scholarly journals Effects of Fluency Oriented Instruction on Motivation for Reading of Struggling Readers

2020 ◽  
Vol 10 (3) ◽  
pp. 56
Author(s):  
Gene Mehigan
Keyword(s):  
Reading Instruction ◽  
Struggling Readers ◽  
Primary Schools ◽  
Positive Impact ◽  
Structured Interviews ◽  
Educationally Disadvantaged ◽  
Disadvantaged Communities ◽  
Research Questions ◽  
Teachers And Parents ◽  
Conversational Interviews

This paper looks at the effects of an intervention, based on fluency oriented reading instruction (FORI), on the motivation for reading among struggling readers in First Class in Irish primary schools. The intervention took place in learning support settings in three primary schools located in urban educationally disadvantaged communities in North Dublin. The study was conducted through a pragmatic lens with research questions framed to shed light on the motivation for reading of students in First Class from disadvantaged backgrounds. A mixed methods design with a concurrent triangulation strategy was employed, facilitating the exploration of multiple research questions using questionnaires and semi-structured interviews with teachers and parents and conversational interviews and surveys with students. The perspective of reading motivation guiding the study recognised the overlapping influences of teachers, parents and the student himself or herself. Findings, as reported by these research informants, indicate that the FORI intervention had a positive impact on the motivation for reading of struggling readers in First Class. In particular, the intervention was found to decrease students’ perceived difficulty with reading and increase their reading self-efficacy and orientation towards reading.

scholarly journals Implementasi Pendekatan Multiple Intelligence dalam Pembelajaran Anak Usia Dini di Playgroup & Kindergarten Ananda Mentari Yogyakarta

2019 ◽  
Vol 14 (2) ◽  
pp. 291-310
Author(s):  
Siti Kamilah
Keyword(s):  
Early Childhood ◽  
Multiple Intelligences ◽  
Positive Impact ◽  
Field Trips ◽  
Structured Interviews ◽  
Learning Programs ◽  
Field Notes ◽  
Teachers And Parents ◽  
Evaluation Of Learning ◽  
Early Childhood Learning

Penelitian ini untuk mendeskripsikan Implementasi Pendekatan Multiple Intelligences dalam Pembelajaran Anak Usia Dini, yang terdiri atas: perencanaan pembelajaran, pelaksanaan pembelajaran, dan evaluasi pembelajaran  kelas di Playgroup dan Kindergarten Ananda Mentari Condongcatur, Yogyakarta. Penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatif. Subjek dari penelitian ini yaitu 1 kepala sekolah, 2 guru kindergarten, 1 tenaga kependidikan, 1 guru toddler. Objek penelitian yaitu Implementasi Multiple Intelligences dalam pembelajaran Anak Usia Dini. Teknik pengumpulan data yang dilakukan menggunakan wawancara terstruktur, observasi, dokumentasi serta catatan lapangan. Instrument penelitian menggunakan model interaktif yang meliputi reduksi data, penyajian data dan penarikan kesimpulan. Keabsahan data penelitian diuji dengan menggunakan triangulasi teknik dan triangulasi sumber. Hasil penelitian menunjukan bahwa: (1) Perencanaan program pembelajaran denga pendekatan Multiple Intelligences menggunakan kurikulum yang diadaptasi dari 4 negara, (2) Pelaksanaan kegiatan pembelajaran melalui pendekatan Multiple Intelligences diintegrasikan ke dalam materi pembelajaran yang disusun dalam break down kurikulum (garis besar kurikulum) dalam setiap minggunya, metode dan materi untuk anak didik menggunakan bahasa Inggris. (3) Evaluasi pembelajaran dilakukan menggunakan checklist dan anekdot sesuai usia perkembangan anak serta pengembangan pendekatan multiple intelligences dilakukan dengan bermain peran, bernyanyi, bercerita, karya wisata, melibatkan anak secara langsung dalam membuat proyek, berdiskusi, outbond, Student-Led Conference dan seterusnya. Pembelajaran yang melibatkan seluruh kecerdasan anak didik akan berdampak positif bagi masa depan anak, serta meningkatkan percaya diri anak, sehingga ia bisa berkata “ I can doing, I can try. (4) Faktor pendukung Pembelajaran Multiple Intelligences  adalah kerjasama antar guru dan parents club. (5) Faktor penghambat Pembelajarn Multiple Intelligences  adalah persaingan dengan sekolah lain yang menggunakan kurikulum lokal, area bermain yang sempit, dan sulit mencari guru yang memahami  Multiple Intelligences  anak.   Kata Kunci: Multiple Intelligences, Pembelajaran,  Anak Usia Dini     ABSTRACT   This research is to describe the Implementation of Multiple Intelligences Approach in Early Childhood Learning, which consists of: learning planning, learning implementation, and evaluation of classroom learning in Playgroup and Kindergarten Ananda Mentari Condongcatur, Yogyakarta. This research uses descriptive method with a qualitative approach. The subjects of this study were 1 principal, 2 kindergarten teachers, 1 education staff, 1 toddler teachers. The object of research is the application of Multiple Intelligences in Early Childhood learning. Data collection techniques were carried out using structured interviews, observations, documentation and field notes. The research instrument uses an interactive model that includes data reduction, data presentation and drawing conclusions. The validity of the research data was tested using triangulation techniques and source triangulation. The results of the study show that: (1) Planning of learning programs using the Multiple Intelligences approach uses a curriculum adapted from 4 countries, (2) The implementation of learning activities through the Multiple Intelligences approach is integrated into learning materials compiled in the curriculum break down (curriculum outline) in every week, methods and materials for students use English. (3) Evaluation of learning is carried out using checklists and anecdotes according to the age of child development and the development of multiple intelligences approaches is done by playing roles, singing, telling stories, field trips, involving children directly in making projects, discussions, outbound, Student-Led Conference and so on. Learning that involves all the intelligence of students will have a positive impact on the child's future, and increase children's confidence, so he can say "I can do, I can try. (4) Supporting factors for Learning Multiple Intelligences is collaboration between teachers and parents clubs. (5) The inhibiting factor for Learning Multiple Intelligences is competition with other schools that use local curriculum, narrow playing areas, and it is difficult to find teachers who understand the Multiple Intelligences of children.

