scholarly journals CASE STUDY ON RE-ORGANIZATION SIMULATION OF ELEMENTARY SCHOOL BASED ON THE LONG-TERM FUTURE ESTIMATION OF THE NUMBER OF STUDENTS

2018 ◽  
Vol 24 (57) ◽  
pp. 763-768
Author(s):  
Mizuki TOKITO ◽  
Tatsuya NISHINO
Keyword(s):  
Elementary School ◽  
School Based

scholarly journals Implementation of School Based Management in Elementary School 2 Penujak District Praya Barat, Central Lombok Regency

2020 ◽  
Vol 7 (6) ◽  
pp. 54
Author(s):  
Lalu Muhammad Khairi Asmuni ◽  
Sudirman Sudirman ◽  
Fahruddin Fahruddin
Keyword(s):  
Elementary School ◽  
Data Collection ◽  
Secondary Data ◽  
Qualitative Approach ◽  
Primary Data ◽  
Administrative Staff ◽  
School Based ◽  
Management Processes ◽  
School Based Management

This study aims to determine the implementation of School Based Management (SBM) in the field of curriculum and learning, students, and educators and education staff at elemnetary school 2 Penujak, Praya Barat District, Central Lombok Regency. Research uses a qualitative approach using a case study. The type of data of this research are primary data and secondary data. The primary data material in this study was in the form of interviews with the principal, teachers and administrative staff. The secondary data material in this study is data on the state of elementary school 2 Penujak, organizational structure, human resources and so on. Data collection techniques in this study are: (1) interviews, (2) observations and, (3) documentation studies. Various data collection techniques (triangulation), and carried out continuously until the data is saturated. Checking the validity of the data in qualitative research includes four techniques, namely credibility, transferability, dependability, and confirmability. The results showed that the implementation of School-Based Management in SD Negeri 2 Penujak was carried out through 4 management processes, namely planning, organizing, implementing, and monitoring as well as in accordance with the essence of School-Based Management (SBM) namely autonomy, flexibility, participation, transparency and accountability

scholarly journals Some Sociological, Legislative and Pedagogical Aspects of the Prevalence of Mobbing among Teachers in Primary School (Case Study)

2012 ◽  
Vol 2 (1) ◽  
pp. 1-16
Author(s):  
Jana Goriup ◽  
Vilma Alina Šoba ◽  
Tjaša Purgaj
Keyword(s):  
Elementary School ◽  
Social Group ◽  
Social Stress ◽  
Conflict Situation ◽  
Working Environment ◽  
Group Experiences ◽  
Psychosocial Conditions ◽  
The Individual

AbstractThe paper sets forth the discussion of the occurrence of mobbing in Slovene elementary school. The study is based on empirical facts collected at three different schools. There are some differences between organizations in occurrence, victims’ characteristics, the reasons and consequences of mobbing. The results of the empirical research of the psychosocial conditions in the analysed working places show that more and more teachers as employees are becoming mobbing victims. Mobbing is defined as a very strong social stress factor. Each individual or social group experiences mobbing at work as a conflict situation and communication. An attacked individual as a victim of the conflict is exposed to permanent and long-term attacks by one or more people at work. The intention of these attacks is to oust the individual from the organization or to harm him/her in other ways. A lot of pressure is being imposed on the person and also intimidation, humiliation, molestation or other negative influences appear. Because of the psychic burden the victim usually becomes ill and often leaves the working position. Mobbing can affect the individual in a way that s/he is no longer capable of fitting into any new working environment. The most frequent consequences named by the victims are: stress, insomnia, concentration problems and family problems.

Caregivers' Perceptions of Speech-Language Pathologist Talk About Child Language and Literacy Disorders

2020 ◽  
Vol 29 (4) ◽  
pp. 2049-2067
Author(s):  
Karmen L. Porter ◽  
Janna B. Oetting ◽  
Loretta Pecchioni
Keyword(s):  
Language And Literacy ◽  
Collective Case Study ◽  
Study Approach ◽  
School Aged Children ◽  
Speech Language Pathologist ◽  
Therapy Goals ◽  
Semistructured Interviews ◽  
Types Of Information

Purpose This study examined caregiver perceptions of their child's language and literacy disorder as influenced by communications with their speech-language pathologist. Method The participants were 12 caregivers of 10 school-aged children with language and literacy disorders. Employing qualitative methods, a collective case study approach was utilized in which the caregiver(s) of each child represented one case. The data came from semistructured interviews, codes emerged directly from the caregivers' responses during the interviews, and multiple coding passes using ATLAS.ti software were made until themes were evident. These themes were then further validated by conducting clinical file reviews and follow-up interviews with the caregivers. Results Caregivers' comments focused on the types of information received or not received, as well as the clarity of the information. This included information regarding their child's diagnosis, the long-term consequences of their child's disorder, and the connection between language and reading. Although caregivers were adept at describing their child's difficulties and therapy goals/objectives, their comments indicated that they struggled to understand their child's disorder in a way that was meaningful to them and their child. Conclusions The findings showed the value caregivers place on receiving clear and timely diagnostic information, as well as the complexity associated with caregivers' understanding of language and literacy disorders. The findings are discussed in terms of changes that could be made in clinical practice to better support children with language and literacy disorders and their families.

Maximizing Expertise and Collaboration to Support Students With Brain Injury: A Case Study in Speech-Language Pathology

2019 ◽  
Vol 4 (6) ◽  
pp. 1267-1282
Author(s):  
Jessica Salley ◽  
Sarah Krusen ◽  
Margaret Lockovich ◽  
Bethany Wilson ◽  
Brenda Eagan-Johnson ◽  
...  
Keyword(s):  
Brain Injury ◽  
Medical Setting ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Team Members ◽  
School Activities ◽  
School Based ◽  
Language Pathology ◽  
Specialized Education

Purpose Through a hypothetical case study, this article aimed to describe an evidence-based approach for speech-language pathologists in managing students with moderate-to-severe traumatic brain injury (TBI), particularly within a formal statewide-supported school-based brain injury team model, such as the BrainSTEPS Brain Injury School Consulting Program operating in Pennsylvania and Colorado. Conclusion Upon transitioning from the medical setting back to school, children with TBI present with unique educational needs. Children with moderate-to-severe TBIs can demonstrate a range of strengths and deficits in speech, language, cognition, and feeding and swallowing, impacting their participation in various school activities. The specialized education, training, and insight of speech-language pathologists, in collaboration with multidisciplinary medical and educational team members, can enable the success of students with TBI when transitioning back to school postinjury ( DePompei & Blosser, 2019 ; DePompei & Tyler, 2018 ). This transition should focus on educational planning, implementation of strategies and supports, and postsecondary planning for vocations or higher education.

Sign in / Sign up

Export Citation Format

Share Document