Solution Suggestions in Elementary Literacy Teaching to Elementary School Students Whose Mother Tongue is not Turkish

2016 ◽  
Vol 6 (1) ◽  
pp. 46
Author(s):  
Meral Gozukucuk
Keyword(s):  
Elementary School ◽  
Mother Tongue ◽  
First Grade ◽  
Structured Interview ◽  
Official Language ◽  
School Students ◽  
Literacy Teaching ◽  
Elementary Literacy ◽  
Data Frequency ◽  
To Receive

The purpose of the current study is to offer solutions to the issues first grade students whose mother tongue is not Turkish face in elementary literacy teaching. Case study among qualitative research methods was used in conducting the current research. The sample consisted of 40 elementary school first grade teachers chosen according to maximum variation sampling who worked in Diyarbakır city center, province centers, towns, and villages in the 2012-2013 academic year. The data was collected using semi-structured interview forms. Content analysis was used to analyze the data. In the interpretation of the data frequency and percentage were used. It is seen that the most frequent view (25%) reported by teachers related to mother tongue education is:" Parents should be aware of the education their children receive and they should care about the education their children receive". The 22, 5% of the teachers report that: “Education must be in the mother tongue first and then the official language". The 17, 5% of the teachers report that:" Students should be provided to speak in Turkish as well as their mother tongue before they start school". The 10% of the teachers report that: “Education must be in the mother tongue"; however, they did not comment on how to proceed with this education. It may not be possible for students whose mother tongue is not Turkish to receive education solely in their mother tongue. Even if students receive education in their mother tongue they still need to receive education in Turkish as well, since the official language of our country is Turkish and it is used in formal procedures. Keywords: Mother tongue, bilingual education, elementary literacy teaching, solution.

Advantaged/Disadvantaged School Neighborhoods, Parental Networks, and Parental Involvement at Elementary School

2017 ◽  
Vol 90 (4) ◽  
pp. 355-377 ◽  
Author(s):  
Angran Li ◽  
Mary J. Fischer
Keyword(s):  
Elementary School ◽  
First Grade ◽  
School Level ◽  
School Involvement ◽  
School Students ◽  
Data Set ◽  
Positive Effects ◽  
Parental School Involvement ◽  
Formal Organizations ◽  
Nationally Representative

This article examines the relationship between parental networks and parental school involvement during the elementary school years. Using a large, nationally representative data set of elementary school students—the Early Childhood Longitudinal Study–Kindergarten Cohort—and contextual data from the 2000 U.S. Census, our multilevel analysis shows that higher levels of parental networks in first grade are associated with higher levels of parental school involvement in third grade after controlling for individual- and school-level characteristics. Parental networks are positively related to school involvement activities in formal organizations that consist of parents, teachers, and school staff, including participating in parent–teacher organizations and volunteering at school. Furthermore, the positive effects of parental networks on parental school involvement is stronger for families whose children attend schools in disadvantaged neighborhoods. This suggests that well-connected parental networks can serve as a buffer against school neighborhood disadvantages in encouraging parents to be actively involved in schools.

scholarly journals KOLABORASI ILUSTRASI DAN TEMBANG DOLANAN DALAM PENCIPTAAN MEDIA EDUKASI COVID-19 DI SURAKARTA

2021 ◽  
Vol 3 ◽  
pp. 90-104
Author(s):  
Basnendar Herry Prilosadoso ◽  
Waluyo ◽  
Roman Aqviriyoso
Keyword(s):  
Elementary School ◽  
Character Education ◽  
Elementary Students ◽  
Elementary School Students ◽  
Mother Tongue ◽  
Economic Status ◽  
Age Groups ◽  
Attractive Alternative ◽  
School Students ◽  
Multiple Media

