scholarly journals KONSTRUK KOMPETENSI LITERASI UNTUK SISWA SEKOLAH DASAR

LITERA ◽  
2016 ◽  
Vol 15 (1) ◽  
Author(s):  
Tadkiroatun Musfiroh ◽  
Beniati Listyorini
Keyword(s):  
Social Context ◽  
Group Discussion ◽  
Literary Text ◽  
Assessment System ◽  
Reading Literacy ◽  
National Context ◽  
Assessment Framework ◽  
The Social ◽  
Cognitive Levels ◽  
Text Length

This study aims to: (1) describe the literacy components based on the PIRLS version,  (2) identify the constructs of reading literacy competence for Grade IV of the elementaryschool, and (3) make a draft of the constructs of literacy competence for Grade IV of theelementary school in the Indonesian version. The data were collected through literaturereview, interviews, and focus group discussion. They were analyzed by the qualitativedescriptive technique. The results are as follows. First, the literacy components basedon the PIRLS version comprise: the reading literacy concept, assessment framework,benchmark, literary text components, and assessment system determination. Second, thereading literacy competence is constructed as the competence to read and comprehendliterary and informative texts, based on four cognitive levels, from a variety of text typesin line with the social context around the students and the national context. Third, theconstructs of literacy competence in the Indonesian version consist of: 2-5 difficult words,a text length of 200 words, the composition of low to high cognitive levels of 30-30-3010,textthemessuitabletoIndonesianconditionandculture,cleartextillustrations,andtables/graphspresentedingradation.Theresultsareimportantasliteracyinformationforthe basis for developingeducational policies in Indonesia.

scholarly journals Infrahumanization and affective prejudice as drivers of teacher discrimination against Romani students: A conceptual replication of Bruneau et al. (2020)

2021 ◽  
Author(s):  
Sauro Civitillo ◽  
Francesca Ialuna ◽  
Dwayne Sean Noah Lieck ◽  
Philipp Jugert
Keyword(s):  
Academic Performance ◽  
Social Context ◽  
Ethnic Groups ◽  
National Context ◽  
Turkish Origin ◽  
The Social ◽  
Educational Tracks ◽  
Prejudice And Discrimination

Bruneau’s work repeatedly focused on the Roma minority, worldwide, one of the most dehumanized ethnic groups. In a preregistered design, we replicated one of his previous studies (Bruneau et al., 2020) in a different national context (i.e., Germany) in testing the hypotheses that pre-service teachers make biased educational-track recommendations discriminating against Romani students and that infrahumanization drives this behaviour. In line with Bruneau et al.’s work, pre-service teachers judged placing self-identified Romani students into lower educational tracks as more appropriate than self-identified Turkish-origin and German students, despite equal academic performance. Although participants infrahumanized Romani students at greater levels compared to non-Romani students, in contrast to the Bruneau et al.’s study, educational-track recommendations were positively associated with affective prejudice but not with infrahumanization. These findings extend Bruneau’s insights on dehumanization, prejudice, and discrimination against people of Romani background, highlighting the role of the social context in which these associations are studied.

The Social Context of an Epidemic

1987 ◽  
Vol 32 (12) ◽  
pp. 1004-1007
Author(s):  
Gregory M. Herek
Keyword(s):  
Social Context ◽  
The Social

Attitudes in the Social Context

2001 ◽  
Author(s):  
Penny S. Visser ◽  
Robert R. Mirabile
Keyword(s):  
Social Context ◽  
The Social

The social context of grieving

1998 ◽  
Author(s):  
M. S. Stroebe ◽  
H. A. W. Schut
Keyword(s):  
Social Context ◽  
The Social

Speaker-Oriented Attitude Datives in Social Context

2018 ◽  
Author(s):  
Youssef A. Haddad
Keyword(s):  
Social Context ◽  
Shared Values ◽  
Social Functions ◽  
Rapport Management ◽  
The Social ◽  
Different Types ◽  
Levantine Arabic ◽  
Values And Beliefs ◽  
Social Acts

This chapter examines the social functions of speaker-oriented attitude datives in Levantine Arabic. It analyzes these datives as perspectivizers used by a speaker to instruct her hearer to view her as a form of authority in relation to him, to the content of her utterance, and to the activity they are both involved in. The nature of this authority depends on the sociocultural, situational, and co-textual context, including the speaker’s and hearer’s shared values and beliefs, their respective identities, and the social acts employed in interaction. The chapter analyzes specific instances of speaker-oriented attitude datives as used in different types of social acts (e.g., commands, complaints) and in different types of settings (e.g., family talk, gossip). It also examines how these datives interact with facework, politeness, and rapport management.

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