Study on Establishment of Food Material Size Specification Based on Elementary School Menus

2008 ◽  
Vol 37 (8) ◽  
pp. 1058-1068 ◽  
Author(s):  
Eun-Mi Kim ◽  
Sang-Pil Hong ◽  
Min-A Lee ◽  
Mi-Kyoung Jeong ◽  
Tae-Oc Cho
Keyword(s):  
Elementary School ◽  
Food Material

scholarly journals Developing Interactive Learning Media Based on Fowton

2020 ◽  
Vol 1 (8) ◽  
Author(s):  
Boy Dorahman ◽  
Yeni Nuraeni ◽  
Asih Rosnaningsih ◽  
Sunaryo Sunaryo ◽  
Rizka Maulidyaputri
Keyword(s):  
Elementary School ◽  
Science Learning ◽  
Interactive Learning ◽  
School Science ◽  
Fifth Grade ◽  
Qualitative And Quantitative Analysis ◽  
Food Material ◽  
Interactive Animation ◽  
Analysis Technique ◽  
Score Range

This study was conducted to develop an interactive animation learning media in the fifth grade science learning of balanced nutritional food material in Pondok Pucung 01 Elementary School, South Tangerang. Data was collected through documentation techniques, interviews, questionnaires and validity. The analysis technique used is qualitative and quantitative analysis. Validation of this animated interactive learning media is guided by four aspects: 1) aspects of content and content, 2) aspects of display, 3) aspects of use and presentation, and 4) aspects of language. Validation by two media experts resulted in scores of 3.33 (very good) and 3.63 (very good). Validation carried out by two material experts in grade V SD produced scores of 3.66 (very good) and 3.36 (very good). Animated interactive learning media obtained a mean score of 3.49 from the score range 1-4 and included in the category "very good". This shows that the interactive interactive learning media developed are very suitable for use as elementary school science learning media.

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

An Approach to Mainstreaming Language-Disabled Children in the Elementary School

1978 ◽  
Vol 9 (1) ◽  
pp. 17-23
Author(s):  
Karen Navratil ◽  
Margie Petrasek
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
Oral Language ◽  
School Age Children ◽  
Montgomery County ◽  
Elementary School Age ◽  
Language Classrooms ◽  
Language Pathology ◽  
General Goal ◽  
Resource Program

In 1972 a program was developed in Montgomery County Public Schools, Maryland, to provide daily resource remediation to elementary school-age children with language handicaps. In accord with the Maryland’s guidelines for language and speech disabilities, the general goal of the program was to provide remediation that enabled children with language problems to increase their abilities in the comprehension or production of oral language. Although self-contained language classrooms and itinerant speech-language pathology programs existed, the resource program was designed to fill a gap in the continuum of services provided by the speech and language department.

Teachers' Stereotypes of Children Who Wear Hearing Aids

1981 ◽  
Vol 12 (3) ◽  
pp. 139-144 ◽  
Author(s):  
Cletus G. Fisher ◽  
Kenneth Brooks
Keyword(s):  
Elementary School ◽  
School Child ◽  
Hearing Aids ◽  
Hearing Aid ◽  
Social Implications ◽  
Elementary School Child ◽  
Classroom Teachers ◽  
Frequency Of Occurrence ◽  
Service Training

Classroom teachers were asked to list the traits they felt were characteristic of the elementary school child who wears a hearing aid. These listings were evaluated according to the desirability of the traits and were studied regarding frequency of occurrence, desirability, and educational, emotional, and social implications. The results of the groupings are discussed in terms of pre-service and in-service training.

Effective Collaboration at Central Elementary School

1992 ◽  
Vol 23 (4) ◽  
pp. 367-368 ◽  
Author(s):  
Jennifer Chisler Borsch ◽  
Ruth Oaks
Keyword(s):  
Elementary School ◽  
Communication Skills ◽  
Third Grade ◽  
Collaborative Effort ◽  
Speech Language Pathologist ◽  
Grade Teacher ◽  
Effective Collaboration

This article discusses a collaborative effort between a speech-language pathologist and a regular third grade teacher. The overall goal of the collaboration was to improve communication skills of students throughout the school. The factors that contributed to making the collaboration a success are discussed.

Use of Revision by Elementary-School Stutterers and Nonstutterers during Oral Reading

1973 ◽  
Vol 16 (4) ◽  
pp. 584-585 ◽  
Author(s):  
Franklin H. Silverman ◽  
Dean E. Williams
Keyword(s):  
Elementary School ◽  
School Children ◽  
Oral Reading ◽  
Elementary School Children ◽  
Reading Errors

This paper describes a dimension of the stuttering problem of elementary-school children—less frequent revision of reading errors than their nonstuttering peers.

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