scholarly journals Η σχέση της μουσικής εκπαίδευσης με τις φωνολογικές και αναγνωστικές δεξιότητες μαθητών προσχολικής και πρώτης σχολικής ηλικίας

2021 ◽  
Vol 26 (2) ◽  
pp. 162
Author(s):  
Styliani Ν. Tsesmeli ◽  
Εleni Sotiropoulou ◽  
Εleni Ntente
Keyword(s):  
Primary School ◽  
Standardized Tests ◽  
Morphological Awareness ◽  
Morphological Structure ◽  
Ancient Greek ◽  
Compound Words ◽  
Modern Greek ◽  
Spelling Performance ◽  
Post Test ◽  
Compound Type

The aim of the study was to evaluate the effect of the training of morphological awareness of spelling words by 27 students following 4th and 6th grades of a primary school. They were compared with a group of 26 classmates who did not take part in the intervention. All students were assessed via standardized tests of spelling and reading comprehension and non-standardized tests of analogy and meaning of compounds. The intervention included a pre-test, an educational program and a post-test. Experimental material entailed compound words categorized into two conditions of morphophonological transparency (transparent/ non-transparent) and two conditions of compositionality (Modern Greek/Ancient Greek morphemes). Results showed that the systematic exercise of the morphological structure of words improved students' spelling performance in every compound type. Considerably, non-transparent items entailing ancient morphemes received the highest gains, where students presented the lowest performance before intervention. These findings underline the importance of morphological awareness in the acquisition of spelling of morphologically complex vocabulary, whose teaching is important in the highest grades of primary school.

scholarly journals Η επίδραση των μορφοφωνολογικών αλλαγών στην καλλιέργεια της ορθογραφικής δομής των σύνθετων λέξεων: μια μελέτη παρέμβασης

2021 ◽  
Vol 26 (2) ◽  
pp. 182
Author(s):  
Styliani N. Tsesmeli ◽  
Eirini Tsellou
Keyword(s):  
Primary School ◽  
Standardized Tests ◽  
Morphological Awareness ◽  
Morphological Structure ◽  
Ancient Greek ◽  
Compound Words ◽  
Modern Greek ◽  
Spelling Performance ◽  
Post Test ◽  
Compound Type

The aim of the study was to evaluate the effect of the training of morphological awareness of spelling words by 27 students following 4th and 6th grades of a primary school. They were compared with a group of 26 classmates who did not take part in the intervention. All students were assessed via standardized tests of spelling and reading comprehension and non-standardized tests of analogy and meaning of compounds. The intervention included a pre-test, an educational program and a post-test. Experimental material entailed compound words categorized into two conditions of morphophonological transparency (transparent/ non-transparent) and two conditions of compositionality (Modern Greek/Ancient Greek morphemes). Results showed that the systematic exercise of the morphological structure of words improved students' spelling performance in every compound type. Considerably, non-transparent items entailing ancient morphemes received the highest gains, where students presented the lowest performance before intervention. These findings underline the importance of morphological awareness in the acquisition of spelling of morphologically complex vocabulary, whose teaching is important in the highest grades of primary school.

scholarly journals Bodies Out of Time: Sculpting Queer Poetics and Queering Classical Sculpture in the Poetry of C. P. Cavafy

2021 ◽  
Author(s):  
J. L. Watson
Keyword(s):  
Raw Material ◽  
Ancient Greek ◽  
Greek Poetry ◽  
Modern Greek ◽  
The Past ◽  
Greek World

AbstractTwo major themes dominate the poetry of the Alexandrian poet, C. P. Cavafy: homosexual desire and Greekness, broadly defined. This paper explores the interconnectivity of these motifs, showing how Cavafy’s poetic queerness is expressed through his relationship with the ancient Greek world, especially Hellenistic Alexandria. I focus on Cavafy’s incorporation of ancient sculpture into his poetry and the ways that sculpture, for Cavafy, is a vehicle for expressing forbidden desires in an acceptable way. In this, I draw on the works of Liana Giannakopoulou on statuary in modern Greek poetry and Dimitris Papanikolaou on Cavafy’s homosexuality and its presentation in the poetry. Sculpture features in around a third of Cavafy’s poems and pervades it in various ways: the inclusion of physical statues as focuses of ecphrastic description, the use of sculptural language and metaphor, and the likening of Cavafy’s beloveds to Greek marbles of the past, to name but three. This article argues that Cavafy utilizes the statuary of the ancient Greek world as raw material, from which he sculpts his modern Greek queerness, variously desiring the statuesque bodies of contemporary Alexandrian youths and constructing eroticized depictions of ancient Greek marbles. The very ontology of queerness is, for Cavafy, ‘created’ using explicitly sculptural metaphors (e.g. the repeated uses of the verb κάνω [‘to make’] in descriptions of ‘those made like me’) and he employs Hellenistic statues as a productive link between his desires and so-called ‘Greek desire’, placing himself within a continuum of queer, Greek men.

