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Academic literature on the topic 'Elementary home-based education centres'

Author: Grafiati
Published: 10 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "Elementary home-based education centres"

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Sacristán-Pérez-Minayo, Gonzalo, and Ruth María Martín-Moro. "FROM ELEMENTARY SCHOOL TO UNIVERSITY EDUCATIONAL PROGRAMMES: A COMPREHENSIVE STUDY OF THE ADULT EDUCATION IN SPAIN." Problems of Education in the 21st Century 51, no. 1 (March 15, 2013): 113–25. http://dx.doi.org/10.33225/pec/13.51.113.

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Lifelong learning plays an important role due to the actual needs that we have in terms of knowledge-based economy. It provides education both to working and non-working people who want to be part of this developing society. In this study, two different levels of the Spanish Adult Education are assessed but not only from an individual point of view, but also from the point of view of cooperation between them in order to improve the teaching-learning process. Both the Education Centre of Olmedo (Olmedo, Spain) and the University of Burgos (Burgos, Spain) are described deep inside and likewise, the activities that they two are developing to interconnect both the two centres and the educational levels so that the learning process is never interrupted. Activities such as seminars, web pages management, oral presentations and questionnaires showing different aspects of the educational process will be discussed in the present study. The use of the new Information Technology and Communication (ICT) should be enhanced for effective learning of our adult students. From our results, it will be demonstrated that adults can be part of the education system and therefore gain new skills and knowledge that let them succeed in their lives. Key words: adult education, developing society, lifelong learning, teaching-learning process, teaching methodology.
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Mantzikos, Constantinos Ν., Christina Σ. Lappa, Vasiliki Siamanta, and Zoe Charoumenou. "Η αξιολόγηση της δομής της Παράλληλης Στήριξης από τους γονείς παιδιών με Διαταραχή Αυτιστικού Φάσματος." Preschool and Primary Education 6, no. 2 (November 20, 2018): 144. http://dx.doi.org/10.12681/ppej.15889.

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The aim of this quantitative research was to research the opinions of the structure and function of Parallel Support (P.S.) by parents with children on the autism spectrum. Through random sampling, the sample of the study consisted of 185 parents [148 (80.0%) female and 37 (20.0%) male]. The data of the questionnaire were analysed via descriptive and inferential statistics (SPSS version 21). Parents with children on the autism spectrum positively evaluated the attendance of their children in the general education classes, as well as the meetings with the teachers. They moderately evaluated teachers' support in home-related issues the children might deal with. On the other hand, the recruitment process of special education teachers and the inadequate information of the Diagnostic and Support Centres concerning the kind of school that their children should attend and the function of the P.S. were negatively evaluated. Finally, there were also some dependent variables that affected parents’ answers, such as education, professional level, financial situation, place of residence, student’s school (Public or Private P.S.), as well as elementary and secondary level. In conclusion, parents pointed out that the P.S. has significant benefits to the behavioural and educational level of their children. However, their evaluations have shown that the educational policy of inclusion is not thoroughly implemented.
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Karim, Orusa. "Status of Secondary Education in Bihar: An Overview." Journal of Humanities and Education Development 4, no. 3 (2022): 229–36. http://dx.doi.org/10.22161/jhed.4.3.27.

