Realising that the out-of-school environment could influence the development of Foundation Phase learners’ literacy skills

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Anna J. Hugo ◽  
Metse J. Masalesa
Keyword(s):  
School Environment ◽  
Literacy Skills ◽  
Out Of School

scholarly journals Pasifika Students, Literacy As Social Practice, and the Curriculum

2007 ◽  
Author(s):  
John Dickie
Keyword(s):  
Social Practice ◽  
Primary Teachers ◽  
Literacy Skills ◽  
Ministry Of Education ◽  
Doctoral Study ◽  
Literacy Experiences ◽  
Detailed Assessment ◽  
Literacy As Social Practice ◽  
Pasifika Students ◽  
Out Of School

Ministry of Education guidelines for primary teachers increasingly emphasise literacy as social practice, and with growing diversity in schools, the Ministry advocates that teachers may help reduce disparity in achievement by making connections between students’ out-of-school and school literacies. However it may be difficult for teachers to address this due to the Ministry’s expectation of more detailed literacy skills to be acquired by specific levels of schooling, and the expectation of more detailed assessment. This article offers examples of out-of-school literacies from a doctoral study which investigated literacy as social practice in family, church and neighbourhood sites as described by Year 7 and 8 Pasifika students. It raises the question as to whether existing assessment approaches and teacher knowledge are sufficiently broad to encompass literacy as social practice, considering the diverse literacy experiences students bring with them to school.

scholarly journals Pengembangan Perilaku Asertif dengan Teknik Sosiodrama untuk Mencegah Perilaku Bullying

2020 ◽  
Vol 4 (2) ◽  
pp. 179-186
Author(s):  
Susilo Rahardjo ◽  
Edris Zamroni ◽  
Sumarni Sumarni ◽  
Derta Prihastuti
Keyword(s):  
Mass Media ◽  
School Environment ◽  
Student Behavior ◽  
Negative Impact ◽  
Dropping Out ◽  
Assertive Behavior ◽  
Bullying Behavior ◽  
Out Of School

DEVELOPING ASSERTIVE BEHAVIOR WITH SOCIODRAMA TECHNIQUES TO PREVENT BULLYING BEHAVIOR. The influence of mass media has an impact on the spread of bullying behavior including in the school environment. The negative impact of student bullying becomes depressed, performance decreases, and can ultimately lead to students dropping out of school. Therefore it needs to be prevented so that it does not expand, and the school becomes a friendly and pleasant environment. The purpose of this research is to provide students with an understanding of bullying behavior that can occur at school, and students can prevent it by behaving assertively. One way to prevent bullying is to develop assertive student behavior. Through PTBK students are trained to prevent bullying behavior with the guidance of sociodrama techniques. The reader can develop a model of preventing bullying behavior in the same way or in other ways, so that the school becomes a pleasant and friendly environment.

Guidance on Writing Literary Works for Students as Support for The School Literacy Movement

2021 ◽  
Vol 1 (1) ◽  
pp. 18-22
Author(s):  
Patricia Wulandari
Keyword(s):  
Community Service ◽  
School Environment ◽  
Writing Skills ◽  
Community Empowerment ◽  
Literacy Skills ◽  
Literacy Programme ◽  
Literary Works ◽  
Reading And Writing ◽  
Existing Problems ◽  
Implementation Method

Community empowerment program in literacy aims to provide training and coachingin writing literary works for students. This activity is an effort to foster students'critical literacy skills, primarily through writing skills. Also, this activity is a way tobring schools and students closer to literature. The implementation method,Community Service, is carried out by providing training and mentoring on an ongoingbasis. The training is conducted for three days for students. This training is carriedout in two ways, namely in-class and outclass. In-class training is conducted toprovide students with the same understanding of writing literary works.Simultaneously, outclass training is conducted to hone students' sensitivity, criticalpower, and intuition to capture any existing problems around them to be used as amaterial in writing literary works. Likewise, with students' writing skills increasingand better, This is evidenced by the results of literary works that they make in theform of an anthology of poetry. The poems they made was varied in typography, theme,and contents. The students were enthusiastic and enthusiastic in participating in theactivity. The activities of fostering literary writing in schools can help students andschool parties better recognize literacy, especially in literary works' authorship. Onthe other hand, fostering the writing of literary works in schools can help teachersform the School Literacy Programme in their respective schools, bearing in mind isstill very important in the school environment, so there is a need for sweet activitiesto increase student competency and love in reading and writing.

