Qualitative Research on Teacher’s Recognition of School Readiness Among Preschoolers : Focusing on Preschoolers’ Emotional · Behavioral Problems and Parenting environment

2018 ◽  
Vol 25 (7) ◽  
pp. 145-170
Author(s):  
Ma Eunhee ◽  
Minsun Kim ◽  
Jungmin Kim ◽  
Kay H. Heo ◽  
Byoungduk Sohn
Keyword(s):  
Qualitative Research ◽  
School Readiness ◽  
Behavioral Problems

scholarly journals A qualitative research of adolescents with behavioral problems about their experience in a dialectical behavior therapy skills training group

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Eva Sesma Pardo ◽  
Aránzazu Fernández Rivas ◽  
Pablo Orgaz Barnier ◽  
Marina Beá Mirabent ◽  
Iñaki Kerexeta Lizeaga ◽  
...  
Keyword(s):  
Qualitative Research ◽  
Behavior Therapy ◽  
Dialectical Behavior Therapy ◽  
Behavioral Problems ◽  
Training Group ◽  
Skills Training ◽  
Skills Training Group

scholarly journals The Kindergarten Readiness of Children Playgroup Based on Model of Learning Center

2019 ◽  
Vol 2 (2) ◽  
pp. 297-307
Author(s):  
Maria Hidayanti
Keyword(s):  
Qualitative Research ◽  
School Readiness ◽  
Research Methods ◽  
Kindergarten Readiness ◽  
Qualitative Research Methods ◽  
Free Play ◽  
Learning Activities ◽  
Learning Center ◽  
Learning Centers

This study aims to determine the kindergarten  of children Playgroup based on model of learning centers and how the stimulation that is provided by teachers when learning activities. The research was conducted in the plygroup Bunda Balita class of 15 children. This study uses qualitative research methods are manifold phenomenology. Analysis of data using the model of Miles and Huberman step as for step (1) Reduction data (2) The presentation of data, (3) Drawing conclusion/verification. Data collected by observation, interview and use NST assay to measure the school readiness of children. The resulst of this study showed the playgroup. The stimulation provided by the teacher from the morning until noon through habituation activities, axemplary and stimulation when learning with questioning methods, storytelling, free play and play at the center, singing and practice. This study is find things that can better support the  methods and provides the tools to play a more varied again, the need to enhance the creativity of teachers in creating other types of play activities

Anesthetic Neurotoxicity in Children

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Irim Salik
Keyword(s):  
School Readiness ◽  
Behavioral Problems ◽  
Educational Interventions ◽  
Epidemiologic Studies ◽  
Brain Cell ◽  
Regulatory Agencies ◽  
Anesthetic Agents ◽  
Anesthetic Exposure ◽  
Neuropsychologic Testing ◽  
Sedative Drugs

The clinical pediatric anesthesiology community has been greatly affected by a growing body of research suggesting that sedative drugs and anesthetic agents may have long lasting detrimental neurocognitive effects in children. Various animal models have indicated apoptotic brain cell death and neurocognitive impairment following anesthetic exposure in early life. Although these studies cannot be directly extrapolated to anesthesia in children, parents and governmental regulatory agencies have been paying attention nonetheless. Adding to the evidence are a number of human epidemiologic studies that have documented neurologic deficits and cognitive decline following early anesthetic exposure. 1-4 Clinical studies in children exposed to general anesthesia have assessed outcome measures including academic performance or school readiness, validated neuropsychologic testing, and educational interventions for neurodevelopmental or behavioral problems.

scholarly journals MANAGEMENT INDICATORS OF GOOD INFRASTRUCTURE FACILITIES TO IMPROVE SCHOOL QUALITY

2020 ◽  
Vol 1 (1) ◽  
pp. 69
Author(s):  
Edy Siswanto ◽  
Dian Hidayati
Keyword(s):  
Qualitative Research ◽  
School Readiness ◽  
Teaching And Learning ◽  
School Quality ◽  
Research Data ◽  
Management Indicators ◽  
Quality Of Learning ◽  
Research Show

Facilities and infrastructures in education are essential to improve the quality of the teaching and learning process in schools. Principals are responsible for managing facilities and infrastructures in schools. The implementation of learning to teach in schools will be subjected to obstacles when facilities and infrastructure are inadequate. The purpose of this research is 1) describing the importance of facilities and infrastructure in improving the quality of learning, 2) Knowing how to plan, manage, use and maintenance of facilities and infrastructure in schools, 3) indicators Management of good infrastructure for the improvement of School quality 4) school readiness in preparing facilities and infrastructure to support learning in the 4.0 era. The case study used in MTS Muhammadiyah Sidomulyo. The research used in this research is descriptive qualitative research. Data collection techniques using interviews, observation, and documentation. The results of the research show that the headmaster is planning in fulfilling facilities and infrastructure tailored to the level of needs each year. The planning will be known as management indicators of any infrastructure which is a good or most significant influence on the improvement of the quality of the school. Precisely the use of facilities and infrastructure can improve the quality of learning in Mts Muhammadiyah Sidomulyo. Damaged facilities and infrastructure will be given repairs. If no longer repaired, the school will apply for new procurement. All parties in the school must maintain existing facilities, and infrastructures to improve the quality of learning.