Imperatives, V-movement and logical mood

1995 ◽  
Vol 31 (2) ◽  
pp. 301-332 ◽  
Author(s):  
María Luisa Rivero ◽  
Arhonto Terzi
Keyword(s):  
Ancient Greek ◽  
Modern Greek ◽  
Self Interest ◽  
Distinctive Morphology

Imperative Vs with distinctive morphology either have a distinctive syntax (Modern Greek, Spanish), or distribute like others Vs (Serbo-Croatian, Ancient Greek). The contrast follows from properties of the root C. The first type has a strong Imperative V-feature in C, and under Chomsky's Greed Principle, Imperative Vs raise overtly to check this feature. The second type is the Wackernagel language, whose C hosts no features, but V-features are in I. If no phrase fronts, Vs move to C to support second position items. V-to-C affects all Vs, is last resort, follows Lasnik's Enlightened Self-Interest, and escapes Greed.

Spoken Greek

1944 ◽  
Vol 13 (38-39) ◽  
pp. 73-80
Author(s):  
W. R Loader
Keyword(s):  
Formal Language ◽  
Modern World ◽  
Grammatical Structure ◽  
Ancient Greek ◽  
Modern Greek ◽  
Law Courts ◽  
Business Correspondence

It has been suggested that there is less difference between ancient Greek and modern Greek than between present-day English and Chaucer's language. The suggestion is somewhat questionable. Broadly speaking, apart from dialects and local variations, there are presently three languages in Greece, the Kathareuousa, the Demotiki, and the popular newspaper language, which is a blend of the two.The Kathareuousa is the official and formal language, used in Government publications and statements, business correspondence, non-fictional books and treatises, law courts, University lectures, and in formal conversation. And although its grammatical structure is analytic as opposed to the synthesis of ancient Greek (a change which constitutes the main difference between classical and modern Greek, as it does between other modern and ancient languages), in the Kathareuousa the most strenuous attempt has been made to maintain the accidence and vocabulary of the ancient language.Words are declined and verbs conjugated (without some of their more difficult and less used moods and tenses) as in Attic Greek, pronouns and prepositions and the cases governed by them are the same, and while, naturally, many terms which describe things known only to the modern world are not to be found in Liddell and Scott, they are generally legitimate and intelligible compounds of words which are to be found in Liddell and Scott. Ἀɛροπλἁνoν for aeroplane, ἀɛρòσTαtoν for balloon, are instances which come easily to mind.

scholarly journals Pelatihan Teknik Asertivitas untuk Meningkatkan Self-Esteem Korban Bullying

2016 ◽  
Vol 2 (1) ◽  
pp. 15
Author(s):  
Amalia Hana Firdausi ◽  
Maria Goretti Adiyanti
Keyword(s):  
Primary School ◽  
Peer Interactions ◽  
Self Esteem ◽  
Control Group ◽  
Test Design ◽  
Post Test ◽  
Bullying Victims ◽  
And Control ◽  
Experimental Group ◽  
Quasi Experiment

The purpose of this study is to examine the effect of assertiveness techniquestraining to improve bullying victims’ self-esteem. This study was a quasi experiment withuntreated control group with pre-test and double post-test design. The data werecollected by using adaptation instrument of Peer Interactions in Primary School (PIPS)Questionnaire, assertiveness scale, and self-esteem scale. The subjects were 18 students in4 th -5 th grade who are indicated as bullying victims and have self-esteem scores categorizedin low to moderate levels (8 students in experimental group and 10 students in controlgroup). The result of the Mann Whitney U test showed that there was no difference inself-esteem scores between the experimental and control group during the pretest (p >0.05). After being treated, the differences in self-esteem scores were significant with Z = -3.113; p = 0.002 (p < 0,01) between the experimental group and control group, in which themean score of self-esteem in the experimental group was higher than the control group

scholarly journals KESAN PENGGUNAAN PETA PEMIKIRAN TERHADAP PENGAJARAN PENULISAN KARANGAN MURID TAHUN LIMA

2021 ◽  
Author(s):  
NORLIZA ABDULLAH ◽  
ZULKIFLI OSMAN ◽  
ABDUL MUNIR ISMAIL
Keyword(s):  
Treatment Group ◽  
Social Science ◽  
Primary School ◽  
Test Scores ◽  
Control Group ◽  
Primary School Students ◽  
Thinking Maps ◽  
School Students ◽  
Essay Writing ◽  
Post Test