scholarly journals Reasons for being Out of School: Implications for Education Policy

2020 ◽  
Vol V (III) ◽  
pp. 273-293
Author(s):  
Farzana Yousaf ◽  
Kiran Shehzadi ◽  
Zahida Parveen
Keyword(s):  
Education Policy ◽  
School Children ◽  
School Environment ◽  
Teaching Styles ◽  
Gender Issues ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Literacy Rate ◽  
And Gender ◽  
Out Of School

Out of school children (output) spring from the experiences, beliefs, interests, and attitudes towards events and processes leading to out of school (process) that develop from different reasons (Input). Focus group discussions were conducted with eight children and their seven parents. Secondly, views from social media (Face book) were collected to strengthen their voices. The thematic analysis of the data highlighted many reasons for being out of school using codes, themes and subthemes. Diagramatic view of results was drawn with the help of NVivo 11 plus. Some of the reasons such as poverty, school environment, house chores, parents' behavior, teachers' teaching styles, curriculum, language barriers, the literacy rate in that area, and gender issues have direct implications for education policy. Efforts, therefore, were made to identify the required changes in the education policy. A strategic plan to overcome these barriers was defined at the end for the reduction of the number of school children.

scholarly journals Potoczna wiedza dzieci na temat pieniędzy. Wnioski z badań własnych

2020 ◽  
Vol 64 (4 (254) ◽  
pp. 255-271
Author(s):  
Renata Raszka
Keyword(s):  
School Environment ◽  
School Experiences ◽  
Personal Knowledge ◽  
Economic Knowledge ◽  
The Family ◽  
The Subject ◽  
Everyday Knowledge ◽  
Out Of School

The article deals with colloquial knowledge about money of eight- and nine-year-old children. The importance of spontaneous and planned conversations on the subject of money is emphasised, conducted in the family and school environment. Attention is paid to the importance of pupils’ personal knowledge, their out-of-school experiences and shaping their active attitude in constructing economic knowledge. The article also refers to the author’s research on the children’s everyday knowledge about money.

Asian adolescents’ out-of-school encounters with English and Korean literacy

2005 ◽  
Vol 15 (1) ◽  
pp. 57-77 ◽  
Author(s):  
Youngjoo Yi
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Literacy Practices ◽  
Academic Literacy ◽  
The United States ◽  
Literacy Skills ◽  
Future Research ◽  
The Impact ◽  
Out Of School

The acquisition of second language (L2) academic literacy has attracted increasing interest among L2 literacy researchers as the number of English Language Learners (ELLs) studying in schools in Anglophone countries like Australia, the United Kingdom, Canada, and the United States continues to grow. However, this emphasis on academic literacy has led L2 researchers to overlook the importance of exploring other types of literacy, especially out-of-school literacy. In particular, few studies have examined the impact of out-of-school literacy activities on overall literacy acquisition, as well as on the development of academic literacy skills. This article describes a study that examined the nature of three Asian adolescent ELLs’ out-of-school literacy practices and their implications for school-based literacy growth. These Asian adolescent ELLs engaged in various types of reading and forms of writing in both their native language (L1), Korean, and their L2, English, within both print and computer-based contexts. The findings suggest some often overlooked connections, direct or indirect, between in and out-of-school literacy. The article discusses the implications of these findings for pedagogy and future research.

scholarly journals THE IMPLEMENTATION OF 5E LEARNING CYCLE MODEL ON THE TOPIC ‘STRUCTURE AND FUNCTION OF PLANTS’ TO IMPROVE THE SCIENTIFIC LITERACY OF THE SECOND YEAR STUDENTS OF A JUNIOR HIGH SCHOOL IN PEKANBARU

2018 ◽  
Vol 2 (2) ◽  
pp. 26
Author(s):  
Evi Suryawati ◽  
Mariani Natalina ◽  
Nadia Nadia ◽  
Deswati Deswati
Keyword(s):  
Junior High School ◽  
School Environment ◽  
Scientific Literacy ◽  
Science Literacy ◽  
Positive Impact ◽  
Literacy Skills ◽  
Learning Activities ◽  
Learning Cycle ◽  
Literacy Skill ◽  
Cycle Model