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According to the Indian constitution, one of the fundamental rights is the right to education, and secondary education is an important sub-sector of the entire education system because it shapes and directs the child toward a bright future. Bihar has historically been a major centre of learning and is home to one of the oldest universities in the country, but the state's modern education system paints a different picture. Bihar has the lowest literacy rate in the country, at 61.80%, according to the latest census data. The purpose of this paper is to investigate the state of secondary education in Bihar. This research is based on content analysis, which includes newspaper articles, articles from reputable sites such as CENSUS, U-DISE, NUEPA, and NCERT, and reports from reputable sites such as CENSUS, U-DISE, NUEPA, and NCERT, among others. The data shows Bihar's vulnerability in achieving secondary education after analyzing several reports and articles. According to NUEPA statistics for 2014-15, Bihar's net enrolment ratio in secondary education fell to 42.08 percent, compared to 93.77 percent in primary education. Although the Bihar government has made significant efforts at the secondary level, such as making text books available to all secondary students at a low cost through BSTPC and introducing several schemes such as Bihar Shatabdi Mukhyamantri Balika Poshak Yojna, Mukhyamantri Bicycle Yojna, and Shaikshnik Paribhraman Yojna, the overall transition rate from elementary to secondary education remains at 84.64 percent. The study of secondary education in Bihar highlighted the major issues that require immediate attention and action in order to ensure that high-quality education is maintained.
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Matsudo, Victor, Sandra Matsudo, Douglas Andrade, Timoteo Araujo, Erinaldo Andrade, Luis Carlos de Oliveira, and Glaucia Braggion. "Promotion of physical activity in a developing country: The Agita São Paulo experience." Public Health Nutrition 5, no. 1a (February 2002): 253–61. http://dx.doi.org/10.1079/phn2001301.

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AbstractThe purpose of this paper is to present key points of an intervention programme (Agita São Paulo Program) to promote physical activity in a developing country. Agita is a multi-level, community-wide intervention designed to increase knowledge about the benefits and the level of physical activity in a mega-population of 34 million inhabitants of São Paulo State, Brazil. The main message was taken from the Centers for Disease Control/American College of Sports Medicine (CDC/ACSM) recommendation that: ‘everyone should accumulate at least 30 minutes of physical activity, on most days of the weeks, of moderate intensity, in one single or in multiple sessions’. Activities were encouraged in three settings: home, transport and leisure time. Focus groups were students from elementary schools through to college, white and blue collar workers, and elderly people. Innovative aspects included: (1) a research centre leading the process, (2) scientific and institutional partnerships (over 160 groups), (3) a feasible approach – the ‘one-step-ahead’ model, (4) empowerment, (5) inclusion, (6) non-paid media, (7) social marketing, and (8) culture-linked. Data were obtained from 645 random, home-based questionnaires over four years – stratified by sex, age, education and socio-economic level. These data show that the Agita message reached 55.7% of the population, and among these, 23.1% knew the main message. Recall of Agita and knowledge of its purpose were well distributed among different socioeconomic levels, being known by 67% of the most educated. The prevalence of people reaching the recommendation was 54.8% (men 48.7%, women 61%); and risk of being sedentary was quite smaller among those who knew the Agita message (7.1%) compared with those who did not know (13.1%). In conclusion, based upon the Agita São Paulo experience, it appears that a multi-level, community-wide intervention to promote physical activity may obtain good results if the model contains the items listed above.
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Wu, Qiyan, Xiaoling Zhang, and Paul Waley. "Jiaoyufication: When gentrification goes to school in the Chinese inner city." Urban Studies 53, no. 16 (July 21, 2016): 3510–26. http://dx.doi.org/10.1177/0042098015613234.

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Gentrification, or the class-based restructuring of cities, is a process that has accrued a considerable historical depth and a wide geographical compass. But despite the existence of what is otherwise an increasingly rich literature, little has been written about connections between schools and the middle class makeover of inner city districts. This paper addresses that lacuna. It does so in the specific context of the search by well-off middle class parents for places for their children in leading state schools in the inner city of Nanjing, one of China’s largest urban centres, and it examines a process that we call here jiaoyufication. Jiaoyufication involves the purchase of an apartment in the catchment zone of a leading elementary school at an inflated price. Gentrifying parents generally spend nine years (covering the period of elementary and junior middle schooling) in their apartment before selling it on to a new gentrifying family at a virtually guaranteed good price without even any need for refurbishment. Jiaoyufication is made possible as a result of the commodification of housing alongside the increasingly strict application of a catchment zone policy for school enrolment. We show in this paper how jiaoyufication has led to the displacement of an earlier generation of mainly working class residents. We argue that the result has been a shift from an education system based on hierarchy and connections to one based on territory and wealth, but at the same time a strangely atypical sclerosis in the physical structure of inner city neighbourhoods. We see this as a variant form of gentrification.
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Costa, Maria Cristina, Carlos A. F. Ferreira, and Henrique J. O. Pinho. "Physics of Sound to Raise Awareness for Sustainable Development Goals in the Context of STEM Hands-On Activities." Sustainability 15, no. 4 (February 16, 2023): 3676. http://dx.doi.org/10.3390/su15043676.

