scholarly journals Parental Support in the Process of Choosing a First House (Case Study: Batak Families in Jakarta)

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Rossa Turpuk Gabe ◽  
Adinda Christina ◽  
Angel Ecclesia Shiny ◽  
Joko Adianto
Keyword(s):  
Parental Support

scholarly journals UPAYA MENUMBUHKAN MINAT BACA SISWA MELALUI BUDAYA LITERASI DI SDIT QURRATA A’YUN KANDANGAN

2020 ◽  
Vol 6 (1) ◽  
pp. 61
Author(s):  
Shinta Ramadhini ◽  
Barsihanor Barsihanor ◽  
Muhammad Fahmi Arifin ◽  
Abdul Hafiz
Keyword(s):  
Parental Support ◽  
Teacher Motivation ◽  
School Curriculum ◽  
Data Display ◽  
Analysis Technique ◽  
Insufficient Time ◽  
Data Validity ◽  
Study Type ◽  
Reading Interest

Abstrak: Penelitian bertujuan untuk mendeskripsikan upaya menumbuhkan minat baca siswa melalui budaya literasi di SDIT Qurrta A’yun Kandangan. Metode penelitian ini peneliti menggunakan pendekatan kualitatif dengan jenis studi kasus dan subjek dalam penelitian ini adalah Kepala Sekolah, Waka Kurikulum Sekolah, Waka Kesiswaan Sekolah, Kepala Perpustakaan, Koordinator Perpustakaan, Guru, Siswa dan Orang tua. Pengumpulan data dilaksanakan melalui observasi, wawancara dan dokumentasi. Teknis analisis yang digunakan penelitia adalah reduksi data, display data, dan penerikan kesimpulan. Peneliti menggunakan trianggulasi Teknik dan trianggulasi sumber untuk memperoleh keabsahan data. Berdasarkan hasil penelitian dapat disimpulkan bahwa upaya menumbuhkan minat baca siswa melalui budaya literasi di SDIT Qurrata A’yun Kandangan dengan upaya melalui kegiatan: 1) Penyediaan buku, 2) Jadwal Literasi, 3) Membuat Mading, 4) Reward, 5) Pojok Baca, dan 6) Perpustakaan Keliling. Faktor pendukung upaya menumbuhkan minat baca siswa melalui budaya literasi di SDIT Qurrata A’yun Kandangan adalah 1) Buku-buku Baru, 2) Motivasi Guru, 3) Fasilitas, 4) Lingkungan, dan 5) Motivasi Orang tua. Faktor penghambat upaya menumbuhkan minat baca siswa melalui budaya literasi di SDIT Qurrata A’yun Kandangan adalah 1) Buku yang tidak diperbaharui, 2) Gadget, 3) Waktu yang tidak mencukupi dan 4) Kurangnya dukungan orang tua.EFFORTS TO FOSTER STUDENTS’ INTEREST THROUGH LITERACY CULTURE AT SDIT QURRATA A’YUN KANDANGANAbstract: This study aims to describe the efforts to foster students 'reading interest through literacy culture at SDIT Qurrta A'yun Kandangan. This research uses a qualitative approach, a case study type with the subject of the Principal, School Curriculum Deputy, School Student Assistant, Head of the Library, Library Coordinator, Teachers, Students and Parents. Data collection was carried out through observation, interviews and documentation. The analysis technique used in this research is data reduction, data display, and conclusion. Researchers used technical triangulation and source triangulation to obtain data validity. Based on the results of the study, it can be concluded that the effort to foster students' reading interest through literacy culture at SDIT Qurrata A'yun Kandangan through the following activities: 1) Provision of books, 2) Schedule of Literacy, 3) Making Wallings, 4) Rewards, 5) Reading Corner and 6) Mobile Library. The supporting factors for the efforts to foster students 'reading interest through literacy culture at SDIT Qurrata A'yun Kandangan are 1) New Books, 2) Teacher Motivation, 3) Facilities, 4) Environment, and 5) Parents' Motivation. The inhibiting factors in trying to foster students' interest in reading through literacy culture at SDIT Qurrata A'yun Kandangan are 1) books that are not updated, 2) gadgets, 3) insufficient time and 4) lack of parental support.

