scholarly journals Indicators of Resiliency Among Urban Elementary School Students At-Risk

2015 ◽  
Author(s):  
John Rausch ◽  
Cheryl Lovett ◽  
Christopher Walker
Keyword(s):  
At Risk ◽  
Elementary School ◽  
Elementary School Students ◽  
Drop Out ◽  
Fifth Grade ◽  
Risk Environment ◽  
School Students ◽  
Students At Risk ◽  
Drop Out Rate ◽  
Urban Elementary School

This study was designed to investigate the phenomenon of resiliency among urban elementary school students in an at-risk environment. In contrast with previous studies narrowly focused upon the identification of risk factors, this study utilized a phenomenological qualitative approach to investigate indicators of resiliency from both individual and contextual perspectives. The narrative descriptions of 25 elementary school students in an at-risk environment were analyzed. The results indicated that the participants had strong individual and contextual resiliency indicators through the fifth grade despite being educated in a school district with almost a 60% drop-out rate before high school graduation.

Critical Issues in the Understanding of Young Elementary School Students at Risk for Problems in Written Expression: Introduction to the Special Series

2017 ◽  
Vol 51 (4) ◽  
pp. 315-319 ◽  
Author(s):  
David L. Coker ◽  
Young-Suk Grace Kim
Keyword(s):  
At Risk ◽  
Elementary School ◽  
Elementary School Students ◽  
Written Expression ◽  
School Students ◽  
Students At Risk ◽  
Writing Difficulties ◽  
Special Series ◽  
Effective Interventions ◽  
Critical Issues

In this introduction to the special series “Critical Issues in the Understanding of Young Elementary School Students at Risk for Problems in Written Expression,” we consider some of the contextual factors that have changed since a similar special issue was published in the Journal of Learning Disabilities in 2002. We also explore how the five articles included in this special series address the following important themes: early writing development, identification of students with writing difficulties, and effective interventions for struggling writers. In conclusion, we envision future directions to advance the field.

scholarly journals TRABAJO EN RED Y ACOMPAÑAMIENTO SOCIOEDUCATIVO CON ESTUDIANTES DE SECUNDARIA EN DESVENTAJA SOCIAL

2018 ◽  
Vol 22 (3) ◽  
Author(s):  
Cristóbal Ruiz-Román ◽  
Lorena Molina Cuesta ◽  
Rocio Alcaide Vives
Keyword(s):  
At Risk ◽  
Social Exclusion ◽  
Drop Out ◽  
School Students ◽  
Students At Risk ◽  
Educational Support ◽  
Drop Out Rate ◽  
School Drop Out ◽  
Educational Inclusion ◽  
The Impact

Resumen:Este trabajo presenta los resultados de una evaluación realizada al programa “Asperones Avanza”. Un programa que, mediante el trabajo en red, pretende favorecer las oportunidades educativas de estudiantes de secundaria que viven en riesgo de exclusión social en la barriada de Los Asperones (Málaga). El estudio que se presenta tiene como objetivo evaluar el impacto de los tres ejes de actuación del programa “Asperones Avanza”: 1) La disminución del abandono escolar; 2) La mejora de la inclusión socioeducativa de los estudiantes a través de procesos de acompañamiento; y 3) La creación de procesos de trabajo en red. Los investigadores consensuaron una serie de indicadores de evaluación en torno a estos tres ejes. Dichos indicadores determinaron la necesidad de contar con diversidad de informantes (docentes, educadores sociales, estudiantes y madres), así como la opción de utilizar instrumentos de corte cuantitativo y cualitativo para cubrir las limitaciones propias de cada instrumento y responder a la globalidad de los indicadores. Los resultados de la investigación muestran los beneficios que el programa ha tenido sobre el rendimiento académico y el abandono escolar de los estudiantes. Así mismo, los resultados evidencian la importancia del acompañamiento educativo realizado por los educadores y de las sinergias generadas entre los diversos agentes socioeducativos. En la discusión y conclusiones se contrastan los resultados obtenidos con referentes teóricos y se ofrecen algunos aportes relativos a los beneficios de la acción socioeducativa en red para contrarrestar los hándicaps de estudiantes en riesgo de exclusión social. Abstract:This paper discusses the results of an evaluation of the ‘Asperones Avanza’ programme. This programme seeks to promote the educational opportunities of secondary school students living at risk of social exclusion through a network project carried out in a neighbourhood in Malaga, Spain, called Los Asperones. The aim of the study was to assess the impact of the three main lines of action of the ‘Asperones Avanza’ programme: 1) Reducing the school drop-out rate; 2) Improving the socio-educational inclusion of students through educational support; and 3) Creating network-based processes. The researchers agreed on a series of evaluation indicators around these three lines of action. These indicators required various types of informants (teachers, social educators, students and mothers), as well as the choice of using quantitative and qualitative instruments to compensate for the limitations of each instrument and address all the indicators. The results of the study show the benefits that the programme has had on the students’ academic performance and drop-out rate. The results also illustrate the importance of the educational support provided by educators and the synergies generated among the various socio-educational agents. The discussion and conclusions monitor the results against the theoretical framework used as a reference and provide some contributions related to the benefits of network-based socio-educational action in order to counteract the handicaps of students at risk of social exclusion.