scholarly journals Teachers’ Knowledge of Diabetes and Attitudes towards Diabetic Students in the Primary Schools in Al Baha City in Saudi Arabia

2019 ◽  
Vol 7 (2) ◽  
pp. 156
Author(s):  
Mohammed Abdullah A. Alzahrani
Keyword(s):  
Saudi Arabia ◽  
Chronic Diseases ◽  
Negative Correlation ◽  
Fast Food ◽  
Primary Schools ◽  
Positive Impact ◽  
Teaching Experience ◽  
Attitude Scale ◽  
Kingdom Of Saudi Arabia ◽  
Research Questions

The lifestyle in Saudi Arabia has changed significantly during the last few decades since oil was discovered in 1938. This discovery led to an economic revolution in Saudi Arabia. However, this resulted in people changing their eating habits, which included eating fast food due to their new work responsibilities. Therefore, some chronic diseases such as diabetes, which is one of the most widespread chronic diseases in Saudi Arabia, became more common. This study aims to investigate teachers’ attitudes towards diabetic pupils and teachers’ knowledge of diabetes as a chronic disease in governmental primary schools in a city in the Kingdom of Saudi Arabia. It is a survey-based research study of the attitudes and teachers’ knowledge of diabetes and the research used a quantitative methodology to answer the research questions. The sample of the study consisted of 59 teachers in the governmental primary male schools with mixed background variables of, for example, majors, teaching experiences, and levels of education. The study used a questionnaire in order to achieve research questions. It included two scales: the teachers’ knowledge of diabetes and an attitude scale towards diabetic students as well as the items of these two-scale knowledge tests and attitude scale developed by the researcher. The findings demonstrate that there was not a statistical difference between the teachers’ knowledge test and their six different majors. On the other hand, the teaching experience had a positive impact on teachers’ attitude towards diabetic students. Although the negative correlation between teachers’ knowledge of diabetes and their attitude towards diabetic students was small, this value could still suggest a negative correlation. The current study can lead to increased awareness of teachers and educational policy-makers to take into consideration training teachers in some common chronic diseases such as diabetes in the Kingdom of Saudi Arabia.

scholarly journals The Nutritional Surveillance at school: experiences from ATS Val Padana (Italy)

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
G Troiano ◽  
M Chiesa ◽  
M L Cirrincione ◽  
J Merisio ◽  
F Mondini ◽  
...  
Keyword(s):  
Primary Schools ◽  
Positive Impact ◽  
Diet Therapy ◽  
Future Health ◽  
School Meal ◽  
School Year ◽  
Significant Difference ◽  
Special Diets ◽  
Teachers And Parents

