The Effects of Self-Regulated Strategy Development on the Writing Performance of Second-Grade Students With Behavioral and Writing Difficulties

2008 ◽  
Vol 41 (4) ◽  
pp. 234-253 ◽  
Author(s):  
Kathleen Lynne Lane ◽  
Karen R. Harris ◽  
Steve Graham ◽  
Jessica L. Weisenbach ◽  
Mary Brindle ◽  
...  
Keyword(s):  
Strategy Development ◽  
Second Grade ◽  
Writing Difficulties ◽  
Writing Performance ◽  
Second Grade Students

scholarly journals Analyzing Writing Difficulties in The Beginning Writing of Second Grade Elementary School Students

2019 ◽  
Vol 3 (2) ◽  
pp. 1-6
Author(s):  
Ida Farida ◽  
Dayu Retno Puspita ◽  
Septy Nurfadhillah
Keyword(s):  
Visual Memory ◽  
Motor Coordination ◽  
Second Grade ◽  
Fine Motor ◽  
School Students ◽  
Writing Difficulties ◽  
Second Grade Students ◽  
Visual Motor ◽  
In The Beginning

This study aims to analyze difficulties and its causing factors from the beginning writing of second-grade students in one of the elementary schools in Tangerang, Indonesia. This research used descriptive qualitative method. The data collected from the research results were described in the form of words. The results of this study were found in 28 students' writings that have been analyzed, as many as 75% of students have been completed in learning to start writing and 25% of students have not finished writing in the beginning due to factors such as difficulties in fine motor skills, difficulty in perception of visual-motor coordination and visual memory difficulties. Students' difficulties were assessed from the aspect of beginning writing, namely: students' difficulty in the formation of formations, neatness of writing, spaces, form accuracy, proportions, and quality of writing lines.Keywords: Learning Difficulties; Writing; Writing Beginning. AbstrakPenelitian ini bertujuan untuk mengetahui kesulitan siswa dalam menulis permulaan dan faktor penyebab kesulitan menulis permulaan pada siswa kelas 2 di salah satu Sekolah Dasar di Tangerang. Metode yang digunakan dalam penelitian ini adalah metode kualitatif deskriptif, yaitu mengkaji dan menganalisis data secara objektif sesuai dengan data yang ditemukan dilapangan. Kemudian data yang terkumpul dari hasil penelitian di deskripsikan dalam bentuk kata-kata. Hasil penelitian ini di temukan pada 28 tulisan siswa yang telah dianalisis, sebanyak 75% siswa sudah tuntas dalam pembelajaran menulis permulaan dan 25 % siswa belum tuntas dalam menulis permulaan dikarenakan antara lain faktor kesulitan dalam motorik halus, kesulitan persepsi koordinasi visual motorik dan kesulitan visual memori dan kesulitan siswa dinilai dari aspek menulis permulaan yaitu: kesulitan siswa dalam susunan formasi, kerapian tulisan, spasi, ketepatan bentuk, proporsi dan kualitas garis tulisan.Kata Kunci: Kesulitan Belajar; Menulis; Menulis Permulaan.

scholarly journals Kajian Kesulitan Belajar Membaca Menulis Permulaan (MMP) pada Siswa Kelas II [ Study of Difficulty Learning to Read Beginning Writing (MMP) in Class II Students]

2019 ◽  
Vol 8 (2) ◽  
pp. 189
Author(s):  
Heny Kusuma Widyaningrum ◽  
Cahyo Hasanudin
Keyword(s):  
Elementary School ◽  
Learning Difficulties ◽  
Second Grade ◽  
Writing Difficulties ◽  
Learning To Read ◽  
Reading And Writing ◽  
Data Presentation ◽  
Second Grade Students ◽  
Initial Reading

