scholarly journals Analysis of E-Readiness in Distance Learning at Korwilcam Dindik Public Elementary Schools Kedungbanteng, Banyumas Regency

2021 ◽  
Author(s):  
Sulastri Sulastri ◽  
Yahya Sudarya
Keyword(s):  
Elementary Schools ◽  
Distance Learning ◽  
Public Elementary Schools

scholarly journals Printed Modular Distance Learning in Philippine Public Elementary Schools in Time of COVID-19 Pandemic: Quality, Implementation, and Challenges

2021 ◽  
Vol 4 (3) ◽  
pp. 19-29
Author(s):  
Allen Jake S. Talimodao ◽  
Dennis V. Madrigal
Keyword(s):  
Elementary Schools ◽  
Distance Learning ◽  
The Philippines ◽  
Department Of Education ◽  
National Standards ◽  
Instructional Supervision ◽  
Learning Modalities ◽  
Public Elementary Schools ◽  
Relevant Education

Coronavirus Disease 2019 forced educational sectors worldwide to implement various distance learning modalities. In the Philippines, printed modular distance learning modality was implemented to continue delivering quality and relevant education amid the pandemic. Thus, this study assessed the quality and implementation of PMDL in public elementary schools. Likewise, this study ranked the challenges encountered by the teachers in the quality and implementation of PMDL. Using descriptive and inferential analyses, the results revealed that both quality and implementation of PMDL were consistently excellent, indicating the adherence of the modality to the national standards set by the Department of Education. However, significantly lower quality of PMDL among small and medium schools and the encountered challenges of teachers on assessments, activities, outputs, parents' incapacity, inconsistent participation, and compliance established the need for instructional supervision.

Mother- Tongue Based Multilingual Education Certificate Program vis- a- vis Pupils’Academic Performance in Public Elementary Schools in Cebu

2015 ◽  
Vol 3 (2) ◽  
pp. 43-55
Author(s):  
Jestoni Babia ◽  
◽  
Helmae Etulle-Tapanan ◽  
Juleita Catipay ◽  
Lea Mae Ladonga ◽  
...  
Keyword(s):  
Elementary Schools ◽  
Mother Tongue ◽  
Certificate Program ◽  
Multilingual Education ◽  
Public Elementary Schools

Inadvertent Exemplars: Life History Portraits of Two Socially Just Principals

2012 ◽  
Vol 22 (1) ◽  
pp. 79-115 ◽  
Author(s):  
Martin Scanlan
Keyword(s):  
Social Justice ◽  
Life History ◽  
Elementary Schools ◽  
Middle Class ◽  
Life Histories ◽  
Public Elementary Schools ◽  
White Middle Class ◽  
English Speaking ◽  
Native English Speaking

This study creates life history portraits of two White middle-class native-English-speaking principals demonstrating commitments to social justice in their work in public elementary schools serving disproportionately high populations of students who are marginalized by poverty, race, and linguistic heritage. Through self-reported life histories of these principals, I create portraits that illustrate how these practitioners draw motivation, commitment, and sustenance in varied, complicated, and at times contradictory ways.

scholarly journals Schools at the Rural-Urban Boundary: Blurring the Divide?

2017 ◽  
Vol 672 (1) ◽  
pp. 185-201 ◽  
Author(s):  
Julia Burdick-Will ◽  
John R. Logan
Keyword(s):  
Spatial Distribution ◽  
Elementary Schools ◽  
Urban Areas ◽  
Educational Opportunity ◽  
Metropolitan Areas ◽  
Educational Inequality ◽  
Rural And Urban Areas ◽  
Public Elementary Schools ◽  
Rural And Urban ◽  
Commuting Patterns

Schools often mirror the communities in which they are located. Research on rural-urban school inequality tends to focus on the contrast among urban, suburban, and rural schools, glossing over the variation and similarities within these areas. We provide a richer description of the spatial distribution of educational inequality by examining school composition, achievement, and resources in all U.S. public elementary schools in 2010–2011. We take the traditional census categories derived from residential and commuting patterns, and apply them to schools across the country in analyses that reveal gradual transitions and blurry boundaries among the traditional zones. The results show high levels of variation within the suburbs and substantial commonality between rural and urban areas and suggest that census-defined metropolitan areas are not ideal when considering the geography of educational opportunity.

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