scholarly journals Program Pembentukan Akhlak Siswa Pada Masa Pubertas (Studi Kasus di SMP Tri Bhakti Tegaldlimo Banyuwangi Tahun Pelajaran 2018/2019

2018 ◽  
Vol 2 (2) ◽  
pp. 82-93
Author(s):  
Ervin Sanika ◽  
Fathi Hidayah
Keyword(s):  
Middle School ◽  
School Level ◽  
Religious Activities ◽  
Moral Virtues ◽  
Important Thing ◽  
Youth Education

School as an institution that is obliged to guide students to be strong, morally and hardworking must have breakthroughs in developing student morals, especially for the school level where students are in puberty. The activity carried out by Tri Bhakti Tegaldlimo Banyuwangi Middle School as an effort to assist students through puberty is a complete package because it is done through several methods. Habitual methods through religious activities, additional knowledge insights around puberty, and mentoring activities of talent and interest skills. In addition to the form of habituation, also do not forget to be provided with an example by the teacher through disciplinary activities and the most important thing is giving advice. These methods are the answers to the problems of today's youth education. Schools as parents do not only cram students with various forms of theoretical discourse, but also provide facilities as forming the moral virtues of their students.

scholarly journals Rural–Urban Differences in the Factors Affecting Depressive Symptoms among Older Adults of Two Regions in Myanmar

2021 ◽  
Vol 18 (6) ◽  
pp. 2818
Author(s):  
Yuri Sasaki ◽  
Yugo Shobugawa ◽  
Ikuma Nozaki ◽  
Daisuke Takagi ◽  
Yuiko Nagamine ◽  
...  
Keyword(s):  
Older Adults ◽  
Middle School ◽  
Depressive Symptoms ◽  
Rural Areas ◽  
Urban Areas ◽  
Depression Scale ◽  
Wealth Index ◽  
School Level ◽  
Cross Sectional ◽  
Middle School Level

The aim of the study was to investigate rural–urban differences in depressive symptoms in terms of the risk factors among older adults of two regions in Myanmar to provide appropriate intervention for depression depending on local characteristics. This cross-sectional study, conducted between September and December, 2018, used a multistage sampling method to recruit participants from the two regions, for face-to-face interviews. Depressive symptoms were assessed using the 15-item version of the Geriatric Depression Scale (GDS). Depressive symptoms were positively associated with living in rural areas (B = 0.42; 95% confidence interval (CI): 0.12,0.72), female (B = 0.55; 95% CI: 0.31,0.79), illness during the preceding year (B = 0.68; 95% CI: 0.45,0.91) and non-Buddhist religion (B = 0.57; 95% CI: 0.001,1.15) and protectively associated with education to middle school level or higher (B = −0.61; 95% CI: −0.94, −0.28) and the frequency of visits to religious facilities (B = −0.20; 95% CI: −0.30, −0.10). In women in urban areas, depressive symptoms were positively associated with illness during the preceding year (B = 0.78; 95% CI: 0.36, 1.20) and protectively associated with education to middle school level or higher (B = −0.67; 95% CI: −1.23, −0.11), middle or high wealth index (B = −0.92; 95% CI: −1.59, −0.25) and the frequency of visits to religious facilities (B = −0.20; 95% CI: −0.38, −0.03). In men in rural areas, illness during the preceding year was positively associated with depressive symptoms (B = 0.87; 95% CI: 0.33, 1.42). In women in rural areas, depressive symptoms were positively associated with illness during the preceding year (B = 0.83; 95% CI: 0.36, 1.30) and protectively associated with primary education (B = −0.62; 95% CI: −1.12, −0.12) and the frequency of visits to religious facilities (B = −0.44; 95% CI: −0.68, −0.21). Religion and wealth could have different levels of association with depression between older adults in the urban and rural areas and men and women. Interventions for depression in older adults should consider regional and gender differences in the roles of religion and wealth in Myanmar.