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This paper aims to present an interdisciplinary approach intended to raise awareness for Sustainable Development Goals in the context of STEM (Science, Technology, Engineering, and Mathematics) hands-on activities targeted to elementary and secondary school. In particular, contents related to the physics of sound are used to warn about the dangers of noise pollution and its consequences for health, well-being, and productivity. Therefore, it is crucial to inform and raise community awareness on this issue, as well as on the measures needed to prevent its consequences. This research is inserted in a broader pedagogical project that includes primary school and secondary school teachers’ professional development and visits to schools to perform several hands-on activities in class aiming to provide students with 21st-century skills related to STEM education. Based on the literature, questionnaires, and participant observation, an empirical study was conducted with teachers who participated in a professional development programme. It is concluded that teachers and students understood the dangers of noise pollution and the measures to be taken to prevent them. Therefore, higher education institutions have a crucial role in the community, namely, through partnerships with schools and teachers’ training centres to raise awareness and disseminate and increase Sustainable Development practices in the community.
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Misjura, Alina, and Dhulfiqar Аlbarkaayi. "MOTIVATIONAL SPHERE OF ELEMENTARY SCHOOL PUPILS IN THE FIELD OF PHYSICAL CULTURE." Sports Bulletin of the Dnieper 1 (2020): 317–22. http://dx.doi.org/10.32540/2071-1476-2019-1-317.

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The issue of increasing the motivation of pupils to the subject "Physical culture and health," independent regular exercises, improvement of motor skills, and the formation of physical education knowledge is currently very relevant in the educational system. There are new views and theoretical and practical recommendations on the problems of physical education of schoolchildren. Many experts in this field believe that it is possible to form an interest to physical culture in special conditions of school or out-of-school visits of sports sections. Other researchers see a solution to this problem in increasing the number of physical education lessons or raising physical education in home environment. However, there is no generally accepted position on this issue. Purpose: to determine the physical needs, motives and values for physical culture of elementary schoolchildren attending day-care centers. Materials and methods: the organization of the study is represented by conducting a diagnostic questionnaire of the needs, motivation and value spheres of physical culture of the 59 pupils of the 4th grades of secondary schools No. 24 and No. 59 of Gomel, visiting day-care centers. Results: the results of the questionnaire made it possible to see the actualization of nine physical education needs and values among puplis. The needs for physical education, physical education and motor skills acquired maximum importance. Physical education, which is not important for pupils, includes the needs for adequate physical education, health and physical education. Conclusion: a child cannot be an active and interested participant in physical education without a balanced system of physical education needs, motives and values. Therefore, to solve this problem, it is very important for a teacher to understand not only the structure and content of these spheres of human culture, to know the mechanisms for their formation, but also to know how to diagnose them. Keywords: demand-motivation sphere; elementary school pupils; motivation; physical education; motive; physical education environment; physicality; motor skills; physical fitness; physical education thinking
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Suriastini, Ni Wayan, Bondan Sikoki, Rodhiah Umaroh, Dani Alfah, Endra Dwi Mulyanto, Naryanta -, Amalia Rifana Widiastuti, and Kusmaintan Widya Lestari. "Evaluation of health-seeking behaviour among older people during the COVID-19 pandemic in Bali and Yogyakarta, Indonesia." Journal of Public Health and Development 21, no. 1 (January 1, 2023): 123–36. http://dx.doi.org/10.55131/jphd/2023/210109.

