scholarly journals A Narrative Inquiry on Elementary School Teachers' Experiences in the Process of School Violence: Presence as a Teacher in the Wound and Loss

2017 ◽  
Vol 20 (3) ◽  
pp. 67-102
Author(s):  
이재용
Keyword(s):  
Elementary School ◽  
Narrative Inquiry ◽  
Elementary School Teachers ◽  
School Violence ◽  
School Teachers ◽  
Teachers Experiences

scholarly journals ELEMENTARY SCHOOL TEACHERS’ EXPERIENCES REGARDING THE PREREFERRAL PROCESS

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Mine Kizir ◽  
Candan Hasret Şahin
Keyword(s):  
At Risk ◽  
Elementary School ◽  
Elementary School Teachers ◽  
Referral Process ◽  
School Teachers ◽  
Students At Risk ◽  
Effective Application ◽  
Teachers Experiences ◽  
Phenomenological Design ◽  
Identification Phase

<p>Informing teachers about identifying students at risk is necessary and important for effective application of interventions in the pre-referral process. The purpose of this study was to determine the adaptations that elementary school teachers did for their students at risk in the pre-referral process and to determine these teachers’ experiences in the process. In this study, the phenomenological design was used to determine the elementary school teachers’ views about the pre-referral process and their experiences regarding the process. In the present study, which was conducted to determine elementary school teachers’ experiences and views about the pre-referral process, three themes were obtained as a result of the analysis of the data collected via the interviews. The themes were as follows: teachers’ experiences and views about the identification phase, instructional adaptations in the pre-referral process and overall thoughts and suggestions regarding the pre-referral process. Informing teachers about the pre-referral process and about what to do in this process will not only help decrease the number of students involved in referral process by increasing the in-class adaptations but also allow keeping the students in the same class who will be able to continue their education with their peers with help of in-class interventions.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0651/a.php" alt="Hit counter" /></p>

scholarly journals Teachers’ and Children’s Experiences after an Acoustic Intervention and a Noise-Controlling Workshop in Two Elementary Classrooms

2019 ◽  
Vol 72 (6) ◽  
pp. 454-463
Author(s):  
Sirpa Pirilä ◽  
Jaana Jokitulppo ◽  
Elina Niemitalo-Haapola ◽  
Anneli Yliherva ◽  
Leena Rantala
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Elementary Classrooms ◽  
School Teachers ◽  
Voice Production ◽  
Teachers Experiences ◽  
Workshop Intervention ◽  
Voice Symptoms

<b><i>Introduction:</i></b> Treating sources of noise is a novel aspect of voice ergonomics intended to enhance the preconditions for good voice production and easy listening. <b><i>Objective:</i></b> To improve experiences of listening and voice ergonomics in classrooms. <b><i>Methods:</i></b> Participants were two female elementary school teachers with voice symptoms and their pupils (<i>n</i> = 50). Two interventions were performed: the acoustic intervention and then the workshop intervention where the teachers and pupils were active. Teachers’ voice symptoms and pupils’ and teachers’ experiences of the interventions were elicited by questionnaire. <b><i>Results:</i></b> The teacher with many voice symptoms experienced more annoyance from sounds and benefitted more from the interventions. After the interventions both teachers suffered fewer voice breaks and voice symptoms such as lump and mucus in the throat. The pupils reported improvement in the teachers’ voice clarity and audibility (<i>p</i> = 0.001). Pupils aged 12–13 years were more annoyed by sounds than those aged 8–9 years (<i>p</i> = 0.003). The older pupils experienced less sound annoyance after both interventions and the younger ones after the workshop intervention. <b><i>Conclusions:</i></b> The importance of good acoustics and individuals’ ability to improve voice ergonomics and listening conditions was demonstrated.

scholarly journals School Mathematics and miyō-pimōhtēwin

2021 ◽  
Vol 19 (1) ◽  
pp. 22-33
Author(s):  
Stavros Georgios Stavrou ◽  
M. Shaun Murphy
Keyword(s):  
Elementary School ◽  
Narrative Inquiry ◽  
Elementary School Teachers ◽  
Mathematics Classroom ◽  
School Mathematics ◽  
Self Awareness ◽  
School Teachers ◽  
Promising Practice ◽  
Relational Space

We want mathematics to be a process of miyō-pimōhtēwin (walking in a good way). Using a narrative inquiry methodology, we share our experiences working alongside two Cree elementary school teachers and the students in their mathematics classroom. The teachers taught principles that balance kohtawān (our spiritual being) and make curriculum into a relational space. The principles invite school mathematics to be learned and taught in a way that foregrounds self-awareness, doing things properly, learning new ways, being thankful, being humble, leaving problems behind you, helping yourself and keeping trying. This paper also demonstrates a promising practice of Indigenization in the mathematics classroom by providing a contextual way in which Cree students and teachers engaged in school mathematics in relational ways.

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