challenges associated with teaching kindergarten during the pandemic, contributing to our understanding of the learning that occurred in Ontario during the first COVID-19 shutdown.

The Use of Supplementary Podcasting as an Instructional Tool in an Online Classroom Setting

2008 ◽  
Vol 11 (2) ◽  
pp. 61-66
Author(s):  
Jennifer C. Friberg
Keyword(s):  
Continuing Education ◽  
Teaching And Learning ◽  
Classroom Setting ◽  
Educational Tool ◽  
Instructional Tool ◽  
Online Classroom ◽  
Potential Applications ◽  
Education Tool ◽  
Professional Learners ◽  
Professional Disciplines

Abstract The use of podcasting is incredibly widespread, with experts estimating that 60 million Americans will be using podcasting in some form by 2010. The use of podcasting has grown beyond entertainment to become an educational tool, showing promise as a way to disseminate information and create networks of professional learners. However, despite the growing clinical and educational uses of podcasting in other professional disciplines, podcasting is being used primarily as a continuing education tool for speech-language pathologists and audiologists at this time. This article provides guidelines and examines the potential applications for use of podcasting in teaching and learning in communication sciences and disorders.

scholarly journals Audit of antenatal screening for syphilis and HIV in migrant and refugee women on the Thai-Myanmar border: a descriptive study

F1000Research ◽  
2015 ◽  
Vol 3 ◽  
pp. 123 ◽  
Author(s):  
Rose McGready ◽  
Joy Kang ◽  
Isabella Watts ◽  
Mary Ellen G Tyrosvoutis ◽  
Miriam B. Torchinsky ◽  
...  
Keyword(s):  
Descriptive Study ◽  
First Year ◽  
Antenatal Screening ◽  
Testing Strategies ◽  
Syphilis Testing ◽  
Increased Risk ◽  
Syphilis Screening ◽  
Potential Impact ◽  
Low Prevalence ◽  
Positive Results

Objective: The antenatal prevalence of syphilis and HIV/AIDS in migrants and refugees is poorly documented. The aim of this study was to audit the first year of routine syphilis screening in the same population and reassess the trends in HIV rates.Methods: From August 2012 to July 2013, 3600 pregnant women were screened for HIV (ELISA) and syphilis (VDRL with TPHA confirmation) at clinics along the Thai-Myanmar border.Results: Seroprevalence for HIV 0.47% (95% CI 0.30-0.76) (17/3,599), and syphilis 0.39% (95% CI 0.23-0.65) (14/3,592), were low. Syphilis was significantly lower in refugees (0.07% 95% CI 0.01-0.38) (1/1,469), than in migrants (0.61% 95% CI 0.36-1.04) (13/2,123). The three active (VDRL≥1:8 and TPHA reactive) syphilis cases with VDRL titres of 1:32 were easy to counsel and treat. Women with low VDRL titres (>75% were < 1:8) and TPHA reactive results, in the absence of symptoms and both the woman and her husband having only one sexual partner in their lifetime, and the inability to determine the true cause of the positive results presented ethical difficulties for counsellors.Conclusion: As HIV and syphilis testing becomes available in more and more settings, the potential impact of false positive results should be considered, especially in populations with low prevalence for these diseases. This uncertainty must be considered in order to counsel patients and partners accurately and safely about the results of these tests, without exposing women to increased risk for abuse or abandonment. Our findings highlight the complexities of counselling patients about these tests and the global need for more conclusive syphilis testing strategies.

scholarly journals Persepsi Mahasiswa Universitas Muhammadiyah Palopo terhadap Pelaksanaan Pembelajaran Daring Saat Pandemi Covid-19

MANAZHIM ◽  
2021 ◽  
Vol 3 (1) ◽  
pp. 70-82
Author(s):  
Saman Saman
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Descriptive Study ◽  
Education Quality ◽  
Data Presentation ◽  
Collection Data ◽  
Qualitative Descriptive ◽  
Learning Development ◽  
Education Quality Assurance

