scholarly journals ¿Harry Potter en Educación Deportiva? Percepciones del profesor, estudiantes y familias

2022 ◽  
Vol 11 ◽  
pp. 2
Author(s):  
José Ignacio Menéndez Santurio
Keyword(s):  
Primary School ◽  
Case Study Research ◽  
Sixth Grade ◽  
Total Sample ◽  
Harry Potter ◽  
Sport Education ◽  
Sixth Grade Students ◽  
Teacher Students ◽  
Educación Primaria

The goal of this study was to examine teacher, students and parents’ perceptions of a quidditch-muggle Sport Education season at a primary school. Fifty-two sixth-grade students from one primary school participated in the study. A case study research design was followed. One Physical Education specialist with expertise in the Sport Education Model agreed to participate and conducted a season based on the quidditch-muggle sport (17 sessions; 60 minutes/each, two days/week). Finally, forty-five parents, 86.52% of the total sample, agreed to provide their insights on their children’s Harry Potter experience. Several instruments were used to collect qualitative data: teacher’s diary, students’ open-ended question, parents’ open-ended question and students’ discussion groups. From the analysis of all data obtained, four positive categories emerged: enjoyment, novelty, learning and self-construction and one negative: competitiveness. Teacher, students and parents highlighted the usefulness of the SEM despite of the overemphasis on the competition. El objetivo de este estudio fue examinar las percepciones del profesor, estudiantes y familias de una temporada de Educación Deportiva de quidditch-muggle. 52 estudiantes de 6º de Educación Primaria de un colegio participaron en la investigación. Se llevó a cabo un estudio de caso. Un profesor de Educación Física experto en el modelo de Educación Deportiva participó en el estudio y dirigió la temporada de quidditch-muggle (17 sesiones; 60 minutos por sesión, dos días a la semana). Finalmente, 45 familias, esto es un 86,52% del total de la muestra, aceptaron participar y proporcionar sus puntos de vista acerca de la experiencia de Harry Potter de sus hijos. Se utilizaron diferentes instrumentos de recogida de datos: diario del profesor, preguntas abiertas del alumnado, preguntas abierta de las familias y grupos de discusión del alumnado. Del análisis de datos se extrajeron cuatro categorías positivas: diversión, novedad, aprendizaje y autoconstrucción y una negativa: competitividad. El profesor, el alumnado y las familias destacaron la utilidad del modelo a pesar de la competitividad presente.

scholarly journals School Physics Assistance Learning using the TAI (Team Assisted Individualization) Model: Analysis of Student Evaluation Capabilities

2020 ◽  
Vol 5 (1) ◽  
pp. 45
Author(s):  
Umi Pratiwi
Keyword(s):  
Data Collection ◽  
Experimental Research ◽  
Student Evaluation ◽  
Case Study Research ◽  
Learning Model ◽  
Real Field ◽  
Placement Tests ◽  
Teacher Students ◽  
Partner Schools

The ability of prospective teacher students obtained in lectures needs to be developed to be applied in learning in schools. One of them is by applying the TAI learning model. The application of the TAI (Team AssistedIndividualization) learning model is implemented to analyze the student's evaluation ability in the implementation of school assistance and and to add to the experience of students in the real field. This effort was carried out with four stages of TAI namely Teams, Placement Tests, Student Creative, and Teaching Group. At each stage of the TAI model, students provide a description and analysis in the form of activity reports and presentations. The research conducted is a description of collaborating with experimental research, one-shot case study research on students of physics level 5 and data collection techniques with observation and interviews.The results showed that students had the highest ability to evaluate the ability to provide solutions to the obstacles found in partner schools and the lowest ability to find a settlement procedure that was suitable for the scope of the implementation of school assistance.

scholarly journals El manejo de emociones en niños de educación primaria

2020 ◽  
pp. 18-22
Author(s):  
Blanca Margarita Villarreal-Soto ◽  
María Cristina Cepeda-González ◽  
Lilia Sánchez-Rivera ◽  
Marta Nieves Espericueta-Medina
Keyword(s):  
Private School ◽  
Emotional Development ◽  
Elementary School Children ◽  
Sixth Grade ◽  
Self Esteem ◽  
Intervention Model ◽  
Secular Education ◽  
Sixth Grade Students ◽  
Educación Primaria ◽  
Development Of Students

