scholarly journals The role of students’ experiences in attitude formation towards peers with non-compliant classroom behaviour in inclusive primary schools

2021 ◽  
pp. 1-15
Author(s):  
Marwin Felix Loeper ◽  
Susanne Schwab ◽  
Mike Lehofer ◽  
Frank Hellmich
Keyword(s):  
Primary Schools ◽  
Attitude Formation ◽  
Classroom Behaviour

PERAN BAHASA INDONESIA DALAM PEMBELAJARAN TEMATIK TERPADU MELALUI PENDEKATAN SAINTIFIK

2017 ◽  
Vol 5 (2) ◽  
pp. 171
Author(s):  
Yusnawarni Yusnawarni
Keyword(s):  
Social Studies ◽  
Social Life ◽  
Primary Schools ◽  
Knowledge And Skills ◽  
New Learning ◽  
Scientific Approach ◽  
The Subject ◽  
Thematic Learning ◽  
Bahasa Indonesia

To commemorate the 21st century, a new learning model was designed in 2013 curriculum, in which there is a shift from teachers give knowledge to students become student must actively seek out knowledge from a variety of learning resources. In this case, the teacher acts as facilitators. Thus, language is a very central role, because the language should be in front of all other subjects. Curriculum 2013 imposed a thematic integrated learning which is no longer based subjects. Various subjects for primary schools (such as: Religion, Civics, Indonesian, Mathematics, Science, Social Studies, and so on) are integrated intoone book. The subject matter is not presented in textbook, but it presented in book thematics lesson, the themes are about nature, social life and culture. In this new curriculum, learning process is implemented by applying a scientific approach (observing, questioning, experimenting, associating, and networking) that includes three aspects such as attitudes, knowledge, and skills. So, how is the role of Indonesian in an integrated thematic learning by applying scientific approaches in primary schools in 2013 curriculum? By appying the method, the object of this paper is to gain preview about the role of Indonesian in 2013 curriculum that uses integrated thematic learning by scientific approach in primary schools.AbstrakUntuk menyongsong abad ke-21, model pembelajaran baru dirancang dalam Kurikulum 2013, yang di dalamnya terdapat pergeseran dari siswa diberi tahu menjadi siswa harus aktif mencari tahu ilmu pengetahuan dari berbagai sumber belajar. Dalam hal ini, guru berperan sebagai fasilitator. Dengan demikian, peran bahasa menjadi sangat sentral, karena bahasa harus berada di depan semua mata pelajaran lain. Kurikulum 2013 memberlakukan pembelajaran tematik terpadu yang tidak lagi berbasis mata pelajaran. Berbagai mata pelajaran untuk sekolah dasar (seperti: Agama, PPKN, Bahasa Indonesia, Matematika, IPA, IPS, dan sebagainya) diintegrasi menjadi satu buku. Materi pelajaran tidak disajikan dalam buku mata pelajaran, tetapi dalam buku tema pelajaran, baik tema alam, sosial, maupun budaya. Proses pembelajaran dalam kurikulum baru ini diimplementasikan melalui pendekatan saintifik (mengamati, menanya, menalar, mencoba, dan mengomunikasikan) yang mencakup tiga aspek, yaitu sikap, pengetahuan, dan keterampilan. Lalu, bagaimana peran bahasa Indonesia dalam pembelajaran tematik terpadu melalui pendekatan saintifik di sekolah dasar pada Kurikulum 2013 ini? Melaluimetode deskriptif, yang menjadi tujuan penulisan ini adalah mendapatkan gambaran mengenai peran bahasa Indonesia dalam Kurikulum 2013 yang menggunakan pembelajaran tematik terpadu melalui pendekatan saintifik di sekolah dasar.

scholarly journals Children’s Experiences of Their Journey to School: Integrating Behaviour Change Frameworks to Inform the Role of the Built Environment in Active School Travel Promotion