The aims of this research are: 1) to investigate the type of learning difficulties in initial reading and writing faced by second grade students, 2)the factors that caused them having learning difficulties in initial reading and writing. The approach is descriptive qualitative research in form of case study. The subjects of research are second grade students of elementary school 01 Sumoroto, Ponorogo. The data collection techniques are obtained using documentations and interviews. The data obtained are non-statistic data. The data are analysed using interactive models, namely data reduction, data presentation, data conclusion and verification. The results of the study are (1) the type of learning difficulties, in initial reading and writing faced by second grade students of elementary school 01 Sumoroto, namely students that are not fluent in spelling, less clear pronunciation, lack of letters memorization, difficult to distinguish letters, incomplete of words writing, difficulties in composing sentences; (2) the factors that caused learning difficulties in reading and writing are adolescence, love to play rather than learning,like to be a trouble maker in class, study at home when the teacher gives homework, lack of attention, less motivation, and the teacher is less assertive.

Agreeableness, Conflict Resolution Tactics, and School Behavior in Second Graders

2016 ◽  
Vol 37 (3) ◽  
pp. 145-151 ◽  
Author(s):  
Daniel L. Gadke ◽  
Renée M. Tobin ◽  
W. Joel Schneider
Keyword(s):  
Conflict Resolution ◽  
Problem Behaviors ◽  
Second Graders ◽  
Adaptive Behaviors ◽  
Second Grade ◽  
School Behavior ◽  
Multiple Sources ◽  
School Based ◽  
Second Grade Students ◽  
Negotiation Tactics

Abstract. This study examined the association between Agreeableness and children’s selection of conflict resolution tactics and their overt behaviors at school. A total of 157 second graders responded to a series of conflict resolution vignettes and were observed three times during physical education classes at school. We hypothesized that Agreeableness would be inversely related to the endorsement of power assertion tactics and to displays of problem behaviors, and positively related to the endorsement of negotiation tactics and to displays of adaptive behaviors. Consistent with hypotheses, Agreeableness was inversely related to power assertion tactics and to displays of off-task, disruptive, and verbally aggressive behaviors. There was no evidence that Agreeableness was related to more socially sophisticated responses to conflict, such as negotiation, with our sample of second grade students; however, it was related to displays of adaptive behaviors, specifically on-task behaviors. Limitations, including potential reactivity effects and the restriction of observational data collection to one school-based setting, are discussed. Future researchers are encouraged to collect data from multiple sources in more than one setting over time.

Primary education students' experience of the expressiveness of authentic modes in Gregorian chant

2020 ◽  
Vol 22 ◽  
Author(s):  
Tihomir Prša ◽  
Jelena Blašković
Keyword(s):  
Primary Education ◽  
Fourth Grade ◽  
Second Grade ◽  
Gregorian Chant ◽  
Musical Structure ◽  
Education Students ◽  
School Year ◽  
Second Grade Students ◽  
Fourth Grade Students ◽  
The Church

Expressiveness of the church modes is reflected in their character and association of certain states with a specific mode or single Gregorian composition which possesses unique expressiveness. An important characteristic of Gregorian chant on the tonality level is diatonic singing based on scales without chromatics, using only one semitone in the tetrachord whose musical structure reflects the expressiveness of Gregorian chant. Such expressiveness achieves character specificities which each mode respectively reflects. Various modal material in the form of typical melodic shifts in a certain composition conditions the expressiveness of Gregorian music and influences the listening impression and assessment of individual Gregorian tunes. The goal of this work is to examine primary education students' experiences of the expressiveness of Gregorian modes and explore if today's auditory sense accustomed to two tonality genres, major and minor, recognises what has been stored in the heritage of Gregorian chant repertoire for centuries. The research was conducted in the school year 2018/2019 with students of first, second, third and fourth grade of primary school (N=100). The results have shown that first and second grade students express higher auditory sensibility in recognizing specific characteristic of authentic Gregorian modes. Third and fourth grade students are audibly less open and perceptive considering tonal character differences in the authentic Gregorian modes. Key words: Gregorian chant; modality; old church scales; students in primary education