Abstract Background Correct habits acquired in childhood positively affect the future health of the adult person. Therefore the school meal isn't as a simple satisfaction of nutritional needs, but also an important moment of health promotion, which involves teachers and parents. Objectives In ATS Val Padana the Food Hygiene and Nutrition Unit evaluates school menu at the beginning of each year (including special diets for specific diseases that require diet therapy). During the school year, trained personnel carries out inspections in schools, according to annual planning. During the inspection are evaluated: - Presence/respect of the validated school menu Number of mealsPeople preparing and administering mealsFood preparation and storageLiking by childrenManagement of special dietsManagement of the meal as an educational moment Results 132 inspections were performed: 70 in 2018 and 62 in 2019. 23 (17.42%) were conducted in nursery schools, 62 (46.96%) in kindergartens, 44 (33.33%) in primary schools, 3 (2.27%) in middle schools. 47 (35.60%) were privately managed; 61 (46.21%) were also equipped with a kitchen for preparing meals. 41 inspections (31.06%) showed slight criticalities; 9 (6.81%) serious problems (poor hygiene, lack of control over special diets - which required further inspections). A statistically significant difference was observed (p = 0.02) between 2018 and 2019, with a clear decrease in criticality in 2019. No difference in the results of the checks was observed in relation to the type of school, management, and to the presence or not of a kitchen (all p > 0.05). Conclusions The effectiveness of the control system is represented by the relationship between non-conformities detected during the checks and the number of performed checks. In 2019, despite the controls have increased compared to the previous year, the incidence of non-conformities has decreased. This indicates that control activities is positive to improve the quality of the school meal. Key messages The school meal is a fundamental educational moment for children. Control activities have positive impact on the quality of the school meal.

scholarly journals Against Cyberbullying Actions: An Italian Case Study

2021 ◽  
Vol 13 (4) ◽  
pp. 2055
Author(s):  
Patrizia Grifoni ◽  
Alessia D’Andrea ◽  
Fernando Ferri ◽  
Tiziana Guzzo ◽  
Maurizio Angeli Felicioni ◽  
...  
Keyword(s):  
Primary Schools ◽  
Sustainable Development Goals ◽  
Management Strategies ◽  
Italian Case ◽  
2030 Agenda ◽  
Cyber Safety ◽  
Development Goals ◽  
Research Questions ◽  
Teachers And Parents

The paper aimed to analyse cyberbullying knowledge and awareness among students, teachers, and parents of 22 Italian primary schools to extract elements to consider for defining successful cyberbullying prevention and management strategies in coherence with some sustainable development goals defined in the 2030 Agenda. Four different research questions have been addressed to analyse: what the level of cyberbullying diffusion is, its triggering factors, its knowledge and awareness, and how the problem is addressed. The study highlighted both the importance of adopting a collaborative perspective among the students, teachers and parents, and to prevent and solve cyberbullying problems stimulating a collective awareness about cyber safety in schools. Some generalisable lessons emerged from the study.

scholarly journals An Exploration of the Relationship between Oral Language Proficiency and the Success of English Language Learners in Reading Recovery

2016 ◽  
Vol 6 (7) ◽  
pp. 177
Author(s):  
Hossein Farazdast ◽  
Kian Pishkar
Keyword(s):  
English Language Learners ◽  
Reading Instruction ◽  
Language Proficiency ◽  
Struggling Readers ◽  
Oral Language ◽  
Reading Recovery ◽  
English Language ◽  
Intervention Program ◽  
Positive Impact ◽  
Peer Group

<p>The diverse population of learners includes students who are high performing in reading as well as those who struggle with reading. This research concerns struggling readers. The goal of teachers is to identify struggling readers and discover ways to address the reading needs of those students. Pinnell (2006) stated that teachers have a common goal: to make literacy a true part of the lives of all students. There are many interventions to help struggling readers. Reading Recovery (RR) is a short-term reading intervention program designed to help the children develop effective strategies for reading and reach average levels for their particular peer group (Fountas &amp; Pinnell, 1996). Research has confirmed the positive impact of RR on readers who struggle (Allington, 2005; Clay, 1993; McKee, 2006; Schwartz, 2005). In particular, Allington (2005) outlined five principles of scientific reading instruction: (a) classroom organization; (b) matching pupils to texts; (c) access to interesting texts, choice, and collaboration; (d) writing and reading; and (e) expert tutoring. Research has shown that RR addresses four of these five principles.</p>

EARLY RECOGNIZATION OF THE CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER BY VANDERBILT ADHD RATING SCALE FOR TEACHERS AND PARENTS