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The COVID-19 pandemic poses the highest risk to older people with comorbidities, as the rapid spread of the virus reduces the community's access to formal healthcare facilities. This leads to the search for medical alternatives from several informal health sources. Therefore, this study aims to evaluate healthcare-seeking behaviour (HSB) among older people during the COVID-19 pandemic. It also aims to determine the factors influencing this behaviour. Data were obtained from Older People Community-Based Study in Bali and Yogyakarta province, Indonesia, between December 2020 and March 2021, using a phone survey technique. These were analyzed using bivariate (Chi-square test) and multivariate (logistic regression) analyses, to examine the association between the binary outcome of HSB types and explanatory factors. The result showed that 58.3% of the 1241 participants were female, as most were elementary graduates (31.5%) with the average age being 69 years old. During the pandemic period, 49.8% sought medical care at formal health facilities, with a 36% reduction observed in the visitations to formal wellness centres, compared to the pre-pandemic interval. In the multivariate logistic regression, some positive and significant factors were found to influence HSB in visiting formal health facilities. These factors included higher education level/university (AOR=2.04, p<0.05), unemployed status (AOR=1.36, p<0.05), unhealthy lifestyle (AOR=2.53, p<0.001), chronic hypertension disease (AOR=1.78, p<0.001), diabetes (AOR=3.73, p<0.001), and lung disorder (AOR=2.76, p<0.01). In addition, the proportion of inappropriate HSB was relatively high, leading to the necessity to apply the following alternative healthcare techniques, (1) Telephone consultation with professional clinicians, and (2) Provision of village-level care agents, to help monitor older persons' medical conditions during a health crisis.
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Chen, Julie Yu-Wen. "Implementation of the Hanyu Shuiping Kaoshi and its Home Edition During the Covid-19 Pandemic: A Survey of European Test Centres." International Journal of Chinese Education 11, no. 2 (May 2022): 2212585X2211008. http://dx.doi.org/10.1177/2212585x221100877.

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The Hanyu Shuiping Kaoshi (HSK) test is a standardized Chinese language proficiency test targeting non-native speakers. Compared with other Chinese proficiency tests, the HSK has the largest test population in the world and has attracted the most academic research. This article examines how the HSK was carried out during the Covid-19 pandemic and the issues facing home-based HSK test, the so-called HSK Home Edition. The results of a primary survey showed that the majority of test centres in Europe opted to implement the traditional paper-based format of the HSK during the Covid-19 pandemic, despite the availability of the HSK Home Edition. Concerns related to technical and security issues were among the major factors that hindered successful implementation of the Home Edition. Of the test centres that utilised the Home Edition, they rated their overall experience as satisfactory. This finding suggests that concerns relating to technical and security issues associated with the adoption of the Home Edition may be less daunting than anticipated. Additional training for test centre staff could improve the implementation of the Home Edition.
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Bhoki, Hermania, and Emiliana Sri Pudjiarti. "Mental Revolution in Catholic Religious Education Learning Based on the Laudato Si' Curriculum." Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran 8, no. 4 (December 5, 2022): 896. http://dx.doi.org/10.33394/jk.v8i4.6174.

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This study aims to analyze how the teacher's role in voluntarily doing new evangelization as a mediating variable between the teacher's professional competence and On the Care for Our Common Home ecotheological commitment. This study used a quantitative approach. The study population was all elementary-level Catholic religious education teachers in East Flores District. The sample was 110 Inpres Elementary School teachers, 128 Catholic Elementary School teachers and 44 Public Elementary Schools for a total of 282 teachers. Data collection used a questionnaire by utilizing google form. The data analysis technique used in this study is Structural Equation Model (SEM) using the statistical software AMOS version 22. The study findings revealed that Catholic religious education teachers' professional competence and eco-theological commitment could be a driving force in carrying out the most recent contextual new evangelization. It is beneficial for the new generation not to continue actions that cause environmental crises caused by adults. As a result, the earth can provide itself with a common home, a healthy, decent, and comfortable to live in for one big family consisting of all generations of living beings.
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Dissertations / Theses on the topic "Elementary home-based education centres"

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Mordente, Rebecca. "Examining at-home reading programs : the current state of at-home reading programs in Central Florida elementary schools." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1458.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Education
Elementary Education
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Chun, Chen-Cheng. "Language-in-Education Planning and Bilingual Education at the Elementary School in Taiwan." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/195505.