scholarly journals Attitudes of Teachers Who Implement School Mediation Programmes

2018 ◽  
Vol 1 (2) ◽  
pp. p16
Author(s):  
Konstantinos Karakiozis ◽  
Evangelos C. Papakitsos
Keyword(s):  
Qualitative Research ◽  
School Climate ◽  
Behavioral Problems ◽  
Peer Mediation ◽  
School Context ◽  
Education Programme ◽  
Social Characteristics ◽  
Student Centered ◽  
Attitudes And Behaviors ◽  
Changing Attitudes

School mediation (or peer mediation) is an effective practice for resolving student-centered conflicts in the school context. According to the results of this qualitative research conducted at Secondary Education Schools of Western Attica (Greece), an area with particular social characteristics, school mediation programmes are a dynamic process and can contribute to: teamwork, communication and activation of students, changing attitudes and behaviors as well as inclusion of students with behavioral problems. These results are achieved despite the heterogeneity of the education programme followed and the heterogeneity of the population attending them. Under no circumstances, however, the implementation of a school mediation programme can be considered a panacea. On the contrary, it is proposed to be accompanied by other actions that will promote a different management spirit of the school and will improve the school climate.

scholarly journals CHILDREN’S SCHOOL READINESS ENTERING ELEMENTARY SCHOOL

2019 ◽  
Vol 1 (1) ◽  
pp. 20
Author(s):  
Anayanti Rahmawati
Keyword(s):  
Qualitative Research ◽  
Elementary School ◽  
Elementary School Teachers ◽  
School Readiness ◽  
School Success ◽  
First Grade ◽  
Social Emotional ◽  
School Teachers ◽  
Cognitive Readiness ◽  
Family Readiness

School readiness is the readiness that children must have to enter elementary school. School readiness includes the abilities that children need to learn well in school so that school success can be achieved. This research is a phenomenological qualitative research which aims to obtain an overview of school readiness that children have when entering the first grade of elementary school. The informants of this study were the first grade elementary school teachers totaling five people. The results of the study show that school readiness must have to be prepared early is the child's internal readiness, family readiness and school institution readiness. The child's internal readiness consists of cognitive readiness and social emotional readiness. Although cognitive readiness has been possessed by majority children, but social emotional readiness has not been fully achieved, even though it seems less attention to its achievements. This condition should not be ignored, because the realization of optimal children's internal school readiness is a combination of cognitive readiness and emotional social readiness. In addition, family preparedness and readiness of school institutions must also be sought as a form of support for children, so that children's school readiness is expected to be fully achieved optimally.

scholarly journals Curriculum Development In SMPN 1 Kramatwatu

2019 ◽  
Vol 2 (1) ◽  
pp. 49-62
Author(s):  
Panji Ginanjar
Keyword(s):  
Qualitative Research ◽  
Curriculum Development ◽  
School Readiness ◽  
Pilot Project

This research intends to analyze about the 2013 Curriculum Learning Implementation in SMPN 1 Kramatwatu. This study is a qualitative research with the intent to collect process, analyze, and present the data objectively about the curriculum development in SMPN 1 Kramatwatu. The researcher conducts an observation and interview to collect the data. The result concludes that the school has been considered ready to run the 2013 curriculum with some readiness that has been implemented. The implementation of learning has also been going well in accordance with the applicable curriculum, namely the 2013 curriculum. The school has been able to become a pilot project in the implementation of the 2013 curriculum with school readiness, complete facilities and infrastructure, and teachers have mastered the 2013 curriculum.

scholarly journals Implementasi Kurikulum 2013 dalam Pembelajaran Sejarah di Sekolah Menengah Atas Negeri 106 Jakarta Timur

Tsaqofah ◽  
2019 ◽  
Vol 17 (1) ◽  
pp. 16
Author(s):  
Febta Pratama ◽  
Arief Hidayat
Keyword(s):  
Qualitative Research ◽  
Data Analysis ◽  
School Readiness ◽  
Central Government ◽  
Learning Tools ◽  
Data Display ◽  
Technical Data ◽  
Three Stages ◽  
The Government

SMA Negeri 106 Jakarta is a school designated by the government as the first school to implement the 2013 curriculum. This study aims to see and describe the implementation of the 2013 curriculum in learning, how the form of acceptance, school readiness, and the obstacles faced in implementing the curriculum. This research uses qualitative research methods, with a case study in the school of SMAN 106 Jakarta. Data analysis was carried out by technical data analysis according to Miles and Hubberman with three stages, namely data reduction, data display, and data verification. The results show that the 2013 curriculum has been implemented since the beginning at SMAN 106 Jakarta. History subjects are among the subjects that first apply the 2013 curriculum in the learning process. The learning methods taught have used the Scientific and Discovery methods. The implementation of the 2013 curriculum can be seen in the learning tools that are in accordance with the provisions of the central government. The obstacles faced in implementing the 2013 curriculum are technical constraints related to learning resources and facilities and infrastructure.

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