Experiences of Stereotyping and Tracking in Appalachia: A Case in Consolidation and Social Class

2021 ◽  
pp. 155545892098233
Author(s):  
Connor J. Fewell ◽  
Michael E. Hess ◽  
Charles Lowery ◽  
Madeleine Gervason ◽  
Sarah Ahrendt ◽  
...  
Keyword(s):  
Middle School ◽  
Elementary Schools ◽  
Social Class ◽  
School Districts ◽  
Critical Incident ◽  
School Setting ◽  
Social Classes ◽  
School Level ◽  
Diverse Backgrounds ◽  
First Time

This case explores the complexities of how consolidation perpetuates stereotypes among different social classes in a rural Appalachian school setting. Examined are the experiences at the intersection of social class in rural U.S. school districts when two communities—one affluent and one underresourced—are consolidated. We present a nuanced critical incident that focuses on how school leaders perceive and address students’ experiences with tracking and stereotyping—particularly at a middle school level where elementary schools from diverse backgrounds attend school together for the first time.

scholarly journals Preventive Neuromuscular Training for Young Female Athletes: Comparison of Coach and Athlete Compliance Rates

2017 ◽  
Vol 52 (1) ◽  
pp. 58-64 ◽  
Author(s):  
Dai Sugimoto ◽  
Carl G. Mattacola ◽  
Heather M. Bush ◽  
Staci M. Thomas ◽  
Kim D. Barber Foss ◽  
...  
Keyword(s):  
High School ◽  
Middle School ◽  
Female Athletes ◽  
School Level ◽  
Neuromuscular Training ◽  
Control Group ◽  
Injury Incidence ◽  
Soccer Teams ◽  
Experimental Group ◽  
Basketball Teams

Context: Fewer athletic injuries and lower anterior cruciate ligament injury incidence rates were noted in studies of neuromuscular-training (NMT) interventions that had high compliance rates. However, several groups have demonstrated that preventive NMT interventions were limited by low compliance rates. Objective: To descriptively analyze coach and athlete compliance with preventive NMT and compare the compliance between study arms as well as among school levels and sports. Design: Randomized, controlled clinical trial. Setting: Middle and high school athletic programs. Participants or Other Participants: A total of 52 teams, comprising 547 female athletes, were randomly assigned to the experimental or control group and followed for 1 athletic season. Intervention(s): The experimental group (n = 30 teams [301 athletes]: 12 basketball teams [125 athletes], 6 soccer teams [74 athletes], and 12 volleyball teams [102 athletes]) participated in an NMT program aimed at reducing traumatic knee injuries through a trunk-stabilization and hip-strengthening program. The control group (n = 22 teams [246 athletes]: 11 basketball teams [116 athletes], 5 soccer teams [68 athletes], and 6 volleyball teams [62 athletes]) performed a resistive rubber-band running program. Main Outcome Measure(s): Compliance with the assigned intervention protocols (3 times per week during the preseason [mean = 3.4 weeks] and 2 times per week in-season [mean = 11.9 weeks] of coaches [coach compliance] and athletes [athlete compliance]) was measured descriptively. Using an independent t test, we compared coach and athlete compliance between the study arms. A 2-way analysis of variance was calculated to compare differences between coach and athlete compliance by school level (middle and high schools) and sport (basketball, soccer, and volleyball). Results: The protocols were completed at a mean rate of 1.3 ± 1.1 times per week during the preseason and 1.2 ± 0.5 times per week in-season. A total of 88.4% of athletes completed 2/3 of the intervention sessions. Coach compliance was greater in the experimental group than in the control group (P = .014). Coach compliance did not differ by sport but was greater at the high school than the middle school (P = .001) level. Athlete compliance did not differ by study arm, sport, or school level. Conclusions: Athletes received instruction in about 50% of each protocol. Nearly 90% of athletes performed more than 2/3 of the assigned NMT interventions. The assigned intervention was performed more often in the experimental arm compared with the control arm. Coaches at the high school level complied with the given protocol more than middle school coaches did. Athletes complied well with the protocol, but coaches did not, especially at the middle school level.

scholarly journals Using Student-Centered Projects To Teach Mathematics Content Standards

2006 ◽  
Vol 3 (4) ◽  
Author(s):  
Carryn Bellomo
Keyword(s):  
Middle School ◽  
School District ◽  
Teaching And Learning ◽  
Academic Community ◽  
School Level ◽  
Content Standards ◽  
College Level ◽  
Mathematical Content ◽  
Clark County ◽  
Clark County School District