Abstract: This study aims to improve student’s science literacy skills by using 5E Learning Cycle model. The treatment was conducted collaboratively for the topic ‘Structures and functions of plants’ involving Biology lectures, pre-service teachers, and the science school teachers of SMPN 21 Pekanbaru in August 2018. The focus of the observation was on science literacy and learning activities of students, both individually and in groups. Science literacy including scientific, procedural and epistemic knowledge was measured through worksheets. While the aspects of explaining scientific phenomena, evaluating and design scientific investigations, interpreting data, and the evidence were measured using an assessment sheet performance. Curiosity, scientific argumentation and environmental awareness were measured using the observation sheet. Learning activities carried out inside and outside the classroom had a positive impact on literacy skill science. The data showed the students individually or in groups could answer questions in the worksheet, more actively engaged, more enthusiastic and more curious when observing, identifying and grouping plants using real objects around school environment. Some questions arose from students when identifying corn and carrot plants about vegetative and generative structures. Overall, the implementation of 5E Learning Cycle model can improve students' scientific literacy in learning science at SMPN 21 Pekanbaru

scholarly journals Gender Differences in Learning English as a Second Language among Primary Students in Brunei Darussalam

2020 ◽  
Vol 8 (2) ◽  
pp. 16
Author(s):  
Malai Zeiti Sheikh Abdul Hamid
Keyword(s):  
Gender Differences ◽  
Second Language ◽  
Language Learning ◽  
School Environment ◽  
Primary Schools ◽  
Second Language Learners ◽  
Qualitative Interviews ◽  
Literacy Skills ◽  
Low Literacy ◽  
Brunei Darussalam

English is a major medium for learning in the Bruneian school system and is an important feature of Brunei’s bilingual education policy. There is a concern that students in Brunei have low literacy levels and experience language difficulties in the classroom. Bruneian students, who are second language learners of English encounter problems in communicating in the language due to lack of input at home and the school environment. Through qualitative interviews with young children, gender differences were found in language learning as early as the primary schools. Girls were keen to participate in activities which increased their literacy skills than boys.

PROBLEMS AND PROSPECTS FOR THE DEVELOPMENT OF PSYCHOLOGICAL SERVICE IN SCHOOL

2018 ◽  
pp. 48-53
Author(s):  
O. Chuiko
Keyword(s):  
Professional Identity ◽  
School Environment ◽  
Negative Emotions ◽  
School Psychologist ◽  
Professional Orientation ◽  
Psychological Service ◽  
The Subject ◽  
Psychological Assistance ◽  
Out Of School

The article presents an analysis of the research conducted among students of the faculty of psychology. The purpose is to study the place and role of the psychological service of the school (school psychologist) in the overall process of educational socialization of yesterday's schoolchildren. The study involved 123 students. The geography of the schools where the respondents studied were extremely wide – from Kyiv to the small village of Novosilki (Kyiv, Poltava, Odessa, Khmelnytsky, Vinnytsia, Chernigov, Kropivnitsky, Cherkasy, Lugansk, Sumy, Belaya Tserkov, Kalush, Kremenchuk, Mariupol, Yanchenko-Podilsky, Ostrog, Pokrovsk, Hrebinka, Chervonograd, Zelenodolsk, Melnitsa-Podilsky, Terka and others). They were offered a questionnaire containing 10 questions, as well as a projective picture. The results show that the school psychologist takes most of the time to test (without legalizing goals and testing results). Often meetings with a psychologist are related to the issue of professional orientation, the choice of profession, diagnosis of professional abilities. The term "consultation" is not actually mentioned by the students. In 10.4 % of respondents, negative emotions associated with a psychologist have been preserved, in particular, it indicates unprofessional actions: violation of confidentiality, moral pressure, humiliation against classmates. Lack of real interaction between students and a psychologist, more often it is formal. The students noticed that the psychologist had never had contact with parents, and 5 persons received professional out-of-school psychological assistance. Among the functions that were not specific to the psychologist was the replacement of the lessons of other teachers, the organization of holidays, or even in general. The psychologist at school has no autonomy, the subject of activity is "dissolved" in pedagogical activity, the functions and role that he performs negatively affects his professional identity. The obtained results give grounds to assert the necessity Modernization of the system of school psychological service taking into account transformational changes in the school environment today.

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