Discriminant Validation of the Test of Reading Performance (TORP) for Identifying Children at Risk of Reading Difficulties

2000 ◽  
Vol 16 (2) ◽  
pp. 139-146 ◽  
Author(s):  
Padeliadu Susana ◽  
Georgios D. Sideridis
Keyword(s):  
At Risk ◽  
Elementary School Students ◽  
Reading Difficulties ◽  
Reading Performance ◽  
Low Achievers ◽  
Children At Risk ◽  
School Students ◽  
Students At Risk ◽  
Group A ◽  
The Mean

Abstract This study investigated the discriminant validation of the Test of Reading Performance (TORP), a new scale designed to evaluate the reading performance of elementary-school students. The sample consisted of 181 elementary-school students drawn from public elementary schools in northern Greece using stratified random procedures. The TORP was hypothesized to measure six constructs, namely: “letter knowledge,” “phoneme blending,” “word identification,” “syntax,” “morphology,” and “passage comprehension.” Using standard deviations (SD) from the mean, three groups of students were formed as follows: A group of low achievers in reading (N = 9) including students who scored between -1 and -1.5 SD from the mean of the group. A group of students at risk of reading difficulties (N = 6) including students who scored between -1.5 and -2 SDs below the mean of the group. A group of students at risk of serious reading difficulties (N = 6) including students who scored -2 or more SDs below the mean of the group. The rest of the students (no risk, N = 122) comprised the fourth group. Using discriminant analyses it was evaluated how well the linear combination of the 15 variables that comprised the TORP could discriminate students of different reading ability. Results indicated that correct classification rates for low achievers, those at risk for reading problems, those at risk of serious reading problems, and the no-risk group were 89%, 100%, 83%, and 97%, respectively. Evidence for partial validation of the TORP was provided through the use of confirmatory factor analysis and indices of sensitivity and specificity. It is concluded that the TORP can be ut ilized for the identification of children at risk for low achievement in reading. Analysis of the misclassified cases indicated that increased variability might have been responsible for the existing misclassification. More research is needed to determine the discriminant validation of TORP with samples of children with specific reading disabilities.

scholarly journals Penerapan Teknik Akrostik dalam Pembelajaran Menulis Puisi Pada Siswa Sekolah Dasar

2021 ◽  
Vol 4 (2) ◽  
pp. 209
Author(s):  
Ratmiati - - ◽  
Sunarti - -
Keyword(s):  
Elementary School ◽  
Action Research ◽  
Elementary School Students ◽  
Student Learning Outcomes ◽  
Class Action ◽  
Fifth Grade ◽  
Average Score ◽  
School Students ◽  
Research Procedure ◽  
Improve Student Learning