2019 ◽  
pp. 85-91
Author(s):  
Dinh Duong Le ◽  
Van Thang Vo ◽  
Thi Mai Nguyen ◽  
Thi Han Vo ◽  
Huu Chau Duc Nguyen ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
High Risk ◽  
Attention Deficit ◽  
Primary Schools ◽  
Rating Scale ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Hyperactivity Disorder ◽  
Teachers And Parents ◽  
Key Words Adhd

Objectives: The study aims to explore the prevalence of attention deficit hyperactivity disorder and to examine the associated factors with ADHD among primary students by Vanderbilt ADHD rating scale for teacher and parents. Methods: A cross-sectional study design was conducted in 564 students who selected randomly in 4 primary schools in Hue city. Vanderbilt ADHD rating scale for parents and teachers were applied to evaluate the ADHD of children over 6 months ago. Results: The overall prevalence of children who had high risk with ADHD was 4.1% (95%CI: 2.44 - 5.72), including 4.6% and 4.8% in the rating of teachers and parents, respectively. Male was more likely to have ADHD than female (OR adj: 4.64 (95%CI: 1.53 - 14.05) and lack of closely friend (OR adj: 5.11 (95% CI: 2.13 - 12.24). Conclusion: Vanderbilt ADHD diagnosis rating scale for teachers and parents can be used to early recognization children with a high risk of ADHD. Key words: ADHD, Vanderbilt, ratings scale, teacher, parent, children

scholarly journals Young children’s language-based agency in multilingual contexts in Luxembourg and Israel

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Mila Schwartz ◽  
Claudine Kirsch ◽  
Simone Mortini
Keyword(s):  
Learning Environment ◽  
Case Studies ◽  
Research Methods ◽  
Language Policies ◽  
Educational Settings ◽  
Structured Interviews ◽  
Self Monitoring ◽  
Teachers And Parents ◽  
Linguistic Backgrounds ◽  
Longitudinal Case Studies

AbstractDrawing on two longitudinal case-studies, this study aimed to identify some salient characteristics of the agentic behaviour of two young emergent multilinguals in two different multilingual contexts: Luxembourg and Israel. Despite the fact that the studies were conducted independently, the two cases were analysed together owing to the similarities in the research methods such as video-recorded observations, and semi-structured interviews with teachers and parents. The data were analysed through thematic and conversational analyses. Findings showed that a boy who learned Luxembourgish in Luxembourg and a girl who learned Hebrew in Israel, were outgoing and active learners who influenced their learning environment. We identified 10 types of agentic behaviour, including engaging in repetition after peers and the teacher, creatively producing language, translanguaging, and self-monitoring. Despite differences of the children’s sociocultural and linguistic backgrounds, and the language policies of their educational settings, we found a striking overlap in their language-based agentic behaviours. We suggest that the identified types can encourage further research in this field. Although our study with talkative children allowed us to observe many types of agentic behaviours, we cannot claim that less outgoing children or children who do not show the same behaviours do not have ways of expressing their agency.

scholarly journals Improving the experience of facility-based delivery for vulnerable women through obstetric care navigation: a qualitative evaluation

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Kirsten Austad ◽  
Michel Juarez ◽  
Hannah Shryer ◽  
Patricia L. Hibberd ◽  
Mari-Lynn Drainoni ◽  
...  
Keyword(s):  
Health Workers ◽  
Positive Impact ◽  
Qualitative Evaluation ◽  
Obstetric Care ◽  
Hospital Staff ◽  
Public Hospitals ◽  
Future Research ◽  
Care Seeking ◽  
Structured Interviews ◽  
The Impact

Abstract Background Global disparities in maternal mortality could be reduced by universal facility delivery. Yet, deficiencies in the quality of care prevent some mothers from seeking facility-based obstetric care. Obstetric care navigators (OCNs) are a new form of lay health workers that combine elements of continuous labor support and care navigation to promote obstetric referrals. Here we report qualitative results from the pilot OCN project implemented in Indigenous villages in the Guatemalan central highlands. Methods We conducted semi-structured interviews with 17 mothers who received OCN accompaniment and 13 staff—namely physicians, nurses, and social workers—of the main public hospital in the pilot’s catchment area (Chimaltenango). Interviews queried OCN’s impact on patient and hospital staff experience and understanding of intended OCN roles. Audiorecorded interviews were transcribed, coded, and underwent content analysis. Results Maternal fear of surgical intervention, disrespectful and abusive treatment, and linguistic barriers were principal deterrents of care seeking. Physicians and nurses reported cultural barriers, opposition from family, and inadequate hospital resources as challenges to providing care to Indigenous mothers. Patient and hospital staff identified four valuable services offered by OCNs: emotional support, patient advocacy, facilitation of patient-provider communication, and care coordination. While patients and most physicians felt that OCNs had an overwhelmingly positive impact, nurses felt their effort would be better directed toward traditional nursing tasks. Conclusions Many barriers to maternity care exist for Indigenous mothers in Guatemala. OCNs can improve mothers’ experiences in public hospitals and reduce limitations faced by providers. However, broader buy-in from hospital staff—especially nurses—appears critical to program success. Future research should focus on measuring the impact of obstetric care navigation on key clinical outcomes (cesarean delivery) and mothers’ future care seeking behavior.

