A Study on the Design Guidelines of Korean and foreign kindergartens for the Application of CPTED (Criminal Prevention Design) in Kindergarten Attached to Elementary School

2021 ◽  
Vol 12 (2) ◽  
pp. 39-73
Author(s):  
Yu-Hyun Sung ◽  
Hyun-Seo Lim ◽  
Yu-Mi Lee
Keyword(s):  
Elementary School ◽  
Design Guidelines

scholarly journals Designing a gamified reading app with pupils in elementary school

2020 ◽  
pp. 63-68
Author(s):  
Bassant El Naggar ◽  
Kay Berkling
Keyword(s):  
Elementary School ◽  
Adult Students ◽  
Design Guidelines ◽  
After School ◽  
Mobile Games ◽  
Research Areas ◽  
Reading Text ◽  
Skill Mastery ◽  
New Research ◽  
The Impact

Playing games on mobile devices has become an integral part of younger generations’ lives. Mobile games foster, among other things, deep concentration. This paper reports on design guidelines derived from observations of six elementary school pupils’ engagement over a six-week period during an after-school reading club program. Each meeting consisted of three activities as well as reading text on the Microsoft immersive reader on an iPad, and playing a competitive reading game app, ‘Henry rennt’, which are both designed to support reading. Pupils were engaged in informal conversation with the researchers about both applications, and the authors informally observed the pupils’ engagement with the apps and each other. Patterns of engagement and comments from pupils informed the design of a new reading app. This work reports these general patterns and concludes with new research areas to pursue as a result, including the impact of: social setting on playing, in-game teaching with avatars on engagement, and speed as a measurement of skill mastery. Finally, the applicability of children’s engagement patterns is validated with adult students of German as a second language who used the app.

Migration Between Two Embodiments of an Artificial Pet

2014 ◽  
Vol 11 (01) ◽  
pp. 1450001 ◽  
Author(s):  
Paulo F. Gomes ◽  
Alberto Sardinha ◽  
Elena Márquez Segura ◽  
Henriette Cramer ◽  
Ana Paiva
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
User Study ◽  
Health Benefits ◽  
Design Guidelines ◽  
Emotional Attachment ◽  
Migration Process ◽  
School Students

Characters that cross dimensions have elicited an avid interest in literature and cinema. In analogy to these characters, we explore the concept of migration: Process by which an agent moves between embodiments, being active in only one at a time. We developed an autonomous artificial pet with two embodiments: A virtual within a smartphone and a physical robotic embodiment. Considering that owners' interactions with real pets lead to emotional attachment and potentially related health benefits, we conducted a user study with elementary school students to assess their attachment to the prototype and how natural they felt the interaction was. By the end of the experiment children felt closer to the artificial pet and 43.3% considered the two embodiments to correspond to the same entity, although migration was never explained to them. As a result, this paper presents a novel generic methodology that allows the evaluation of other implemented prototypes that support migration. Furthermore, we created a set of design guidelines for migrating agents.

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

An Approach to Mainstreaming Language-Disabled Children in the Elementary School

1978 ◽  
Vol 9 (1) ◽  
pp. 17-23
Author(s):  
Karen Navratil ◽  
Margie Petrasek
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
Oral Language ◽  
School Age Children ◽  
Montgomery County ◽  
Elementary School Age ◽  
Language Classrooms ◽  
Language Pathology ◽  
General Goal ◽  
Resource Program

In 1972 a program was developed in Montgomery County Public Schools, Maryland, to provide daily resource remediation to elementary school-age children with language handicaps. In accord with the Maryland’s guidelines for language and speech disabilities, the general goal of the program was to provide remediation that enabled children with language problems to increase their abilities in the comprehension or production of oral language. Although self-contained language classrooms and itinerant speech-language pathology programs existed, the resource program was designed to fill a gap in the continuum of services provided by the speech and language department.

Teachers' Stereotypes of Children Who Wear Hearing Aids

1981 ◽  
Vol 12 (3) ◽  
pp. 139-144 ◽  
Author(s):  
Cletus G. Fisher ◽  
Kenneth Brooks
Keyword(s):  
Elementary School ◽  
School Child ◽  
Hearing Aids ◽  
Hearing Aid ◽  
Social Implications ◽  
Elementary School Child ◽  
Classroom Teachers ◽  
Frequency Of Occurrence ◽  
Service Training

Classroom teachers were asked to list the traits they felt were characteristic of the elementary school child who wears a hearing aid. These listings were evaluated according to the desirability of the traits and were studied regarding frequency of occurrence, desirability, and educational, emotional, and social implications. The results of the groupings are discussed in terms of pre-service and in-service training.

Effective Collaboration at Central Elementary School

1992 ◽  
Vol 23 (4) ◽  
pp. 367-368 ◽  
Author(s):  
Jennifer Chisler Borsch ◽  
Ruth Oaks
Keyword(s):  
Elementary School ◽  
Communication Skills ◽  
Third Grade ◽  
Collaborative Effort ◽  
Speech Language Pathologist ◽  
Grade Teacher ◽  
Effective Collaboration

This article discusses a collaborative effort between a speech-language pathologist and a regular third grade teacher. The overall goal of the collaboration was to improve communication skills of students throughout the school. The factors that contributed to making the collaboration a success are discussed.

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