School environment through the eyes of primary students

Purpose: The article is aimed at describing a model of self-education of primary school children's parents and the results of its testing in a primary school in a multi-ethnic educational space. The leading technology of organizing self-education for parents of primary students and formation of their methods of auto-didactics is the technology of poly directional pedagogical counseling. Methodology: The following methods of measuring the effectiveness of the offered program were used: SWOT - analysis of educational problems of primary school children in a multi-ethnic educational organization, analysis of research data on related topics, pedagogical modeling, studying students' work, observation, and survey methods with graphical interpretation of the data. Result: The result of the study was a unique model of inclusion of primary students’ parents in the educational space of a multi-ethnic school. In accordance with the authors' model, an awareness program was launched for parents of primary school children. Applications: The research materials can be useful for primary school teachers, for parents of primary students, as well as for specialists in the system of additional education in working with multi-ethnic children groups, as well as for social teachers in working with migrant families to build a non-conflict educational environment. Novelty/Originality: The originality of the study lies in the development of a model for the inclusion of parents of younger schoolchildren in the educational space of a multi-ethnic school through parental self-education organized by school teachers.

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Assessing Self-Directed Learning at School Level

Advances in Early Childhood and K-12 Education - Managing Self-Directed Learning in Primary School Education ◽

10.4018/978-1-5225-2613-1.ch003 ◽

2018 ◽

pp. 61-77

Keyword(s):

Primary School ◽

School Environment ◽

South Australia ◽

Assessment Instrument ◽

School Characteristics ◽

School Level ◽

Primary Students ◽

Self Directed Learning ◽

Effective Learning ◽

Directed Learning

Chapter 3 describes the development of an inventory to assess primary school support for inquiry. First, there is a discussion of the role played by the school environment in primary students' learning, and its importance in SDL in particular. Next, there is a description of a framework of a primary school inquiry environment on which is based the assessment instrument, the Primary School Characteristics Inventory (PSCI). This assessment is based on the external (other) influences shown in the model of effective learning in primary students (Chapter 2 Figure 1). The process of pre-testing and trialing the inventory is outlined before the revised version of the inventory was sent to 100 schools across the state of South Australia. Following this, there is an outline of the Primary School Characteristics Inventory used in an intervention study on self-directed learning.

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A Look at Interethnic Contact and Social Distance in Vision School Environment in Malaysia

World Studies in Education ◽

10.7459/wse/21.1.06 ◽

2020 ◽

Vol 21 (1) ◽

pp. 77-92

Author(s):

Suresh Kumar N Vellymalay

Keyword(s):

Ethnic Groups ◽

Social Distance ◽

School Environment ◽

Quantitative Data ◽

School Setting ◽

Primary Students ◽

Strong Preference ◽

Interethnic Contact

This study examines the interethnic adaptation and friendship patterns of students in the Malaysian Vision School setting. A total of 541 primary students from 11 schools within five different Vision School complexes participated in this study. Questionnaires were used to collect quantitative data from the students. Findings of friendship patterns indicate that students are more inclined towards their own ethnicity rather than students from different ethnic groups. In terms of adaptation, students prefer and choose to befriend others within their own ethnicity. It is clear that the strong preference for in-group friendship thereby draws boundaries and creates social distance among students.

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Primary Students’ Perception towards Cultural Differences in The School Environment

Jurnal VARIDIKA ◽

10.23917/varidika.v32i2.12055 ◽

2020 ◽

Vol 32 (2) ◽

pp. 78-86

Author(s):

Yeny Prastiwi

Keyword(s):

Elementary Students ◽

Cultural Differences ◽

School Environment ◽

Research Data ◽

Primary Students ◽

Japanese Culture ◽

Participatory Action ◽

Islamic Schools ◽

Foreign Culture ◽

Homogeneous Culture

This article aims at uncovering how the elementary students’ responses to cultural differences. The students as the object of the present research is from four different Islamic schools. In this sense, the students are getting used socialize with homogeneous culture. This research was conducted through participatory action research where the member of the research she is a foreigner – Japanese and student of BIPA (Indonesian Language for foreign speaker) program – introduces her culture to six grade students (eleven to twelve years old children). The research data was collected through questionnaires. The result of the study indicated by the collected questionnaire shows that most of the students: fifty-eight form seventy-seven students like to the introduction of foreign culture, particularly conducted by foreign people. They are happy with the foreign people in their school introducing in Japanese culture, such as short lyrics Japanese song. Students’ active participation in class activity perceived as their acceptation or positive manner to foreign culture in their school environment.

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Utilizing Mathematical Thinking in Addressing Primary Students’ Adjustment to a New School Environment at an International School

International Journal of Elementary Education ◽

10.11648/j.ijeedu.20150403.13 ◽

2015 ◽

Vol 4 (3) ◽

pp. 56

Author(s):

Stefanos Gialamas

Keyword(s):

School Environment ◽

Mathematical Thinking ◽

International School ◽

Primary Students ◽

New School

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Creative Problem Solving in Public School Supervision

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.2003.320 ◽

1989 ◽

Vol 20 (3) ◽

pp. 320-332 ◽

Cited By ~ 5

Author(s):

David A. Shapiro ◽

Nelson Moses

Keyword(s):

Public School ◽

Problem Solving ◽

School Environment ◽

Professional Growth ◽

Cognitive Learning ◽

School Personnel ◽

Collaborative Problem Solving ◽

The Public ◽

School Supervision ◽

Team Functioning

This article presents a practical and collegial model of problem solving that is based upon the literature in supervision and cognitive learning theory. The model and the procedures it generates are applied directly to supervisory interactions in the public school environment. Specific principles of supervision and related recommendations for collaborative problem solving are discussed. Implications for public school supervision are addressed in terms of continued professional growth of both supervisees and supervisors, interdisciplinary team functioning, and renewal and retention of public school personnel.

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