Teaching and learning standards across the country are becoming more content driven, especially in mathematics.  As such, it is essential to develop substantive college level math courses for pre-service and in-service teachers.  These courses should deliver mathematical content in a relevant way.  Teachers must not only be proficient in their subject, but also recognize how to apply content meaningfully to student’s lives.  As part of a grant funded through the Department of Education in coordination with the Clark County School District, I have designed two college level courses that will deliver mathematical content standards to middle school teachers.  These courses will help prepare teachers at the middle school level by focusing on mathematical content, making connections within the curriculum, using technology, and enhancing the role of mathematics in everyday life and problem solving. The primary purpose of this paper is to share with the academic community the projects used to develop content understanding in mathematics topics such as:  mathematical notation, proportion, computation, estimation, linear regression, reflections, translations, finding relationships, and analyzing data.  This paper will present these projects, and tie them to mathematics standards outlined in the Clark County School District (and Nevada State) Standards.

scholarly journals HISTÓRIA DA MATEMÁTICA DO ENSINO FUNDAMENTAL NOS LIVROS DE MINICURSOS DA SBHMat (2001-2017)

2020 ◽  
Vol 5 (1) ◽  
pp. 28-44
Author(s):  
Lucas Silva Pires ◽  
Iran Abreu Mendes
Keyword(s):  
Middle School ◽  
Mathematics Teachers ◽  
Basic Education ◽  
School Level ◽  
Teaching Mathematics ◽  
Brazilian Society ◽  
School Grades ◽  
Mathematics History ◽  
Short Course

Resumo: Neste artigo apresentamos os resultados de uma pesquisa sobre os livros de minicursos de história da matemática publicados pela Sociedade Brasileira de História da Matemática no período de 2001 e 2017, cujos conteúdos matemáticos foram destinados aos anos finais do Ensino Fundamental. Nosso objetivo foi identificar e caracterizar as sugestões propostas nesses livros para as ações didáticas do professor de Matemática desse nível escolar. Para operacionalização da pesquisa, inicialmente realizamos um levantamento dos livros de minicursos classificando-os em três tendências de pesquisa em História da Matemática, para selecionar somente aqueles voltados à história para o ensino da matemática. Em seguida identificamos e caracterizamos os livros com conteúdos dos anos finais do Ensino Fundamental. Os resultados apontaram que, dos 101 livros de minicursos, 21,78% propõem abordagens centradas em conteúdos relativos ao Ensino Fundamental dos anos finais que podem ser utilizadas com vistas a facilitar as organizações e ações didáticas do professor nas suas aulas de matemática.Palavras-chave: Livros de minicursos; História para o ensino da matemática; Anos Finais; Ensino Fundamental. Abstract: In this article we present the results of a research on the Mathematics History short-course books published by the Brazilian Society of Mathematics History from 2001 to 2017 whose contents were aimed at Middle School grades. Our objective was to identify and characterize the suggestions proposed in these books for the didactic actions of Mathematics teachers at this school level. To operate the research, we carried out, at first, a survey of the short-course books, sorting them into three research tendencies in Mathematics History, in order to select only those that dealt with History for teaching Mathematics. Then we identified and characterized the books which included contents for Middle School. The results indicated that, from the 101 short-course books, 21,78% propose approaches centered around contents pertaining to Middle School which can be used to facilitate the teacher's organization and didactic actions in their Mathematics classes.Keywords: Short-course books; History for teaching Mathematics; Middle School; Basic education.

Assessment Literacy Within Middle School-Level Math Professional Learning Communities

2018 ◽  
pp. 119-139
Author(s):  
Jennifer Wheat
Keyword(s):  
Middle School ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
School Level ◽  
Assessment Literacy ◽  
Multiple Indicators ◽  
Math Growth ◽  
Different Levels ◽  
Middle School Level

Professional learning communities (PLCs) have been implemented in school districts as a means to promote effective instructional policy initiatives and best practices. The purpose of this chapter is to identify assessment literacy commonalities within middle school-level math PLCs and to compare those commonalities across PLCs with different levels of student math growth. Multiple indicators of assessment literacy were used to supply rich descriptions of assessment literacy within each PLC using a procedure recommended by Bernhardt for effective data-driven decision making. Based upon the findings the researcher concluded that commonalities existed among PLCs with different levels of student math growth.

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