Kajian lalu menunjukkan kebolehan mengarang karangan dalam kalangan murid sekolah rendah adalah rendah. Oleh hal yang demikian, kajian ini dijalankan untuk mengkaji kesan penggunaan peta pemikiran terhadap tahap penulisan karangan Bahasa Melayu dalam kalangan murid tahun lima. Penyelidik menggunakan kaedah eksperimen kuasi melibatkan satu sampel kajian yang terdiri daripada 64 murid sekolah rendah yang dibahagikan sama rata kepada satu kumpulan perlakuan dan satu kumpulan kawalan. Para murid dalam kumpulan pertama menggunakan peta pemikiran dalam pengajaran karangan, sementara kumpulan kedua menggunakan kaedah tradisional. Ujian pra dan ujian pasca digunakan untuk mendapatkan data yang dianalisis dengan Statistical Package For Social Science (SPSS) versi 21. Bagi kumpulan perlakuan, analisis data menunjukkan skor pasca ujian min murid adalah lebih tinggi dari skor pra ujian min mereka, sekali gus menunjukkan mereka memperoleh peningkatan dalam penulisan karangan dari segi kandungan dan pengolahan idea. Dapatan yang sama juga menunjukkan skor pasca ujian min murid dalam kumpulan perlakuan adalah lebih tinggi dari min skor yang sama bagi mereka dalam kumpulan kawalan, sekali gus menunjukkan kumpulan perlakuan adalah lebih berprestasi daripada kumpulan kawalan. Dapatan kajian ini mempunyai implikasi dalam amalan pengajaran semasa. Guru mata pelajaran Bahasa Melayu boleh menggunakan peta pemikiran sebagai satu alat pengajaran bagi membantu murid sekolah rendah belajar menulis karangan dengan lebih berkesan.   Studies have shown that students’ essay writing abilities of primary school students are low. As such, this study was carried out to examine the extent of the effects of using thinking maps on the teaching of Malay language essay writing among Year Five students. In this study, the researchers used a quasi-experimental method involving a study sample consisting of 64 primary school students were divided equally into a treatment group and a control group. The former used thinking maps in essay writing learning, while the latter used a traditional method. A pre-test and a post-test were used to obtain the data, which were analyzed using Statistical Package for Social Science (SPSS) version 21. For the treatment group, the analysis of data showed students’ mean post-test scores were significantly higher than their mean pre-test scores, indicating they made significant improvements in essay writing in terms of content and ideation. The same analysis also showed students’ mean post-test scores in the treatment group were significantly higher than those of the control group, indicating the former outperformed the latter. These findings have a practical implication for the current teaching practice. Malay language teachers can use thinking maps as a teaching tool to help primary school students effectively learn to write essays.

scholarly journals CONNECTION BOOK AND WORKSHEET BASED 2013 CURRICULUM FOR SD TEACHERS IN SURAKARTA

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Sri Marmoah ◽  
Soegiyanto Soegiyanto ◽  
Idam Ragil Widianto Atmojo ◽  
Roy Ardiansyah
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Elementary School Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Post Test ◽  
Teacher's Knowledge

<em>The purpose of this service is to train primary school teachers in Surakarta city to have the ability to optimize the role of a teacher to involve parents and the community in the implementation of learning so that specifically this activity aims to train teachers to have the ability to compile contact books and worksheets. The method used in this service begins the Workshop, Practices, and Implementation. In conducting this training, subjects were asked to work on tests related to the preparation of connection books and worksheets for elementary school teachers. Analysis of the data used is pre-test and post-test. The results of this activity were an increase in teacher's knowledge and understanding of the preparation of connection books and worksheets</em>

scholarly journals ‘Hakken en plakken’

2019 ◽  
Vol 8 (2) ◽  
pp. 310-330
Author(s):  
Ilona J. E. Dols-Koot ◽  
Jimmy H. M. van Rijt
Keyword(s):  
Experimental Study ◽  
Secondary Schools ◽  
Morphological Awareness ◽  
Morphological Knowledge ◽  
Spelling Performance ◽  
Educational Literature ◽  
Rules Of Thumb ◽  
Quasi Experimental ◽  
Short Intervention

