scholarly journals Primary Students’ Book Club Participation

2012 ◽  
Vol 14 (1) ◽  
pp. 91
Author(s):  
K. Dara Hill
Keyword(s):  
Primary School ◽  
Book Club ◽  
First Grade ◽  
Discussion Groups ◽  
Primary Students ◽  
High Poverty ◽  
Multiple Perspectives ◽  
High Performing ◽  
Personal Connections ◽  
High Achieving

This study is an examination of first grade students’ participation in Book Club at a high achieving, high poverty urban primary school in Detroit. In spite of the school’s high performing record, teachers are constrained by having to adhere closely to the pacing guide and the exclusive use of curriculum literature to preserve the school’s high achieving status. Irrelevant curriculum materials surrounding the themes “Keep Trying” and “Being Afraid” led to a teacher and researcher collaboration to use relatable supplemental texts. An examination of peer-led discussion groups demonstrated deep comprehension and students’ ability to mediate personal connections and multiple perspectives. 

scholarly journals A second grade teacher's innovations toward multimodal literacies in an urban primary school

2014 ◽  
Vol 16 (1) ◽  
pp. 21 ◽  
Author(s):  
K. Dara Hill
Keyword(s):  
Primary School ◽  
Discussion Groups ◽  
Interactive Whiteboard ◽  
Curriculum Materials ◽  
Second Grade ◽  
Social Worlds ◽  
High Performing ◽  
Multimodal Literacies

This study is an examination of a second grade teacher’s negotiation of multimodal literacies in a high performing urban primary school in Detroit. In spite of the school’s high performing record, teachers were required to adhere closely to paced curriculum and exclusive use of curriculum materials. A teacher and researcher collaboration implemented supplemental texts and negotiated innovations toward multimodal literacies with a theme entitled Fossils. An examination of peer-led discussion groups, peer-led reading logs and the focal teacher’s Interactive Whiteboard innovations demonstrates  deeper comprehension and enhanced participation due to linkages across texts and with students’ social worlds.

scholarly journals Subversive compliance and embodiment in remedial interchanges

2020 ◽  
Vol 40 (5) ◽  
pp. 669-693
Author(s):  
Asta Cekaite
Keyword(s):  
Primary School ◽  
Adult Child ◽  
First Grade ◽  
Moral Emotion ◽  
Multiple Modalities ◽  
Temporal Duration ◽  
One Year

AbstractThis study examines normativity of affect and the affective embeddedness of normativity, instantiated as verbal and embodied stances taken by the participants in adult-child remedial interchanges. The data are based on one year of video fieldwork in a first-grade class at a Swedish primary school. An ethnographically informed analysis of talk and multimodal action is adopted. The findings show that the children’s affective and normative transgressions provided discursive spaces for adult moral instructions and socialization. However, the children’s compliant responses were resistant and subversive. They were designed as embodied double-voiced acts that indexed incongruent affective and moral stances. The findings further revealed several ways of configuring embodied double-voiced responses. The children juxtaposed multiple modalities and exploited the expectations of what constitutes appropriate temporal duration, timing, and shape of nonverbal responses. They (i) combined up-scaled verbal and embodied hyperbolic rhetoric when the teachers’ talk required but minimal responses, and (ii) configured antithetical affect displays, e.g., crying and smiling, or overlaid bodily displays of moral emotion (sadness, seriousness, and smiling) with aligning but exaggerated gestures and movements. Subversive, embodied double-voiced responses simultaneously acquiesced with and deflected the responsibility and effectively derailed a successful closure of remedial interchange.

Media Words Card to Improve Reading Skills at the beginning of the First Grade Students in Primary School

2021 ◽  
Vol 5 (2) ◽  
pp. 531-537
Author(s):  
Agusalim Agusalim ◽  
Suryanti Suryanti ◽  
Irwan Irwan
Keyword(s):  
Primary School ◽  
Student Learning ◽  
Learning Outcomes ◽  
Reading Skills ◽  
Mastery Learning ◽  
First Grade ◽  
Student Learning Outcomes ◽  
Beginning Reading ◽  
Average Value ◽  
Class Room

This study aims to find the use of word cards to improve reading skills at the beginning by using the action class room method. Based on the results of research conducted in 2 cycles. In cycle I showed that through the Use of Word Card Media in Beginning Reading the average value of student learning outcomes obtained was 68.84 and mastery learning reached 53.85% or there were 14 students out of 27 students who had finished learning. These results indicate that in the first cycle the criteria for student learning are not yet completed, because students who score> 65 are only 68.84% smaller than the desired completeness percentage of 85%, and (2) Furthermore, the results of the study cycle II shows through the Use of Word Card Media in Reading the Beginning obtained the average value of student learning outcomes is 76.92 and mastery learning reaches 88.46% or there are 23 students out of 26 students have finished learning. These results indicate that in the second cycle classically students have finished learning, because students who score> 65 are 92.30% greater than the desired completeness percentage of 85%.

scholarly journals Knowledge of Hand Hygiene and Oral Health Students at Methodist 3 Private Primary School Medan

2021 ◽  
Vol 6 (1) ◽  
pp. 68-73
Author(s):  
Veronica Angelia ◽  
Ervina Sofyanti
Keyword(s):  
Oral Health ◽  
Hand Hygiene ◽  
Primary School ◽  
Private School ◽  
Cross Sectional Study ◽  
Educational Programs ◽  
Primary Students ◽  
Good Knowledge ◽  
Sectional Study ◽  
Cross Sectional

Aims: The aim of this study was to assess the knowledge among students at private school towards hand hygiene and oral health in Medan, Indonesia. Materials and methods: A cross-sectional study was conducted among 498 students aged 6-12 years of Methodist 3 Primary School in Medan, Indonesia. Knowledge was asssed using hand hygiene and oral health questionnare. Results: 86.95% of students (426 out of 490)  had good knowledge regarding hand hygiene and 78.4% of students (384 out of 490) had good knowledge regarding oral health. Conclusion: The results of this study indicate that comprehensive hand hygiene and oral health educational programs for primary students are required to achieved this goal.

scholarly journals The Effectiveness of a training program to reduce stuttering intensity among primary school students in Ajloun schools: فاعلية برنامج تدريبي لخفض شدة التأتأة لدى طلاب المرحلة الأساسية في مدارس محافظة عجلون

2020 ◽  
Vol 4 (14) ◽  
Author(s):  
Bara Azzam Ali Al- qwaqneh
Keyword(s):  
Primary School ◽  
Training Program ◽  
Primary Students ◽  
Third Grade ◽  
Control Group ◽  
Primary School Students ◽  
School Students ◽  
Five Dimensions ◽  
Third Grade Students ◽  
And Control

The study aimed to reveal the effectiveness of a training program to reduce stuttering disorders in primary school students in Ajloun schools in Jordan. Five dimensions of stuttering disorders were identified. Third grade students in Ajloun Elementary Boys School were distributed equally to experimental and control group. Ij study, there is statistically significant in all disorders of the dimensions of stuttering in the third grade primary students are differences in the two measurements prior and subsequent to the performance of the control and experimental groups students due to the training program used in the study, for the experimental group, which underwent a program to reduce the severity of stuttering students.

Sign in / Sign up

Export Citation Format

Share Document