This research is a qualitative descriptive study which includes data collection, data reduction, data presentation, and conclusion drawing. The population in this study were all undergraduate students of the Muhammadiyah University of Palopo for all the subjects taught by the author. Samples were taken using purposive sampling technique which is only aimed at students who take courses that are taught by the author in several majors, one of which is the accounting department. The data in this study were obtained through a questionnaire that was filled out online by students using Google Form. The questionnaire used was adapted from the practical course service satisfaction questionnaire issued by the Center for Learning Development and Education Quality Assurance (P4MP) Bengkalis State Polytechnic, where the questionnaire consisted of three aspects of assessment namely (a) aspects of teaching and learning, (b) aspects of competence lecturers, and (c) infrastructure aspects. From the results of the analysis, the results obtained for the teaching and learning aspects of the majority (110 or as many as 68%) of students thought that online learning could be accessed well, besides the results of manual calculations using the Ms. application. Office Excel obtained an average result for the teaching and learning aspects of 3.28

Considering Instructors' Philosophical Belief Systems and Potential Impact Upon eLearning Engagement

2021 ◽  
pp. 92-113
Author(s):  
Sharon K. Andrews ◽  
Lisa Lacher ◽  
Todd W. Dunnavant
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Belief Systems ◽  
Full Professor ◽  
Career Trajectory ◽  
Instructional Process ◽  
Philosophical Beliefs ◽  
Adjunct Instructor ◽  
Course Experience ◽  
Potential Impact

The philosophical beliefs of instructors directly impact how a course is designed, the extent to which each instructor's belief systems may impact the course experience, and the beliefs that may underlie instructional design and engagement systems throughout the instructional process. The focus of this discussion evolves around the philosophical belief systems of three higher education instructors at different points in their career trajectory, from adjunct instructor to full professor, that focuses upon an analysis of philosophical beliefs associated with the teaching and learning process, that leads into the potential impact upon one's elearning instructional decisions and styles of instructional engagement that may support a better understanding of styles of transformative social learning environments within the higher education elearning instructional environment.

scholarly journals Entrepreneurial narratives and concept teaching and learning

2019 ◽  
Vol 34 (1) ◽  
pp. 24-35 ◽  
Author(s):  
Longlong Wang
Keyword(s):  
Teaching And Learning ◽  
Life Stories ◽  
Entrepreneurship Education ◽  
Learning Opportunities ◽  
Classroom Setting ◽  
Nascent Entrepreneurs ◽  
Narrative Story ◽  
Concept Teaching ◽  
Chinese Teacher ◽  
Critical Reflections

Entrepreneurship education (EE) is facing a tension between practical valence and academic institutionalization. As a consequence, we know very little about how story-based pedagogy is implemented in the classroom, though various entrepreneurial narratives have been institutionalized into EE programs. This article examines how one Chinese teacher thematically constructs six nascent entrepreneurs to illustrate the concept of entrepreneurship in a classroom setting. The findings suggest that the entrepreneurial narratives used by the teacher are different in structure from those reported by entrepreneurship studies, because entrepreneurial stories narrated by teachers are non-participant life stories. This article argues that narrative is an important tool for teachers to personalize their conceptualization of entrepreneurship. Such conceptualization, embedded in both the structure and the content of narratives, facilitates entrepreneurial teaching and learning in a holistic, instantiated, and impactful way. The article also demonstrates that teachers can create additional learning opportunities, by resorting to specific narrative features and thematic construction. It concludes with critical reflections on entrepreneurial narrative, story-based pedagogy, and EE research and calls for more classroom-based research in the field.

