A Collaborative Platform for Science Teaching at Elementary and Middle School Level

Inclusive education is an educational syem that accessible for everybody in any condition. In this case, the focus of inclusive education is for people with disabilities. People with any disability have the same right to acquire formal education. Until now, inclusive education is implemented in the elementary and middle school level, so higher education inclusive paradigm still needs to get more attention.Inclusive higher education is a continuity of inclusive education in the elementary and middle school level. In a formal sense, inclusive education in college has not gotten the policy that affirm the implementation of inclusive education in the college level. Therefore, people with disabilities and disabled-people activits, either from academic or non-academic settings, need to undertake the political efforts to toward policy makers for making policy about implementation of inclusive education in the college nationally. Community’s efforts to influence government decision-making is called political participation. Political participation is a form of community involvement to influence the policy-making process. In this case, the public policy form is called (regeling), which is the result of cooperation betwwen the local government and the local parliament and so president and parliament.In the context of democracy, people with disabilities is one of the people who are the actors in policy making. Participation of the population occurs not only in the electoral process, but also other places. It means that people with disabilities who certainly have interests, which interests will only be actulized if they are involved in political participation. Those which are strategic to realize is related with inclusive higher education by national policy instrument (UU). With the national policy, the rights of people with disability can be guaranted and protected to access the college.

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Rural–Urban Differences in the Factors Affecting Depressive Symptoms among Older Adults of Two Regions in Myanmar

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18062818 ◽

2021 ◽

Vol 18 (6) ◽

pp. 2818

Author(s):

Yuri Sasaki ◽

Yugo Shobugawa ◽

Ikuma Nozaki ◽

Daisuke Takagi ◽

Yuiko Nagamine ◽

...

Keyword(s):

Older Adults ◽

Middle School ◽

Depressive Symptoms ◽

Rural Areas ◽

Urban Areas ◽

Depression Scale ◽

Wealth Index ◽

School Level ◽

Cross Sectional ◽

Middle School Level

The aim of the study was to investigate rural–urban differences in depressive symptoms in terms of the risk factors among older adults of two regions in Myanmar to provide appropriate intervention for depression depending on local characteristics. This cross-sectional study, conducted between September and December, 2018, used a multistage sampling method to recruit participants from the two regions, for face-to-face interviews. Depressive symptoms were assessed using the 15-item version of the Geriatric Depression Scale (GDS). Depressive symptoms were positively associated with living in rural areas (B = 0.42; 95% confidence interval (CI): 0.12,0.72), female (B = 0.55; 95% CI: 0.31,0.79), illness during the preceding year (B = 0.68; 95% CI: 0.45,0.91) and non-Buddhist religion (B = 0.57; 95% CI: 0.001,1.15) and protectively associated with education to middle school level or higher (B = −0.61; 95% CI: −0.94, −0.28) and the frequency of visits to religious facilities (B = −0.20; 95% CI: −0.30, −0.10). In women in urban areas, depressive symptoms were positively associated with illness during the preceding year (B = 0.78; 95% CI: 0.36, 1.20) and protectively associated with education to middle school level or higher (B = −0.67; 95% CI: −1.23, −0.11), middle or high wealth index (B = −0.92; 95% CI: −1.59, −0.25) and the frequency of visits to religious facilities (B = −0.20; 95% CI: −0.38, −0.03). In men in rural areas, illness during the preceding year was positively associated with depressive symptoms (B = 0.87; 95% CI: 0.33, 1.42). In women in rural areas, depressive symptoms were positively associated with illness during the preceding year (B = 0.83; 95% CI: 0.36, 1.30) and protectively associated with primary education (B = −0.62; 95% CI: −1.12, −0.12) and the frequency of visits to religious facilities (B = −0.44; 95% CI: −0.68, −0.21). Religion and wealth could have different levels of association with depression between older adults in the urban and rural areas and men and women. Interventions for depression in older adults should consider regional and gender differences in the roles of religion and wealth in Myanmar.