The Covid-19 outbreak has attacked the community, where the Indonesian Government has handled the pandemic outbreak from health, social, politicaDolanan Song, Illustration, Covid-19, Education, Elementary School Students.l, economic and other related aspects. Various educational media, information, and publications regarding the prevention and spread of this virus have also been carried out in multiple ways and with multiple media. Dissemination of information about the Corona outbreak is needed by all groups, from all age groups, economic status, gender, demographics and other aspects. Likewise, for elementary students, at that age, the information can be used as a guide later, both now and future. An appropriate media for segmentation is needed so that the information presented is acceptable and attractive. Alternative media for illustrated collaboration with tembang dolanan contain moral teachings and conveying media that can apply Dolanan Song, Illustration, Covid-19, Education, Elementary School Students.in preserving mother tongue and character education. The purpose of creating art is children's illustration work and dolanan songs containing interesting material and publication media regarding the prevention and spread of the Covid-19 virus to elementary school students. The method of creating artwork has 6 (six) stages, namely: Discovery, Interpretation, Ideation, Experimentation, Evolution, and Implementation. Through this media, it hoped that it could increase understanding and knowledge, especially elementary school students, in preventing and overcoming the Covid-19 outbreak so that the attack can soon subside.  Keywords: tembang dolanan, illustration, Covid-19, education, elementary school students.

Complex Sentences in an Elementary Science Curriculum: A Research Note

2020 ◽  
Vol 51 (2) ◽  
pp. 329-335 ◽  
Author(s):  
Maura Curran
Keyword(s):  
Elementary School ◽  
General Education ◽  
Science Learning ◽  
Science Curriculum ◽  
First Grade ◽  
Research Note ◽  
Fifth Grade ◽  
School Students ◽  
Complex Sentences ◽  
Education Science

Purpose Elementary school students are expected to participate in science learning settings that place high demands on skill with certain types of grammatical structures, including complex sentences. This research note aims to clarify the types of complex sentences that are evident in a general education science curriculum across the elementary school years in order to assist clinicians and others in better understanding the specific language demands of science learning in the classroom. Method I analyzed all sentences within children's texts and suggested teacher scripting from the first-, third-, and fifth-grade science units of a commonly used general education curriculum aligned to the Next Generation Science Standards. We determined the frequency and type of complex sentences that were present for each type of material (text, teacher scripts) and grade level. Results Complex sentences are evident in both children's texts and suggested scripting provided to teachers at all grade levels. The rate of complex sentences in children's readings is higher in third- and fifth-grade texts than in first-grade texts. Complement clauses are common throughout, and adverbial and relative clauses are more frequent in third- and fifth-grade texts than in first-grade texts. Conclusions Children are expected to read and listen to complex sentences across the elementary school years. Speech-language pathologists should be aware of the language demands that general education science curricula may pose to students at different ages.

scholarly journals The Feasibility of Writing Learning Videos for Elementary School Students

2021 ◽  
Vol 5 (1) ◽  
pp. 99
Author(s):  
Kadek Tatanika Wiratsari ◽  
I Gede Margunayasa
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Elementary School Students ◽  
First Grade ◽  
Average Score ◽  
Low Grade ◽  
School Students ◽  
Validation Score ◽  
The Mean ◽  
Questionnaire Method

Low-grade students still have difficulty in writing. Writing delays can hinder the learning process. This study aimed to develop writing learning video products for first-grade elementary school students whose validity has been tested. This research refers to the ADDIE development model procedure. However, this study did not implement and evaluate stages due to limited time, effort, resources, and finance. The subjects of this study were two material experts, two media experts, and two practitioners. The object of this research is the validity of the writing learning video. The data collection of this research used a questionnaire method by providing assessment sheets to two media expert lecturers, two material expert lecturers, and two first-grade elementary school teachers. The data from the validation results from the experts were then analyzed using the mean formula to determine the average validity score of the writing learning videos. The analysis results showed that the average validation score for writing learning videos is 4.44 with very good criteria. The average score of validation for writing learning video materials is 4.06 with very good criteria. Based on the analysis results, the writing learning video for first-grade students of SD was declared valid and had very good criteria.

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