scholarly journals Dialogic Model of Prevention and Resolution of Conflicts: Evidence of the Success of Cyberbullying Prevention in a Primary School in Catalonia

2019 ◽  
Vol 16 (6) ◽  
pp. 918 ◽  
Author(s):  
Beatriz Villarejo-Carballido ◽  
Cristina Pulido ◽  
Lena de Botton ◽  
Olga Serradell
Keyword(s):  
Primary School ◽  
Zero Tolerance ◽  
Research Project ◽  
Documentary Analysis ◽  
Prevention Model ◽  
Depth Interviews

This article analyses the evidence obtained from the application of the dialogic model of prevention and resolution of conflicts to eradicate cyberbullying behaviour in a primary school in Catalonia. The Dialogic Prevention Model is one of the successful educational actions identified by INCLUD-ED (FP6 research project). This case study, based on communicative methodology, includes the results obtained from documentary analysis, communicative observations and in-depth interviews. The evidence collected indicates that the implementation of this type of model can help to overcome cyberbullying; children are more confident to reject violence, students support the victims more and the whole community is involved in Zero Tolerance to violence.

Ascertaining the effectiveness of Economic and Financial Crimes Commission (EFCC) in tackling corruptions in Nigeria

2018 ◽  
Vol 25 (3) ◽  
pp. 658-668 ◽  
Author(s):  
Ibrahim Umar ◽  
Rose Shamsiah Samsudin ◽  
Mudzamir bn Mohamed
Keyword(s):  
Poor Performance ◽  
Organizational Factors ◽  
Content Type ◽  
Study Approach ◽  
Documentary Analysis ◽  
Current State ◽  
Financial Crimes ◽  
Lack Of Commitment ◽  
Depth Interviews

Purpose The purpose of this paper is to appraise the Nigerian Economic and Financial Crimes Commission (EFCC) of their role in tackling systemic corruptions and to associate how institutional and organizational factors influence the performance of the EFCC. Design/methodology/approach Data were gathered through in-depth interviews, non-participatory observations and documentary analysis. Findings The results of the integrative analysis show that the EFCC has apparently been ineffective, and further improvization of the organization is needed. Poor performance of the EFCC was associated with factors such as lack of commitment, inefficient judiciary, insufficient budgets and incompetent personnel. Practical implications This study recommends further improvements in the form of a greater political will, improved legal process and also elevated budgetary funds and recruitment of personnel to the EFCC. Originality/value The study adopted a descriptive, qualitative case study approach to describe the current state of the EFCC in Nigeria.

scholarly journals Teachers' Successful Information and Communication Technology Integration in Primary School

2021 ◽  
Vol 17 (4) ◽  
pp. 0-0
Keyword(s):  
Primary School ◽  
Single Case ◽  
Ict Integration ◽  
Activity System ◽  
Information And Communication ◽  
Recent Activity ◽  
Integration Of Ict ◽  
Depth Interviews ◽  
Successful Integration

Despite extensive research on ICT integration among teachers, limited knowledge was given to understand the successful integration of ICT among teachers. For those purposes, a single-case study aimed to explain the successful integration of ICT by teachers into teaching in one national primary school in Malaysia. Data were collected using multi-method of data collection including in-depth interviews, non-participants observations, and document analysis. The results discovered three models that lead to teachers' successful ICT integration in teaching, explaining how the interactions between the contradictions, causes of contradictions, and resolutions of contradictions have hindered or influenced the teachers to integrate ICT in their teaching. The findings indicate the activity system of department and school (prior activities) influencing activity system of the classroom (recent activity), led to the successful integration of ICT by teachers in teaching.

scholarly journals KOORDINASI PADA PROSES PENYUSUNAN RENCANA PRIMA TANI DALAM MENDUKUNG PEMBANGUNAN DAERAH DI DESA HARGOBINANGUN, KECAMATAN PAKEM, KABUPATEN SLEMAN

Agro Ekonomi ◽  
2010 ◽  
Vol 17 (2) ◽  
Author(s):  
Endang Wisnu Wiranti ◽  
Ageng Setiawan Herianto ◽  
Roso Witjaksono
Keyword(s):  
Development Program ◽  
Communication Process ◽  
Department Of Agriculture ◽  
Integrated Development ◽  
Documentary Analysis ◽  
Program Manager ◽  
Technical Department ◽  
Coordination Process ◽  
Depth Interviews

A proper coordination process of an integrated development program, such as PRIMATANIN is not well understood by the development program manager. The research objectives are to assess the coordination process in formulating a PRIMATANI development plan; and to identify its influencing factors. The research was conducted in Hrgobinangun village of Sleman District. Method of this research was a qualitative method with a case study. The data collection and anlyiss was conducted using an in-depth interviews method and a documentary analysis on the coordination meeting of PRIMATANI. The result shows that the imperfect coordination process in this program was caused by asymmetric communication process whisvh dominated solely by the Department of Agriculture in determining this targeted village and its decelpment program. In order to support the integrated development program, the coordination process among the technical department shiuld be formalized since the targeted area determination. Then, it should be followed by a formal agreement among the departments on development program formulation plan and regular information supply on their corrdination meeting.