Abstract Orthography is considered to be a major problem in Dutch education, since many pupils don’t seem to be able to master orthographic rules, even after years of education. In educational literature it is argued that the problems related to spelling are caused by approaches that focus more on rules of thumb than on linguistic insights. This is somewhat remarkable, since a good understanding of the Dutch orthographic system requires a fair amount of morphological knowledge. In order to effectively implement this knowledge, the development of a morphological awareness (MA) seems to be required. Therefore, a short intervention was designed for the upper levels of secondary schools (4 havo) which aimed to foster MA and, subsequently, improve orthographic skills. Results of this quasi-experimental study indicate that a short intervention can significantly boost MA, but that students don’t seem to be able to use MA effectively to enhance spelling performance.

Tabletop Tsunami Simulator In Tsunami Disaster Preparation To Make Schools Of Disaster Preparedness

2021 ◽  
Vol 9 (1) ◽  
pp. 55-59
Author(s):  
Feri Ekaprasetia ◽  
Guruh Wirasakti
Keyword(s):  
Primary School ◽  
Vulnerable Groups ◽  
P Value ◽  
Attitude Score ◽  
Whitney Test ◽  
Tsunami Disaster ◽  
Knowledge And Attitudes ◽  
Mann Whitney Test ◽  
Post Test ◽  
The Impact

Introduction: Tsunami in Indonesia become a threat to society, especially for vulnerable groups. Primary school students are one of the vulnerable groups that should have adequate preparedness both in their knowledge and attitudes in facing the tsunami. To support the preparedness, a tabletop tsunami simulator has been developed. Objective: To describe the tsunami preparedness of school-age children and to assess the impact of the tabletop tsunami simulator on the knowledge and attitudes of school children towards tsunamis. Methods: The study design was a one group pre-test – post-test design with a total participant of 157 students. The research instrument used was a tabletop tsunami simulator and a questionnaire to assess knowledge and attitude towards tsunamis. The statistical test used was the Mann Whitney test. The inclusion criteria included primary school 5th and 6th grade students, had a smartphone, and were willing to be participants. The data was collected using Google form and had obtained ethical approval number 62/SDS/KEPK/TL/VI/2020. Result: The Mann Whitney test showed a significant effect between the tabletop tsunami simulator and the participants’ knowledge of tsunamis with a p-value of 0.000 (p-value <0.05). In the attitude variable, an increase in the attitude score between the pre-test and post-test was also observed. The average attitude score increased from 32.99 to 34.97, with a p-value = 0.000. Conclusion: There is a significant effect between the tabletop tsunami simulator with the participants’ knowledge and attitudes in facing the threat of a tsunami.

NATURE OF SCIENCE INTERDISCIPLINARY TEACHING AT PRIMARY SCHOOL BASED ON SYMMETRY AND THE SEARCH OF INVARIANTS

2021 ◽  
pp. 207-219
Author(s):  
Simone Brasili ◽  
◽  
Riccardo Piergallini ◽  
Keyword(s):  
Primary School ◽  
Nature Of Science ◽  
Interdisciplinary Approach ◽  
Control Group ◽  
Learning Sequence ◽  
Learning Path ◽  
Post Test ◽  
And Mathematics ◽  
Teaching Learning ◽  
Fitting In

The project is situated in the field of teaching physics, generally speaking, science education. It aims at studying the interplay between physics and mathematics, introducing an interdisciplinary approach based on the modern concept of symmetry or sameness within change (i.e., invariance). The interdisciplinary methods integrate the process skills common to discovery-based science and problem-based mathematics, typically of Nature of Science (NoS) modelling. We designed a teaching-learning sequence(TLS) and implemented it in an Italian primary school on a sample group (N = 96). Research conforms to pre-and post-test design with a control group. The resulting data were examined through a mixed method. We assess the effectiveness of the TLS by analysing the learning changes in the level of pupils’ knowledge of symmetry. The findings show that the pupils were in the regime of competence for grasping the changed view of symmetry. It also provides ideas that the concepts of symmetry and invariance will allow building the architecture of more extensive scientific knowledge. The study of transformations and invariants facilitates the acquisition of cognitive procedures fitting in many domains, modelling and generalization processes. This research contribution brings important suggestions for designs of successive steps in the learning path on symmetry.

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