scholarly journals The Work and Wages of Single Women, 1870 to 1920

1980 ◽  
Vol 40 (1) ◽  
pp. 81-88 ◽  
Author(s):  
Claudia Goldin
Keyword(s):  
Labor Force ◽  
Capital Investment ◽  
Manufacturing Sector ◽  
Early Learning ◽  
Single Women ◽  
Home Life ◽  
The Family ◽  
Earnings Functions ◽  
Task Oriented

Single women dominated the U.S. female labor force from 1870 to 1920. Data on the home life and working conditions of single women in 1888 and 1907 enable the estimation of their earnings functions. Work in the manufacturing sector for these women was task-oriented and payment was frequently by the piece. Earnings rose steeply with experience and peaked early; learning was mainly on-the-job. Occupational segregation by sex was a partial product of the method of payment, and the early termination of human capital investment was a function of the life-cycle labor force participation of these women, although the role of the family was also critical.

scholarly journals Do Students Need Multimedia Based Grammar 3 Teaching Material?

2017 ◽  
Vol 11 (1) ◽  
pp. 111
Author(s):  
Fitrawati Fitrawati ◽  
Witri Oktavia
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Descriptive Study ◽  
Teaching Material ◽  
Teaching Materials ◽  
Material Development ◽  
Need Analysis ◽  
Materials Used

This article presents a part of a study conducted to develop multimedia based teaching material for Grammar 3. It aims at describing needs and problems of students in learning Grammar 3 through a descriptive study. The data were gathered from the questionnaires distributed to the students who have taken Grammar 3 course. The result of the research conveys that 1) there is a gap between the objective of Grammar 3 course and the students’ achievement in the class, 2) students get the problems in understanding Grammar 3 due to inappropriate teaching materials used in teaching and learning process, and 3) the students need a multimedia based teaching materials to improve their understanding and achievement in Grammar 3 course.Key words/phrases:teaching material development, multimedia, need analysis, Grammar 3 APAKAH MAHASISWA MEMBUTUHKAN MATERI AJAR GRAMMAR 3 BERBASIS MULTIMEDIA?AbstrakArtikel ini merupakan salah satu bagian dari rangkaian penelitian pengembangan materi ajar Grammar 3 berbasis multimedia. Penelitian deskrptif ini bertujuan untuk mendeskripsikan masalah dan kebutuhan mahasiswa terhadap materi Grammar 3. Oleh karena itu, data dikumpulkan melalui kuesioner yang disebar kepada seluruh mahasiswa yang telah mengambil mata kuliah Grammar 3. Hasil penelitian menunjukan bahwa 1) adanya ketimpangan antara tujuan pembelajaran Grammar 3 dan kemampuan yang dikuasai mahasiswa; 2) mahasiswa mengalami kesulitan dalam memahami materi Grammar 3 karena kurang memadainya materi yang digunakan dalam proses belajar dan mengajar; dan 3) mahasiswa membutuhkan materi ajar berbasis multimedia yang dapat membantu meningkatkan pemahaman dan kemampuan mereka pada materi Grammar 3.Kata Kunci/frase: pengembangan materi ajar, multimedia, analisis kebutuhan, Grammar 3

scholarly journals PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH SISWA MENGGUNAKAN MODEL PEMBELAJARAN TREFFINGER

2016 ◽  
Vol 14 (2) ◽  
pp. 198-217
Author(s):  
Lisa Juanti ◽  
Budi Santoso ◽  
Cecil Hiltrimartin
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Descriptive Study ◽  
Learning Model ◽  
School Mathematics ◽  
Eighth Grade ◽  
Eighth Grade Students ◽  
Student Test ◽  
Student Problem

The current research intends to clarify how Treffinger learning model improves student problem-solving skill on school mathematics subject. This research is a descriptive study. There are 30 students as the subjects and are taken from the eighth-grade students of SMPN 9 Palembang South Sumatra. The data are obtained from teaching and learning observation and student test. Based on the analysis, it is found that through Trefinger model the students whose scores are minimally 80 at the test is categorized as good skill in problem solving which is around 86.67% of students.  

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