Thisstudyaims toimprove poetry writing skills with acrostic techniques in elementary school students. This research is descriptive qualitative. This type of research is a class action research (Class Action Research). The research carried out consisted of two cycles, each cycle being carried out three times.TheThe research procedure includes planning, implementing the action, observing and reflecting. The subjects in this study were 34 grade V elementary school students.After carrying out the research in the first cycle 21 of 34 students got a score of 72.35 who got a "low" qualification. After that, the second cycle of research was carried out, 33 students got an average score of 80 in the "High" qualification. Based on the results of the research in the first and second cycles it proves that the application of acrostic techniques in learning to write poetry in fifth grade elementary school students is very appropriate because the application of these techniques can improve student learning outcomes in writing poetry for the better.

scholarly journals PENDIDIKAN KARAKTER BERBASIS GERAKAN LITERASI DI SEKOLAH DASAR

2020 ◽  
Vol 11 (1) ◽  
pp. 24-34
Author(s):  
Sri Subiyanti ◽  
Murtono Murtono ◽  
Suad Suad
Keyword(s):  
Elementary School ◽  
Data Collection ◽  
Character Education ◽  
Elementary School Students ◽  
T Test ◽  
Fifth Grade ◽  
Validity And Reliability ◽  
Research Subjects ◽  
School Students ◽  
Eligibility Criteria

The purpose of this study was to develop and test the effectiveness of the character education module based on the school literacy movement. This type of research uses Research and Development (RnD). The research subjects used were fifth grade elementary school students in the RA Kartini Cluster, Jaken District, Pati Regency. Data collection techniques by means of observation, interviews, documentation, and questionnaires. The data was collected using observation sheets, interview sheets, photos of activities, and filling out questionnaires. Sources of data obtained from filling out questionnaires, observations, and responses from school principals, class teachers, subject teachers, students, and school committees on the implementation of the module. The resulting module is validated by material experts and module experts. Small group trials were conducted in fifth grade SDN Mojoluhur, Jaken District, Pati Regency. Meanwhile, product use trials were carried out in fifth grade SDNs in the RA Kartini Cluster, Jaken District, Pati Regency. Data analysis techniques are data collection, data presentation, and drawing conclusions and using the t-test to determine the effectiveness of the module. The questionnaire instrument test used validity and reliability, while the quality of the module in the study used expert validation. The results showed: (1) a character education module developed based on the school literacy movement for elementary schools; (2) the character education module based on the school literacy movement is declared valid, the percentage of eligibility criteria for the validator is 75% (feasible) and 83% (very feasible); (3) the character education module based on the school literacy movement is effective for instilling character education in elementary school students. This is shown in the t test the effectiveness of -121.696 1.86 was obtained and the average student character questionnaire before and after using the module increased by 30.08%; (4) the results of teacher responses from observations showed 75.6% (good).

scholarly journals THE EFFECTIVENESS OF MULTICULTURAL APPROACH IN WRITING ACHIEVEMENT OF INDONESIAN LANGUAGE AMONG ISLAMIC ELEMENTARY SCHOOL STUDENTS

2019 ◽  
Vol 38 (2) ◽  
pp. 366-376
Author(s):  
Noor Alfulaila ◽  
Haryadi Haryadi ◽  
Ajat Sudrajat ◽  
Nashrullah Nashrullah
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Learning Motivation ◽  
Fifth Grade ◽  
Control Group ◽  
Writing Achievement ◽  
School Students ◽  
Learning Achievement ◽  
Fifth Grade Students ◽  
And Control

Multicultural approach in Indonesian language has become an absolute necessity over the last years. This research highlights the role of multicultural culture as a means to improve writing achievement of Indonesian Language among elementary school students. This study aims at determining the effectiveness of the multicultural approach in the writing achievement of Indonesian language among fifth grade students of islamic elementary school who are grouped based on their learning motivation. This study can be catagorized as an experimental study with 2x2 factorial design. The independent variable consists of two categories, multicultural and conventional approaches. The population was  60 fifth grade students of at two private islamic schools. The data was collected using learning achievement tests and learning motivation questionnaires, and analyzed using two-way ANOVA and sheffe test. The results showed that (1) there were a gap in learning achievement between students in the experimental group and control group students; (2) there were differences in learning achievement between students with high motivation between both groups; (3) there were differences in learning achievement between low motivated students between both groups; (4) the multicultural approaches proved to be more effective than the conventional one; and (5) there was no interaction between the approaches and the learning motivation.

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