The objective of this research is to compare the management of emotions in elementary school children from two schools, one with secular education and the other with training in religious values. We worked from a comparison design where there was a sample of 104 sixth grade students from primary school, 52 from a private school and 52 from a public school. The instrument has 49 variables of which 5 are signal. The information was processed both qualitatively and quantitatively in the Statistica program. Among the main results is that the solidification of society occurs from the responsibility of parents and that working on the socio-emotional development of students. Therefore, one of the main conclusions is that healthy coexistence between parents enhances academic efficiency and the management of emotions in students, as well as the recognition of qualities enhances the self-esteem of students, thus helping to reduce the rates of violence inside classrooms. It is proposed to generate an intervention model in schools for the inclusion of subjects of socio-emotional origin as compulsory.

scholarly journals Interventional Nutrition Education Program for Sixth Grade Students in a Governmental Primary School in Giza Governorate

QJM ◽  
2020 ◽  
Vol 113 (Supplement_1) ◽  
Author(s):  
S K Farah ◽  
H A Abouseif ◽  
D A Gamaleldin ◽  
H I Fahim
Keyword(s):  
Primary School ◽  
Nutrition Education ◽  
Education Program ◽  
Eating Habits ◽  
Sixth Grade ◽  
School Students ◽  
Sixth Grade Students ◽  
Healthy Eating Habits ◽  
Nutrition Education Program ◽  
Knowledge Attitude And Practice

Abstract Background Nutrition is a critical part of health and development. Better nutrition is related to improvement of child health, stronger immune systems, and lower risk of non-communicable diseases. Objectives the study aimed to describe knowledge, attitude and practice of sixth grade, primary school students about healthy eating habits and healthy diet and to implement and assess a nutrition education program for healthy eating habits and healthy diet. Participants and Tools An interventional study was conducted in one governmental primary school in Giza governorate and included 120 sixth grade students. The health education program was divided into three stages: Pre-intervention stage in which the knowledge, attitude and practice (KAP) of students about healthy and unhealthy dietary habits was assessed. Then educational program was implemented and (KAP) of students was re-assessed again twice after the education session immediately and then two months later. Results Most of the children (69.6%) had fair nutrition knowledge, (23.2%) had good knowledge, while (7.2%) had poor knowledge. After the intervention, there was an improvement in nutrition knowledge score of participated students (p < 0.05) and this change was maintained after 2 months of the intervention. The total mean score percentage was (68% ± 9.8%) before intervention and had improved after 2 months of the intervention than before. The attitude of participated students had improved after intervention in relation to the concept that eating a lot of fat can make one become obese and eating a lot of sugar and sweets is harmful for health (p < 0.001) The practice had improved among the study participants after 2 months of the intervention than before intervention (80.1% ± 5.1 vs. 68.5 ± 9.8%). Conclusion School nutrition intervention programs can have a great impact on knowledge and behavior of primary school students especially if various methods of teaching and learning were applied.

scholarly journals Pedagogical approaches for ICT integration into primary school English and mathematics: A Singapore case study

2012 ◽  
Vol 28 (4) ◽  
Author(s):  
Lee Yong Tay ◽  
Siew Khiaw Lim ◽  
Cher Ping Lim ◽  
Joyce Hwee-Ling Koh
Keyword(s):  
Primary School ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Ict Use ◽  
Digital Work ◽  
Group Interviews ◽  
And Mathematics ◽  
Pedagogical Approaches

<span>This case study research attempts to examine the pedagogical approaches for the teaching of English and mathematics with information communication technology (ICT) in a primary school in Singapore. The study uses the learning </span><em>with</em><span> and learning </span><em>from</em><span> ICT framework in reporting and analysing how ICT has been used in the teaching of English and mathematics. This framework also looks into the level of production (i.e., students' creation of digital work) and collaboration when learning </span><em>with</em><span> and/or </span><em>from</em><span> ICT. From the review of documents and lesson plans; interviews with teachers; group interviews with students; and questionnaire survey of the students on their frequency of ICT use, the findings seem to suggest a difference in the pedagogical approach adopted by English and mathematics teachers. The frequency of ICT use was also reported to be significantly higher in English lessons compared with mathematics lessons. Mathematics teachers primarily adopted the learning </span><em>from</em><span> ICT pedagogy with occasional learning </span><em>with</em><span>ICT approach. However, English teachers facilitated the students to learn </span><em>from</em><span> and also </span><em>with</em><span> technology,</span><em>with</em><span> production and also </span><em>with</em><span> elements of collaboration. This case study illuminates the usefulness of the learning </span><em>with</em><span> and </span><em>from</em><span> ICT as a conceptual framework in guiding both researchers and teachers to be more aware of the pedagogical implications when ICT is added in the teaching and learning process. This case study also once again suggests the pivotal role of the teacher.</span>

scholarly journals Internal quality assurance system in primary school (case study at Al-Kautsar plus primary school Malang)