Of hope and despair: neo-liberalism and schooling on the south coast of England

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Stephanie Chitpin
Keyword(s):  
Case Studies ◽  
Parental Support ◽  
Leadership Practices ◽  
Achievement Gaps ◽  
Democratic Citizenship ◽  
Academic Learning ◽  
Case Study Methodology ◽  
Content Type ◽  
Equitable Outcomes

PurposeThe present study contributes to research that examines the meanings of achievement gaps, when enacting policy. Its findings are both hopeful and unsettling. The absence of equitable outcomes and democratic citizenship, as elements of closing the achievement gaps in our participants' definitions, are troubling, particularly within the context of neo-liberalism, where increases in inequities showcase the negative aspects of policy appropriation.Design/methodology/approachA qualitative case study methodology was used to identify the parameters of the research (Merriam and Simpson, 2000) because case studies are particularistic in nature in that case studies examine a specific instance but illuminate a general problem (Merriam, 1998). This case study is not based on generating generalizations, concepts or hypotheses grounded in systematically obtained data (Abercrombie et al., 1990) but goes beyond the limited notion of context employed in many case studies, as no researcher can enter a situation free from preconceptions but must fit existing perceptions into a pre-existing discourse. This study explores heads of schools' decisions with regards to increasing the number of students who meet standards, as set by the government and reducing achievement gaps among student subgroups.FindingsThe findings from this study are discussed in three broad categories; the achievement gap, aspirations and parental support and differentiated and targeted solutions.Research limitations/implicationsThese findings raise the question as to whether the education inspection framework (EIF) presents cause for concern. After all, the EIF was developed to hold schools accountable for high standards without consultation with the teachers' representatives, local communities, parents and colleges and universities. Nevertheless, the EIF, as a set of standards, is problematic.Practical implicationsThe leadership practices enacted by heads of schools to bridge the achievement gaps differ from those advocated by the State. This echoes previous findings demonstrating that the same leadership practices can be used to pursue different goals (Leithwood, 2006) and that individuals enact policies in ways that reflect the particularities of their own contexts (Ball et al., 2012).Social implicationsThe absence of equitable outcomes and democratic citizenship, as elements of closing the achievement gaps in our participants' definitions, are troubling, particularly within the context of neo-liberalism, where increases in inequities showcase the negative aspects of policy appropriation.Originality/valueThe present study contributes to research that examines the meanings of achievement gaps when enacting policy (Ball et al., 2012; Hardy, 2014; Winton, 2013). Its findings are both hopeful and unsettling. The heads of schools demonstrate that they can appropriate definitions of achievement for all students to support their academic learning and wellbeing (Hodgkinson, 1991; Winton, 2013).

scholarly journals Parental Support in the Process of Choosing a First House (Case Study: Batak Families in Jakarta)

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Rossa Turpuk Gabe ◽  
Adinda Christina ◽  
Angel Ecclesia Shiny ◽  
Joko Adianto
Keyword(s):  
Parental Support

scholarly journals Peranan dongeng dalam pendidikan karakter pada taman kanak-kanak Lazuardi Kamila di Surakarta

2016 ◽  
Vol 3 (1) ◽  
pp. 75
Author(s):  
Sidik Nuryanto ◽  
Rita Eka Izzaty
Keyword(s):  
Qualitative Research ◽  
Character Education ◽  
Continuing Education ◽  
Fairy Tales ◽  
Parental Support ◽  
Case Study Method ◽  
Inhibiting Factors ◽  
Character Building