scholarly journals Video-Based Intervention for Improving Maternal Retention and Adherence to HIV Treatment: Patient Perspectives and Experiences

2021 ◽  
Vol 18 (4) ◽  
pp. 1737
Author(s):  
Steven Masiano ◽  
Edwin Machine ◽  
Mtisunge Mphande ◽  
Christine Markham ◽  
Tapiwa Tembo ◽  
...  
Keyword(s):  
Positive Impact ◽  
Low Cost ◽  
Hiv Treatment ◽  
Sub Saharan Africa ◽  
Hiv Care ◽  
Structured Interviews ◽  
Convenience Sample ◽  
Long Term Conditions ◽  
Art Initiation ◽  
Retention In Hiv Care

VITAL Start is a video-based intervention aimed to improve maternal retention in HIV care and adherence to antiretroviral therapy (ART) in Malawi. We explored the experiences of pregnant women living with HIV (PWLHIV) not yet on ART who received VITAL Start before ART initiation to assess the intervention’s acceptability, feasibility, fidelity of delivery, and perceived impact. Between February and September 2019, we conducted semi-structured interviews with a convenience sample of 34 PWLHIV within one month of receiving VITAL Start. The participants reported that VITAL Start was acceptable and feasible and had good fidelity of delivery. They also reported that the video had a positive impact on their lives, encouraging them to disclose their HIV status to their sexual partners who, in turn, supported them to adhere to ART. The participants suggested using a similar intervention to provide health-related education/counseling to people with long term conditions. Our findings suggest that video-based interventions may be an acceptable, feasible approach to optimizing ART retention and adherence amongst PWLHIV, and they can be delivered with high fidelity. Further exploration of the utility of low cost, scalable, video-based interventions to address health counseling gaps in sub-Saharan Africa is warranted.

scholarly journals Music Is Life—Follow-Up Qualitative Study on Parental Experiences of Creative Music Therapy in the Neonatal Period

2021 ◽  
Vol 18 (12) ◽  
pp. 6678
Author(s):  
Friederike Barbara Haslbeck ◽  
Lars Schmidli ◽  
Hans Ulrich Bucher ◽  
Dirk Bassler
Keyword(s):  
Music Therapy ◽  
Positive Reinforcement ◽  
Positive Impact ◽  
Complementary Therapy ◽  
Structured Interviews ◽  
Developmental Problems ◽  
Creative Music ◽  
Modifiable Factors ◽  
Hospitalization Period ◽  
Extremely Preterm

Developmental problems in extremely preterm (EP) infants and the associated longitudinal burden for their families are major health issues worldwide. Approaches to social-emotional support such as family-integrating Creative Music Therapy (CMT) are warranted. We aimed: (1) to explore parental perspectives on the use of CMT with EP infants in the neonatal hospitalization period and (2) to examine the possible longitudinal influence of CMT. A qualitative design was used to examine the perspective of six families from various backgrounds. Semi-structured interviews were carried out when the infants reached school age. We used an inductive–deductive thematic analysis to identify three main themes, each with three sub-themes: (1) the positive impact of CMT on the infants, the parents, and bonding; (2) the attitude toward CMT, from being open-minded to recommending it as complementary therapy; and (3) the experience of overall healthy infant development despite unique developmental delay issues. The findings elucidate the positive and formative impact of CMT on both infants and parents in the stressful NICU setting and beyond. CMT may empower positive transformation in the parents through individualized early nurturing musical interactions, capacity building, and positive reinforcement. Further research may help to identify and implement potentially modifiable factors for improving health care in this vulnerable group through early family-integrating, resource-based approaches such as CMT.

Sign in / Sign up

Export Citation Format

Share Document