2021 ◽  
Vol 18 (9) ◽  
pp. 4992
Author(s):  
Nafsika Michail ◽  
Ayse Ozbil ◽  
Rosie Parnell ◽  
Stephanie Wilkie
Keyword(s):  
Behaviour Change ◽  
Primary Schools ◽  
Theoretical Domains Framework ◽  
Public Health Problem ◽  
Cross Sectional Study ◽  
School Travel ◽  
Cross Sectional ◽  
Active School Travel ◽  
Affective Experiences

Childhood obesity is a public health problem with multiple effects on children’s life. Promoting Active School Travel (AST) could provide an inclusive opportunity for physical activity and shape healthy behaviours. Data for this cross-sectional study were drawn from questionnaires carried out in five primary schools located in Newcastle upon Tyne, UK, in neighbourhoods chosen for their variability in IMD (index of multiple deprivation) and spatial structure of street networks (measured through space syntax measure of integration). A randomly selected and heterogenic sample of 145 pupils (aged 9–10) completed an open-ended questionnaire to state what they like and dislike about their journey to school. Thematic analysis identified four typologies (environmental context, emotions, social influences and trip factors) based on the Theoretical Domains Framework (TDF) and specific themes and sub-themes underlying children’s affective experiences of their journeys to school. This study is the first known to authors to attempt to adapt the Capability, Opportunity and Motivation Behaviour (COM-B) model into AST and children’s experiences and associated behavioural domains with design aspects. Such an insight into children’s attitudes could inform urban planners and designers about how to apply more effective behaviour change interventions, targeting an AST increase among children.

scholarly journals The developing role of occupational therapists in school-based practice: Experiences from collaborative action research in Pakistan

2020 ◽  
Vol 83 (6) ◽  
pp. 375-386
Author(s):  
Debbie Kramer-Roy ◽  
Denise Hashim ◽  
Nighat Tahir ◽  
Areeba Khan ◽  
Asma Khalid ◽  
...  
Keyword(s):  
Action Research ◽  
Occupational Therapy ◽  
Inclusive Education ◽  
Primary Schools ◽  
Occupational Therapists ◽  
Collaborative Action Research ◽  
School Level ◽  
Collaborative Action ◽  
School Based

Introduction Occupational therapists around the world increasingly seek to support the participation of children with disabilities and special educational needs in mainstream education. Contemporary school-based occupational therapy practice is progressing from an individual, impairment focus towards collaborative, universal interventions at the whole class and whole school level. Participation-focused practice and collaboration is particularly important, but uncommon, in low-resource contexts such as Pakistan. Methods This article reports on collaborative action research that developed the role of occupational therapy in inclusive education in Karachi, Pakistan. A research team consisting of occupational therapists and teachers worked with five local primary schools, using the action research cycles of plan–implement–observe–reflect to develop practical strategies, materials and inclusive lesson plans to facilitate the participation of all children in all school-based occupations. Findings Support from school management and interdisciplinary collaboration were crucial for implementing change. In addition, strategies like inclusive lesson planning were found to benefit all children in class. Collaborative action research led to increased professional confidence in the teachers and occupational therapists, and skill development through developing a resource guide, running workshops and presenting at (inter)national conferences. Conclusion Collaborative action research was an effective means to develop the occupational therapy role in inclusive education practices in Pakistan, develop culturally appropriate educational resources, and upskill local therapists and teachers.

scholarly journals Effect of school reopening on SARS-CoV-2 incidence in a low-prevalence region: Prospective SARS-CoV-2 testing in healthcare workers with primary school-attending children versus without children living at home

2021 ◽  
pp. 175717742110124
Author(s):  
Melvin Frie ◽  
Lisa M Havinga ◽  
Janneke Wiersema-Buist ◽  
Charlotte G Veldman ◽  
Marjan JT de Vries ◽  
...  
Keyword(s):  
Cohort Study ◽  
Population Density ◽  
Severe Acute Respiratory Syndrome ◽  
Primary School ◽  
Primary Schools ◽  
Healthcare Workers ◽  
Regional Strategies ◽  
Low Prevalence ◽  
At Home