Tujuan penelitian untuk mengetahui (1) pelaksanaan pendidikan karakter melalui dongeng, (2) nilai karakter yang dikembangkan, (3) faktor pendukung dan penghambat, dan (4) hasilnya pada TK Lazuardi Kamila. Pendekatan penelitian menggunakan Penelitian kualitatif dengan metode studi kasus. Hasil penelitian yaitu (1) Pelaksanaan dongeng dimulai dengan perencanaan, pelaksanaan dan evaluasi. (2) Nilai karakter meliputi olah hati, olah pikir, olah raga, dan olah rasa. (3) Faktor pendukung lembaga adanya progam mendongeng, sentra Islamic character building, serta penyediaan fasilitas, dan dari pendidik adalah keteladanan. Dukungan orangtua berupa kemudahan komunikasi dengan pihak lembaga. Faktor penghambat lembaga yaitu karyawan belum bisa menjadi teladan, minimnya media dongeng, serta penilaian belum tersusun sistematis. Pendidik belum menyusun daftar dongeng, kesulitan mencari bahasa, dan penjelasan nilai karakter tidak utuh. Orangtua belum bisa menjadi teladan, dan rendahnya partisipasi dalam melanjutkan pendidikan karakter. (4) Hasilnya semua nilai karakter telah dilakukan, kecuali kepemimpinan dan cinta tanah airKata Kunci: dongeng, pendidikan karakter, taman kanak-kanak The Role of Tales in Character Education in Kamila Lazuardi Kindergarten in SurakartaAbstractThe aim of research to determine (1) the implementation of character education through tales, (2) the value of the characters are developed, (3) enabling and inhibiting factors, and (4) the results on TK Lazuardi Kamila. The qualitative research with case study method. Results of the study are (1) The tales begins with the planning, implementation and evaluation. (2) Value of characters includes careful though, if thought, sport, and if the flavor. (3) Factors supporting institutions for programs of storytelling, character building Islamic centers, and the provision of facilities, and from educators is exemplary. Parental support in the form of ease of communication with the institutions. Inhibiting factors, namely agency employees cannot serve as an example, the lack of media stories, as well as the assessment has not been systematically arranged. Educators have not compiled a list of fairy tales, having trouble finding the language, and explanation of the value of the character is not intact. Parents cannot be exemplary, and low participation in continuing education of character. (4) The results of all grades of character has been done, except leadership and patriotism.Keywords: tale, character education, kindergarten

Novice and experienced music teacher resilience: A comparative case study

2021 ◽  
pp. 1321103X2110232
Author(s):  
Angela M Munroe
Keyword(s):  
Parental Support ◽  
School Context ◽  
Early Career ◽  
Music Teacher ◽  
Comparative Case Study ◽  
Rural Children ◽  
Daily Stressors ◽  
Teacher Resilience ◽  
Resilience Factors

In many schools, both urban and rural, children living in poverty face daily stressors including lack of parental support, lack of resources, unsafe living conditions, and poor nutrition. As teachers are first responders in facing these difficult situations, resilience enables teachers to overcome challenges and succeed professionally. Teachers who have been found to be more resilient tend to feel more successful and stay in their positions longer. Teachers at varying experience levels have different approaches to maintaining their resilience in response to daily stressors. The purpose of this comparative case study was to compare the resilience factors of an early career and a late career music teacher within high-poverty, trauma-sensitive contexts. Participants exhibited varying levels of resilience by adapting their expectations to their school context and maintaining a positive attitude.

“We Got In!”

2021 ◽  
pp. 38-52
Author(s):  
Kayla Reed-Fitzke ◽  
Elizabeth R Watters
Keyword(s):  
Higher Education ◽  
Emerging Adults ◽  
Parental Support ◽  
First Generation ◽  
Developmentally Appropriate ◽  
Personal Networks ◽  
Supportive Relationships ◽  
The Family ◽  
Parental Figures

Emerging adults rely on family, friends, and others in their personal networks to aid in making decisions. Parents are heavily involved in the lives of their children, ensuring that they have all of the supports or advantages in place to become successful. This chapter focuses on the continued importance and impact of the family, particularly parental figures, for emerging adults in higher education. An overview of seminal interdisciplinary theories is provided, along with a discussion of contrasting parental behaviors and their consequences. Special attention is given to first-generation students and those who lack parental support. A case study and reflection questions help readers apply the chapter’s content so that emerging adults can foster developmentally appropriate supportive relationships.