2020 ◽  
Vol 5 (2) ◽  
pp. 172-186
Author(s):  
Darmaji Darmaji ◽  
Achmad Supriyanto ◽  
Maulana Amirul Adha ◽  
Agus Timan
Keyword(s):  
Quality Assurance ◽  
Primary School ◽  
School Quality ◽  
Case Study Research ◽  
Internal Quality ◽  
Quality Assurance System ◽  
Assurance System ◽  
Internal Quality Assurance ◽  
The Impact

The purpose of this study is to describe, (1) the steps of the internal school quality assurance system, (2) the strategy for implementing internal school quality assurance, and (3) the implementation of the implementation of the internal school quality assurance system. The method used in this study was descriptive qualitative with a case study research design. This research was conducted in Al-Kautsar Plus Primary School Malang by involving the Principal as key informants and additional informants as teachers. This study collected data using interview techniques, documentation studies and observations. The results of this study are, (1) the SPMI school's internal quality assurance steps in the school's internal quality assurance through the Plan, Do, Check and Act steps. (2) the school strategy in improving the quality of the superior schools is done internally, the development of syllabus, evaluation of minimum completeness criteria (KKM), graduation standard requirements (SKL), supervision of learning, and learning, and (3) the impact of the implementation of internal quality assurance carried out by Al-Kautsar Plus Primary School in the City of Malang, is school achievements have been achieved both nationally and internationally and the image of the school has increased.

The Writer in the Reader

2013 ◽  
pp. 202-220 ◽  
Author(s):  
Bernadette Dwyer ◽  
Lotta Larson
Keyword(s):  
Sixth Grade ◽  
The United States ◽  
Peer Collaboration ◽  
Literature Discussion ◽  
Message Board ◽  
Global Literature ◽  
Sixth Grade Students ◽  
Literature Circle ◽  
The Relationship

Digital reading environments are redefining the relationship between reader, text, activity, and sociocultural context. This chapter explores the nature of engagement, collaboration, and reader/writer response, as sixth-grade students from Ireland and the United States read and responded to electronic books within the context of an online global literature circle. In response to the readings, students composed digital thinkmarks, which served as springboards for subsequent written asynchronous message board discussions. Findings from this qualitative case study suggest that peer collaboration in an online literature discussion forum enabled the construction of social identity, community building, and a sociocultural situated response and engendered immersion in, involvement with, and interpretation of texts.

scholarly journals Aspectos que facilitan la motivación con tareas matemáticas. Un estudio de casos con estudiantes de maestro de primaria

2017 ◽  
Vol 10 (4) ◽  
pp. 307-337
Author(s):  
Ana Belén Montoro ◽  
Francisco Gil
Keyword(s):  
Primary School ◽  
Mathematical Tasks ◽  
Flow Experience ◽  
School Teachers ◽  
Immediate Feedback ◽  
Primary School Teachers ◽  
Educación Primaria ◽  
Estudiantes Universitarios

Cuando un estudiante experimenta flujo en una tarea (está plenamente concentrado y disfrutando al realizarla), aumenta su rendimiento y el deseo por continuar realizando tareas similares. Esta investigación explora qué factores favorecen o dificultan la aparición de experiencias de flujo, en estudiantes universitarios del grado en educación primaria, al trabajar en grupos de cuatro o cinco estudiantes. Para ello, se compara el comportamiento de dos grupos de estudiantes al resolver dos tareas matemáticas. Los resultados muestran la importancia de establecer metas claras, proporcionar retroalimentación inmediata y que el estudiante confíe en su capacidad para superar la tarea. Exploring which aspects facilitate motivation towards mathematics. A case study with pre-service primary school teachers When students experience flow doing a task (they are deeply focused on the task and enjoying it), their performance and their engagement with similar tasks increase. This research explores which aspects fa-cilitate or block the flow experience with regard to pre-service primary school teachers while working in groups of four or five students. For this purpose, the researchers compare the behavior of two groups of students solving two mathematical tasks. The results show the im-portance of setting clear goals, providing immediate feedback and stu-dents trust their ability to accomplish the task.Handle: http://hdl.handle.net/10481/41648WOS-ESCI

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