But that's not right, is it Miss? Colonization and conscientious objection through drama

2019 ◽  
Vol 7 (2) ◽  
pp. 251-262
Author(s):  
Elizabeth Anderson ◽  
Marsha Bellamy ◽  
Nikki Douglas
Keyword(s):  
New Zealand ◽  
Primary School ◽  
Conscientious Objection ◽  
The Other ◽  
School Teachers ◽  
Research Project ◽  
Primary School Teachers ◽  
Critical Thought ◽  
Study Process

Abstract This article presents an account of a short research project in which two primary school teachers and the researcher collaborated to design drama work to help their students navigate challenging journeys. A short case study of practice over four to six months, it was documented and considered reflectively in order for the practice to be of use to other teachers. From safe New Zealand classrooms, the two teachers, one with Year 6 students, the other with Year 8, used drama to look at the tyranny of colonization and at resistance by conscientious objection. The research followed a case study process over four to six months, in two schools. The two teachers in this study let their students imagine colonization and resistance, and helped them see with new eyes. The students were challenged to question different perspectives on right and wrong and to navigate their own direction with critical thought and empathy. In the class that explored the rights of others in another age through literature heightened their awareness and responsibility for their own work, and in turn deepened their responses to ideas. In the other class, while colonization had been the original commendable theme, the students made their own connections to their own lives and community, and revealed a degree of perception and insight that holds promise for the way those students will participate and balance their responsibilities as citizens.

scholarly journals Exploring Teachers’ Practices in Teaching Robotics Programming in Primary School

2021 ◽  
Vol 17 (11) ◽  
pp. 122
Author(s):  
Mazlan Muhamad Yusof ◽  
Habibah Ab Jalil ◽  
Thinagaran Perumal
Keyword(s):  
Primary School ◽  
Programming Languages ◽  
Primary Schools ◽  
Teacher Practices ◽  
Design And Technology ◽  
Use Of Technology ◽  
Education Administrators ◽  
Depth Interviews ◽  
Current Curriculum

Programming and coding are important skills and competencies in the 21st century. Due to this importance, robotics programming has been introduced in the Malaysian education system since 2013. Robotics is important in education because it could be used to cultivate various skills. Various studies have been conducted on robotics and its applications in education, and proponents of robotics believe that using robotics to teach programming could be impactful and effective in the Malaysian education context. On the other hand, many students think that programming is challenging. Consequently, some questions have arisen, such as the suitable programming language or platform to be used in Malaysian Primary School and the best instructional method. Studies have also examined the existing robotics modules used in the teaching and facilitation (T&F) process, in which it was found that the current curriculum is focused on introducing robotic programming. In this regard, there is a need to explore the current teaching design, pedagogy, and teachers’ practices. Therefore, this study is aimed to explore the teachers’ practice in teaching robotics programming as part of the Design and Technology (RBT) subject in Primary School. This study discusses teachers’ practices, the issues in robotics programming education, the importance of robotics to education, especially in primary schools, and the robotics kits and programming languages or platforms commonly used in schools. This study is a qualitative case study, and data were collected using in-depth interviews. The findings of this study have produced several key themes, namely: (a) RBT teacher practices (GRBT) in T&F, (b) Strategies in lesson planning, (c) Challenges and obstacles of T&F, (d) Use of technology, and (e) Teacher’s commitment. These are hoped to help educators, education administrators, and policymakers to understand the implications of robotics teaching in teaching programming.

scholarly journals Rubbing out gender: women and merchant ships

2016 ◽  
Vol 5 (2) ◽  
pp. 123-138 ◽  
Author(s):  
Iris Lavalle Acejo ◽  
Sanley S. Abila
Keyword(s):  
Case Study Research ◽  
The Philippines ◽  
Structured Interviews ◽  
Content Type ◽  
Gender Differentials ◽  
Documentary Analysis ◽  
Gender Biases ◽  
Depth Interviews ◽  
And Training