Parents With Disabilities: A Case Study Exploration of Support Needs and the Potential of a Supportive Intervention

2019 ◽  
Vol 100 (3) ◽  
pp. 293-304
Author(s):  
Sharyn DeZelar ◽  
Elizabeth Lightfoot
Keyword(s):  
Case Studies ◽  
Parental Support ◽  
Support Networks ◽  
Support Needs ◽  
National Council ◽  
Case Study Analysis ◽  
Parents With Disabilities ◽  
Planning Intervention ◽  
Supportive Intervention

Due to growing awareness of increased child welfare involvement for parents who have disabilities and a dearth of current services, the National Council on Disability has called for an increase in parental supports and programs. Through the exploration of four case studies, this article highlights the complex parental support needs of parents with disabilities and explores the potential of a parent-centered planning intervention to strengthen their parental supports. The case study analysis reveals that parents with disabilities often have a limited number of informal and formal supports, that sources of informal support for parents with disabilities often had their own unmet needs, and that the overall support networks of parents with disabilities were fragile. The case studies show that while parents participating in a parent-centered planning intervention might not expand their support networks, they often do take steps toward meeting their self-identified support goals. Implications for practice are highlighted.

scholarly journals Parent involvement in adolescents’ education: A case study of partnership models

2021 ◽  
Vol 16 (4) ◽  
pp. 1563-1581
Author(s):  
Sujarwo Sujarwo ◽  
Erma Kusumawardani ◽  
Iis Prasetyo ◽  
Herwin Herwin
Keyword(s):  
Parent Involvement ◽  
Parental Support ◽  
Informal Education ◽  
Economic Status ◽  
The Sustainable Development ◽  
Social Economic Status ◽  
Development Goals ◽  
Partnership Models ◽  
Children's Activities

Parent involvement has become very important in successful children’s education. The activities showing parent involvement can not be separated from lifelong education. Therefore, the focus of this research is was on non-formal and informal education in achieving one of the sustainable development goals. Then, this study described parent involvement activities in senior high schools as a model of partnership. This research was qualitative in nature, employing a case study method. The results of this study concerning parent involvement in the education of their teenage children could be seen from the forms of parental support they gave in their children’s activities either at school or at home. It is shown that in terms of parent involvement at school, parents from the upper – middle social-economic status gave more participation in the forms of funds and energy. From both activities, the researchers classified involvement patterns into three, namely habituation, academic involvement, and self-concept.            Keywords: adulthood, collaboration, informal learning, parent involvement, partnership

Teachers' Experiences Implementing the Continuous Assessment Component of the Secondary Entrance Assessment at a Primary School Facing Challenging Circumstances

2017 ◽  
pp. 124-149
Author(s):  
Nadia Laptiste-Francis ◽  
Elna Carrington-Blaides
Keyword(s):  
Parental Support ◽  
Ad Hoc ◽  
Support Systems ◽  
External Support ◽  
Continuous Assessment ◽  
Assessment Reform ◽  
Front End ◽  
Teachers Experiences ◽  
Current Assessment

There is a lack of research within the Trinidad and Tobago context about teaching practices within schools facing challenging circumstances. Furthermore, proponents of the current assessment reform have not considered whether the CAC initiative may compound the challenges teachers in these contexts experience. This study utilized a qualitative case study design that aimed at exploring teachers' experiences implementing the CAC under the difficult conditions they confront at their school. The findings revealed seven major themes: slow teacher buy-in; inadequate front end training: dysfunctional support systems; parental apathy; contextual barriers and ad hoc implementation. These findings suggest that teachers did not buy into the CAC because of deficiencies in training, parental support, and external support systems.

Sign in / Sign up

Export Citation Format

Share Document