Coronavirus disease 2019 (COVID-19) often presents asymptomatically or milder in children compared to adults. The role of young children in the transmission of severe acute respiratory syndrome coronavirus-2 (SARS-CoV-2) remains largely unknown. In the Netherlands, the first action of loosening the partial lockdown that had been implemented to reduce SARS-CoV-2 transmission was the reopening of primary schools on 1 May 2020. We subsequently conducted a prospective cohort study among healthcare workers (HCWs) with primary school-attending children versus HCWs without children living at home. We tested each HCW three times for SARS-CoV-2 from May 20 to June 15 2020 at 1-week intervals. In total, 832 nasopharyngeal swabs were taken from 283 HCWs with primary school-attending children living at home and 864 nasopharyngeal swabs from 285 HCWs without children living at home. All nasopharyngeal swabs tested negative for SARS-CoV-2. In our region with a low population density and low SARS-CoV-2 prevalence, reopening of primary schools did not lead to an increase in infections. The results of this study may serve as an example for the implementation of regional strategies to reduce SARS-CoV-2 transmission in countries with large variations in both population density and SARS-CoV-2 prevalence.

Assess Role of School Nurse Regarding Professional Standards at Primary Schools in Benha City

2018 ◽  
Vol 3 (1) ◽  
pp. 107-117
Author(s):  
Shimaa Esmeal ◽  
Mahboba Abd El- Aziz ◽  
Hedea Mohy
Keyword(s):  
Primary Schools ◽  
School Nurse ◽  
Professional Standards

What Does School Mean to the Greek Immigrant Parent and His Child?

1976 ◽  
Vol 20 (1) ◽  
pp. 38-45 ◽  
Author(s):  
Toni Noble ◽  
Maureen Ryan
Keyword(s):  
Urban Schools ◽  
Questionnaire Survey ◽  
Primary Schools ◽  
The State ◽  
Immigrant Parent ◽  
Teacher Control ◽  
Greek Child ◽  
The Individual

Data from a questionnaire survey completed by fifty Australian-born parents and fifty Greek-born parents of grade three children in seven inner-urban schools in Melbourne draw attention to the parents' different attitudes towards and understanding of the primary schools which their children attend. Although the groups of parents are not directly comparable, recurrent themes emerging in the responses particularly reflect the Australian parents' concern for the individual child's development and the Greek parents' concern with teacher control. The Greek parents generally revealed a greater understanding of Greek schools than of the state primary schools that their children were attending. Possible effects of such attitudes on the Greek child in his quest for identity and the role of the school in coping with these difficulties are discussed.

scholarly journals THE ROLE OF SOCIAL CAPITAL IN FOSTERING CHARACTER EDUCATION IN PRIMARY SCHOOLS: KI HADJAR DEWANTARA’S PERSPECTIVES

2021 ◽  
Vol 13 (1) ◽  
pp. 215-236
Author(s):  
Heri Maria Zulfiati ◽  
Biya Ebi Praheto ◽  
Anselmus Sudirman
Keyword(s):  
Social Capital ◽  
Character Education ◽  
Extracurricular Activities ◽  
Primary Schools ◽  
Family System ◽  
Research Result ◽  
Cultural Behavior ◽  
Teacher Student ◽  
Identity Crises

To foster character education in Indonesia, research on the role of social capital has become an urgent issue because character crisis is one of the growing concerns and recent stunning news stakes. National identity crises have shown anti-cultural behavior, anti-character, and less use of domestic social capital blatantly. This research aims to describe the role of social capital that determines the implementation of character education through Ki Hadjar Dewantara’s perspectives. This qualitative research was designed as a case study using purposive sampling with individual resources such as headmaster, teacher, student representatives, school committee, parents, foundation management, and school supervisor. This research was conducted at Tamansiswa Primary School, Yogyakarta, Indonesia, from November 2017 to January 2018. The research result shows that the social capital role determines the implementation of character education, and in Ki Hadjar Dewantara’s perspective, character education has been applied in all learning processes. Both intra-curricular and extracurricular activities support the school culture, and the family system is an integral part of habituation and exemplary character inculcation at school, family, and societal levels through mutual love, respect, assistance, and help. The obliged elements of social capital in embodying character education are trust, norm, and network.

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