Purpose – The purpose of this paper is to show how gender differences are rubbed out and simultaneously reinforced in intentional and unintentional ways. It will do this by exploring the experiences of female cadets/seafarers. Design/methodology/approach – This paper is drawn from two independent PhD theses, where one of the theses conducted ethnographic fieldwork aboard a container ship in 2009. The other thesis used a case study research design of cadetship programmes in the Philippines using structured interviews, observations with the aid of fieldnotes and documentary analysis of records from seven maritime schools and cadetship programmes of ship-owners. Findings – This paper reveals that the merchant vessel remains to be a “man’s world” where female seafarers are marginalised. It also shows that the maritime colleges in the Philippines deploy training practices that reproduce the gender biases against women participation to seafaring because the socialisation of cadets are fraught with the values and symbols of a hegemonic masculinity intent to silence other genders. On board ships, similar contradictory rubbing out and reproducing of gender differentials are observed. This shows how controlling gender is difficult. Research limitations/implications – Observations conducted are limited to one shipboard voyage and whether the same manifestation in different types of ships, ship routes and crew mix would emerge require triangulation with other forms of data collection like in-depth interviews with seafarers on board. Practical implications – Ethnographic insights offer valuable insights for novice researchers and those conducting shipboard research. Originality/value – Not much study has been done with respect to the presence of women on board and how they disrupt and play with masculine space. This paper provides empirical evidence and insights on the ambivalence of integrating women in the seafaring profession owing to official and unofficial policies and training that intentionally and unintentionally construct women as unfit to work as sea-based professionals.

scholarly journals The implementation of task-based language teaching in EFL primary school classrooms: A case study in Vietnam

2021 ◽  
Author(s):  
◽  
Trang Bui
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Language Teaching ◽  
Phase 1 ◽  
School Context ◽  
Task Completion ◽  
Classroom Observations ◽  
Stimulated Recall ◽  
Depth Interviews

<p>Research into the introduction of task-based language teaching (TBLT) in Asian primary school classrooms is rare, despite curriculum initiatives in many Asian countries promoting communicative and task-based teaching and learning. This study addresses this gap by investigating the implementation of TBLT in EFL classrooms in primary schools in Vietnam, a context hitherto under-research from a TBLT perspective. The research was conducted in two phases.  Phase 1 was a multiple case study which used classroom observations, stimulated recall and in-depth interviews to investigate how seven Vietnamese EFL primary school teachers implemented speaking lessons and how they viewed the lessons. The results showed that all teachers followed the presentation-practice-production (PPP) sequence specified in the textbooks, but that they independently incorporated communicative activities into the lessons. The teachers’ view of the PPP lessons varied but they shared a concern about the mechanical nature of the PPP lessons.  Phase 2 investigated the implementation of two task-based lessons redesigned from PPP speaking lessons in a textbook by three teachers who participated in Phase 1 of the study. The data were collected from classroom observations, stimulated recall and in-depth interviews with the teachers, interviews with pupils, and recordings of task performances by nine pairs of learners. The results showed that all three teachers successfully carried out the two task-based lessons and reported a higher level of learner engagement and communication in their classes. Analysis of pupil interview data reveals evidence to support the teachers’ views. All pupils expressed interest in the task-based lessons with stronger pupils affirming the scaffolding role of the pre-tasks and communicative value of the main tasks. Weaker pupils reported challenges of completing the main tasks due to lack of pre-teaching of the target structural patterns. Analysis of task interaction data showed that all dyads worked consistently towards completing the main tasks in the task-based lessons, although the achieved outcomes varied slightly. They were able to assist each other to co-construct their utterances, correct their own errors and help correct each other’s errors, negotiate for meaning to overcome comprehension difficulties and use L1 to foster task completion. All of these strategies were found to facilitate task completion and provided a fruitful context for language development. In sum, the results point to the viability of TBLT in the Vietnamese EFL primary school context. They contribute to an understanding of the implementation of TBLT in authentic classrooms and the nature of task interaction among EFL primary school pupils.</p>

scholarly journals CULTIVATING MARINE LEADERSHIP CHARACTER THROUGH MULTICULTURAL BOARDING-SCHOOL SYSTEM

2020 ◽  
Vol 39 (1) ◽  
pp. 191-206
Author(s):  
Aan Fardani Ubaidillah ◽  
Ibrahim Bafadal ◽  
Nurul Ulfatin ◽  
Achmad Supriyanto
Keyword(s):  
School System ◽  
Participant Observation ◽  
Boarding School ◽  
Data Sources ◽  
Snowball Sampling ◽  
Documentary Analysis ◽  
Land Cultivation ◽  
Data Validity ◽  
Depth Interviews