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Promise and Problems in Two Divergent Pathways: Preparing Social Studies Teachers for the Middle School Level

Theory & Research in Social Education ◽

10.1080/00933104.2008.10473359 ◽

2008 ◽

Vol 36 (1) ◽

pp. 36-65 ◽

Cited By ~ 21

Author(s):

Hilary G. Conklin

Keyword(s):

Middle School ◽

Social Studies ◽

School Level ◽

Social Studies Teachers ◽

Middle School Level

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An Analysis of Mathematics Contents and Teaching and Learning Methods of International Baccalaureate: Focusing on Primary and Middle School Level

School Mathematics ◽

10.29275/sm.2020.03.22.1.85 ◽

2020 ◽

Vol 22 (1) ◽

pp. 85-102 ◽

Cited By ~ 1

Author(s):

Sun Hee Kim ◽

Eun Jung Lee ◽

Su Min Kim

Keyword(s):

Middle School ◽

Teaching And Learning ◽

International Baccalaureate ◽

School Level ◽

Learning Methods ◽

Middle School Level

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Assessment Literacy Within Middle School-Level Math Professional Learning Communities

Advances in Early Childhood and K-12 Education - Data Leadership for K-12 Schools in a Time of Accountability ◽

10.4018/978-1-5225-3188-3.ch007 ◽

2018 ◽

pp. 119-139

Author(s):

Jennifer Wheat

Keyword(s):

Middle School ◽

Professional Learning Communities ◽

Learning Communities ◽

Professional Learning ◽

School Level ◽

Assessment Literacy ◽

Multiple Indicators ◽

Math Growth ◽

Different Levels ◽

Middle School Level

Professional learning communities (PLCs) have been implemented in school districts as a means to promote effective instructional policy initiatives and best practices. The purpose of this chapter is to identify assessment literacy commonalities within middle school-level math PLCs and to compare those commonalities across PLCs with different levels of student math growth. Multiple indicators of assessment literacy were used to supply rich descriptions of assessment literacy within each PLC using a procedure recommended by Bernhardt for effective data-driven decision making. Based upon the findings the researcher concluded that commonalities existed among PLCs with different levels of student math growth.

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EXAMINATION OF CONTENT ACQUISITION USING PROBLEM-BASED LEARNING IN CAREER AND TECHNICAL EDUCATION COURSES AT THE MIDDLE SCHOOL LEVEL

Essential Readings in Problem-Based Learning ◽

10.2307/j.ctt6wq6fh.14 ◽

2015 ◽

pp. 131-146

Author(s):

Kimberly Hodges

Keyword(s):

Middle School ◽

Career And Technical Education ◽

Technical Education ◽

Problem Based Learning ◽

School Level ◽

Career And Technical ◽

Content Acquisition ◽

Education Courses ◽

Middle School Level

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Assessment Literacy Within Middle School-Level Math Professional Learning Communities

Research Anthology on Facilitating New Educational Practices Through Communities of Learning ◽

10.4018/978-1-7998-7294-8.ch038 ◽

2021 ◽

pp. 767-787

Author(s):

Jennifer Wheat

Keyword(s):

Middle School ◽

Professional Learning Communities ◽

Learning Communities ◽

Professional Learning ◽

School Level ◽

Assessment Literacy ◽

Multiple Indicators ◽

Math Growth ◽

Different Levels ◽

Middle School Level

Professional learning communities (PLCs) have been implemented in school districts as a means to promote effective instructional policy initiatives and best practices. The purpose of this chapter is to identify assessment literacy commonalities within middle school-level math PLCs and to compare those commonalities across PLCs with different levels of student math growth. Multiple indicators of assessment literacy were used to supply rich descriptions of assessment literacy within each PLC using a procedure recommended by Bernhardt for effective data-driven decision making. Based upon the findings the researcher concluded that commonalities existed among PLCs with different levels of student math growth.

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