IMPLEMENTING SIM-OVG MODEL IN LEARNING ECONOMICS AT SMA NEGERI 10 SAMARINDA

2019 ◽  
Vol 1 (2) ◽  
pp. 151-164
Author(s):  
Watini Watini
Keyword(s):  
Learning Outcomes ◽  
Classroom Observation ◽  
Second Grade ◽  
Learning Models ◽  
Group Presentation ◽  
Second Grade Students ◽  
High Level ◽  
Work Method ◽  
High Level Thinking ◽  
Passing Grade

The reason underlying the implementation of the present study was because there was a finding revealing that there were still several students from cross-economics class of XI MIPA having difficulties in understanding the lessons. In addition, the students also had a kind of thought that economics was just about memorizing things which was not interesting and challenging that resulted in their unsatisfied learning outcomes. Therefore, the SIM-OVG model needed to be implemented in the learning process. The instruments of the present study were observation and, students’ learning reports and work method. The population of the study was the second grade students (4 classes) who enrolled economics subject at SMA Negeri 10 Samarinda, whereas the samples of the study were the students of XI MIPA-1 class (cross-economics class) at SMA Negeri 10 Samarinda. The number of the population and samples was 101 and 23 students respectively. The study lasted for one semester. The description of the classroom observation, the students’ scores and the group presentation were obtained for the data analysis. After implementing the SIM-OVG model, the results showed that; 1) in the affective aspect, the students showed a better attitude, 2) in the cognitive aspect, there was an improvement on the students’ learning outcomes (before the implementation of SIM-OVG model in XI MIPA-1 class, 52,17% of the students did not reach the passing-grade, but after the implementation, 100% of the students reached the passing-grade, and they also looked enthusiastic in doing their assignments, and 3) in the psychomotor aspect, the students became more skillful, creative, and be able to perform high level thinking. The researcher suggested that the dissemination should be done through MGMP forum and SIM-OVG model workshop. In addition, the researcher also suggested the integration of SIM-OVG model with other learning models and hoped that every school provided adequate facilities to support the implementation of SIM-OVG model.

Efficacy of a Second-Grade Science Program: Increasing Science Outcomes for All Students

2021 ◽  
pp. 074193252198909
Author(s):  
Christian T. Doabler ◽  
William J. Therrien ◽  
Maria A. Longhi ◽  
Greg Roberts ◽  
Katherine E. Hess ◽  
...  
Keyword(s):  
Science Achievement ◽  
Controlled Trial ◽  
Science Instruction ◽  
Effect Sizes ◽  
Second Grade ◽  
Guided Inquiry ◽  
Randomized Controlled ◽  
Second Grade Students ◽  
Cluster Randomized ◽  
Business As Usual

This study, which was reviewed through the Registered Report process, examined the initial efficacy of the Scientific Explorers program (Sci2) on second-grade students’ science achievement. Sci2 is grounded in the growing body of empirical research on science instruction, embedding principles of explicit instruction within a guided inquiry-based design framework. Eighteen second-grade classrooms were randomly assigned to treatment or control conditions. A cluster randomized controlled trial was employed, with 294 students nested within classrooms and classrooms nested within condition. The Sci2 program was implemented for a total of 10 lessons (5 hr) in treatment classrooms, whereas control classrooms provided business-as-usual science instruction. Overall treatment effects were observed on three of four science outcome measures. The reported effects were moderate to large, with effect sizes (Hedges’ g) ranging from 0.48 to 0.94. Moderation analyses indicated that science knowledge at pretest did not moderate Sci2’s effects. Implications for practice and research are discussed.

Self-Regulated Strategy Development for Students With Writing Difficulties

2011 ◽  
Vol 50 (1) ◽  
pp. 20-27 ◽  
Author(s):  
Linda H. Mason ◽  
Karen R. Harris ◽  
Steve Graham
Keyword(s):  
Strategy Development ◽  
Writing Difficulties
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