The internalization of character values in the boarding-schools should ideally be designed to answering the challenges of the context of Indonesia as a multicultural country. This study aims to reconstruct the character cultivation through the multicultural boarding school system as an internalization model of marine leadership characters. This study employed a single-holistic case study in a Senior High School of Taruna Nala, East Java, Indonesia, that implemented a boarding school system. The data collection was conducted through in-depth interviews, participant observation, and documentary analysis, and the results was presented interactively. The data sources studied were determined by purposive sampling and snowball sampling. The data validity was tested with four criteria: credibility, dependability, confirmability, and transferability. This study found that the character of maritime leadership is the reponsive (tanggap), tough (tanggon), and agile (trengginas) as unique-intelligent characters that must be mastered by senior high schools in Indonesia as a maritime country. To make it happens, the internalization of character values can be done through a cultivation model, like in planting, consisting of: (1) determining the goals, (2) the seeds selection, (3) land cultivation, (4) planting the seeds, (5) maintenance, and (6) fertilization. The model is carried out in full through the boarding system education system.

scholarly journals The implementation of task-based language teaching in EFL primary school classrooms: A case study in Vietnam

2021 ◽  
Author(s):  
◽  
Trang Bui
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Language Teaching ◽  
Phase 1 ◽  
School Context ◽  
Task Completion ◽  
Classroom Observations ◽  
Stimulated Recall ◽  
Depth Interviews

<p>Research into the introduction of task-based language teaching (TBLT) in Asian primary school classrooms is rare, despite curriculum initiatives in many Asian countries promoting communicative and task-based teaching and learning. This study addresses this gap by investigating the implementation of TBLT in EFL classrooms in primary schools in Vietnam, a context hitherto under-research from a TBLT perspective. The research was conducted in two phases.  Phase 1 was a multiple case study which used classroom observations, stimulated recall and in-depth interviews to investigate how seven Vietnamese EFL primary school teachers implemented speaking lessons and how they viewed the lessons. The results showed that all teachers followed the presentation-practice-production (PPP) sequence specified in the textbooks, but that they independently incorporated communicative activities into the lessons. The teachers’ view of the PPP lessons varied but they shared a concern about the mechanical nature of the PPP lessons.  Phase 2 investigated the implementation of two task-based lessons redesigned from PPP speaking lessons in a textbook by three teachers who participated in Phase 1 of the study. The data were collected from classroom observations, stimulated recall and in-depth interviews with the teachers, interviews with pupils, and recordings of task performances by nine pairs of learners. The results showed that all three teachers successfully carried out the two task-based lessons and reported a higher level of learner engagement and communication in their classes. Analysis of pupil interview data reveals evidence to support the teachers’ views. All pupils expressed interest in the task-based lessons with stronger pupils affirming the scaffolding role of the pre-tasks and communicative value of the main tasks. Weaker pupils reported challenges of completing the main tasks due to lack of pre-teaching of the target structural patterns. Analysis of task interaction data showed that all dyads worked consistently towards completing the main tasks in the task-based lessons, although the achieved outcomes varied slightly. They were able to assist each other to co-construct their utterances, correct their own errors and help correct each other’s errors, negotiate for meaning to overcome comprehension difficulties and use L1 to foster task completion. All of these strategies were found to facilitate task completion and provided a fruitful context for language development. In sum, the results point to the viability of TBLT in the Vietnamese EFL primary school context. They contribute to an understanding of the implementation of TBLT in authentic classrooms and the nature of task interaction among EFL primary school pupils.</p>

scholarly journals Making media together: Experiences of Aboriginal participation within co-creative remote media production teams

2018 ◽  
Vol 3 (1) ◽  
pp. 33-48
Author(s):  
Laura McDowell
Keyword(s):  
Participant Observation ◽  
Northern Territory ◽  
Media Production ◽  
Research Project ◽  
Indigenous Media ◽  
Creative Media ◽  
Media Practices ◽  
Depth Interviews ◽  
Refined Version

This article outlines the findings of a research project that examined how participation can be understood, and subsequently improved, within collaborative, co-creative media practices. As a case study, the research project looked at Pintubi Anmatjere Warlpiri Media and Communications (PAW Media), a remote Indigenous media organisation (RIMO) based in Yuendumu in Australias Northern Territory. By means of 13 in-depth interviews, grounded in participant observation, the project examined how Aboriginal participation was motivated, enabled and limited from the perspectives of Aboriginal and non-Aboriginal collaborators. The study revealed practices of Aboriginal participation at PAW Media that were highly valued by participants; nonetheless, limits to participation were noted and two conflicting views regarding improved practice expressed. Non-Aboriginal facilitators supported a transition towards greater Aboriginal autonomy over production, involving a handover of tasks and responsibility to their local Aboriginal counterparts; however, most Aboriginal media producers indicated that their participation was currently better served within a refined version of the existing co-creative structure.

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