scholarly journals Educating and Integrating Minorities: The Added Value of the School Library

2021 ◽  
Author(s):  
Trine Hauger ◽  
Gry Enger
Keyword(s):  
Primary School ◽  
School Library ◽  
Added Value ◽  
Linguistic Minority ◽  
Class Room ◽  
Multicultural School ◽  
Subsequent Integration

Vahl primary school in Oslo is Norway’s most multicultural school. 96% of the school’s 300 pupils belong to a linguistic minority (Vaagan & Enger 2004). The school library is seen and used as an extension of the class room. The range of library activities represent added value in relation to educating minority pupils and assisting in their subsequent integration in society. Some typical minority pupils are discussed, emphasizing in each case how the added value of the library comes into play.

Developing the multicultural school library: Vahl Primary School, Oslo

2004 ◽  
Vol 105 (9/10) ◽  
pp. 337-344 ◽  
Author(s):  
Robert Vaagan ◽  
Gry Enger
Keyword(s):  
Primary School ◽  
School Library ◽  
Multicultural School

THE NATURE-BASED SOCIAL-EMOTIONAL APPROACH AND SCIENCE EDUCATION FOR ELEMENTARY SCHOOL CHILD: A NECESSARY RELATION

2021 ◽  
Vol 12 (1) ◽  
pp. 60-66
Author(s):  
Svetlana Angelova ◽  
Keyword(s):  
Science Education ◽  
Active Learning ◽  
Learning Environment ◽  
Primary School ◽  
School Child ◽  
Added Value ◽  
Elementary School Child ◽  
Modern Vision ◽  
Primary School Age ◽  
Emotional Approach

The article presents the Nature-based socio-emotional approach and science education for primary school child as a necessary relation on two levels. At the conceptual level the approach is analysed through the prism of the cumulative effects of nature and society to the cognitive and socio-emotional development of the child’s personality: in primary school age cognitive and emotional-volitional mental processes are socially predetermined and have the essence of a result. At the applied level, the Nature-based socio-emotional approach is analysed through active learning in nature as an authentic learning environment – the focus is on the acquisition of knowledge, the formation of cognitive and socio-emotional skills to overcome consumer culture and sustainable development of nature. In this regard, the effects of active learning are viewed in sync with the learning environment, which collectively generate added value to learning and become a kind of „key“ to creating a modern vision of science education in primary school today .

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 Unlocking the Potential of School Libraries: What Actions are New Zealand Primary School Principals Taking to Integrate the School Library in Information Literacy Initiatives? Final Report

2021 ◽  
Author(s):  
◽  
Elisabeth Mei-Xing Ngan
Keyword(s):  
New Zealand ◽  
Primary School ◽  
Information Literacy ◽  
Primary Schools ◽  
School Principals ◽  
School Library ◽  
External Support ◽  
Final Report ◽  
Primary School Principals ◽  
Literacy Initiatives

<p>Information literacy is implicit in the national education curriculum’s key competencies for students, yet primary schools lack an explicit path to develop students’ information skills. The literature shows that school library programs can foster information literacy and improve student achievement, with the principal’s support identified as a significant factor. This study investigates the actions of New Zealand primary school principals to integrate the school library in information literacy initiatives. An online survey collected quantitative and qualitative data from a random sample of primary school principals, stratified by decile rating to reflect the school population in microcosm. Sixty-nine responses were collected and the low response rate meant it was not possible to generalise the results of the survey. Key findings of the research were that a majority of principals supported information literacy initiatives through advocacy; professional development; use of external support; student assessment; separate library budgets; and reasonable library opening hours. A minority maintained a separate information literacy policy; adequately resourced the library with trained staff; or promoted collaborative planning between teaching and library staff through flexible scheduling of class library time. Actions were not affected by decile rating but differences by school size and locale were identified, particularly for small and rural schools. Principals’ perceptions of information literacy did not appear to affect their actions. Suggestions for further research are made to expand upon the findings.</p>

THE RAINBOW IN THE CLASS-ROOM OF THE PRIMARY SCHOOL*

Weather ◽  
1991 ◽  
Vol 46 (9) ◽  
pp. 281-284
Author(s):  
C. Floor
Keyword(s):  
Primary School ◽  
Class Room

scholarly journals Introducing E-portfolio Use to Primary School Pupils: Response, Benefits and Challenges

10.28945/2158 ◽  
2015 ◽  
Vol 14 ◽  
pp. 017-038 ◽  
Author(s):  
Dimitra Theodosiadou ◽  
Angelos Konstantinidis
Keyword(s):  
Primary School ◽  
Assessment Tool ◽  
Positive Impact ◽  
Added Value ◽  
Primary School Teachers ◽  
Educational Benefits ◽  
Regular Teacher ◽  
Primary School Pupils ◽  
Teacher Data ◽  
The Impact

Electronic portfolios (e-portfolios) have a positive impact on the learning process in a broad range of educational sectors and on learners of all ages. Yet because most e-portfolio-related studies are about their implementation in higher education, this type of research is less usual in the early childhood context, and there is no available research for Greek schools. This study aims to investigate the impact of e-portfolios on learning in a Greek primary school and to provide a resource regarding the educational benefits of e-portfolio in primary education. To do that, it employs the qualitative naturalistic method to collect data, along with mixed methods which were used to achieve triangulation and strengthen confidence in the outcomes. Participants in the research were fourteen 8-year-old pupils, and one of the researchers was their regular teacher. Data evaluation revealed that the e-portfolio added value in pupils’ learning, acted as a medium to involve parents, promoted pupils’ self-esteem, and was acknowledged as a valuable assessment tool and a challenge for the school community. Based on the experience of the e-portfolio implementation, the authors provide some suggestions that would possibly help researchers and primary school teachers adopt and develop e-portfolio systems in their particular settings.

scholarly journals The school library that germinates in a very unfertile land and acts as a moon rise for Malawi’s rural children’s library

2021 ◽  
pp. 255-258
Author(s):  
Georgee Makhalira
Keyword(s):  
Primary School ◽  
School Library ◽  
School Staff ◽  
Religious Leaders ◽  
Community Members ◽  
Library Service ◽  
The World ◽  
Book Award ◽  
Set Up ◽  
Printed Materials

The paper highlights a school library service in a rural set up in Lilongwe, Malawi. It is a school library that has germinated from a ray of hope from the primary school staff, the surrounding community members and leaders (village chiefs, religious leaders, etc.) who garnered to support their children to access printed materials. In conclusion, the paper details how the author and the IASL 2014 Children Book Award has boosted the primary school library window to the world and the promotion of reading and access to printed materials.

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