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Language issues, often linked with ideas of history, sentiment, identity, ideology, maintenance, revitalization, minority, and indigenous peoples, are raised constantly in Taiwan. This study focused on examining issues related to language planning and bilingual education at the elementary school level in Taiwan. The research purposes were: 1) to examine the current language education practices in the elementary school by employing perspectives of language planning and bilingual education in Taiwan; and 2) to make recommendations about the current language planning and policy of Taiwan with respect to elementary school language education. There were 123 participants involved in this study. They were elementary school language teachers, language professionals, and parents. Data collection began in the winter of 2004 and continued through the summer of 2005. The research context was elementary school language education. Transcripts and questionnaires were the primary sources for data analysis. Five major phenomena with respect to elementary school language education in Taiwan were found. First, there was no systematic language planning for the present elementary school language education in Taiwan. Second, the three language subjects, Mandarin, English, and Dialects, within the Language Arts area were seen as independent courses without any interdisciplinary integration. Third, parental decisions about the prior order of language learning were structured upon a profound process related to language ideology and instrumentalism. Fourth, the elementary school language curriculum was guided by the concept of Han-centrism. Fifth, because of the phenomenon of language shift, Mandarin has become most children's mother tongue rather than the local languages. Based on the five findings, I suggest that first, team teaching is helpful for elementary school language teachers to integrate children's learning of different languages. Second, parents, language professionals, and language teachers should have more opportunities to communicate with each other about children's language learning. Third, language planners should bear the Han-centric phenomenon in mind, especially when considering issues of educational resources and opportunities and social justice. Fourth, the definition of mother tongues needs to be redefined. Fifth, it is important for every elementary school to develop its own school-based language policy.
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Smeltzer, Krista. "Implementation of an elementary school-based action team for active and healthy living." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=112516.

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The purpose of this study was to describe and evaluate the process of implementing an elementary school-based action team dedicated to increasing physical activity and healthy living opportunities for students. To facilitate this intervention, Epstein and colleagues' (2002) partnership framework, coupled with action research principles, was used to create partnerships between the school, home, and community. The results suggest that an action team based on Epstein and colleagues' guidelines may be suitable for creating opportunities for healthy and active living in an elementary school setting. In particular, families, students, teachers, and administration believed that the action team initiatives added to the school environment, school spirit, and value of the family as an essential component in the school. Likewise, the action team members felt that the health and wellness committee they represented was a valued component in the school culture that could be further developed and improved on in future years.
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Quitoriano, Lupo A. "Effects of a home-based contingency program on improving academic performance of disadvantaged middle school youths." Scholarly Commons, 1987. https://scholarlycommons.pacific.edu/uop_etds/2132.

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Research has demonstrated various ways of improving academic performance of students in public-school classrooms (e.g., Barrish, Saunders, & Wolf, 1969), some of which may be clinically effective but not practical within present school systems. A more practical method is the use of a program involving home-based contingencies. Home-based contingencies simply means that: When children are reinforced by their parents for their appropriate behavior and performance at school, school behavior and performance will improve (Broughton, Barton, & Owen;. 1981). The current study employed a program including home-based contingencies modeled after one created by Shumaker, Hovell, and Sherman (1977), and tested the program's effect on academic performance of disadvantaged middle school youths. The independent variable was the home-based contingency component of the program, and the dependent variables were daily report cards, grades, truancy, attendance, and archival data reflecting previous grades, truancy, and attendance. Results indicated that the home-based contingency program significantly increased appropriate school behavior (t(25) = 13.85, p<0.00), but, did not have any substantial impact on grades (t(2) = 1.53, p>0.08), truancy, or attendance.
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孫群英 and Kwan-ying Suen. "School-based information technology: a case study of the home-school collaboration in a local primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256454.

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Mohoric, Lauren E. "Restructuring to a Substantial Choice-based Art Curriculum." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent15877419441678.

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Schumann, Brandy R. "Effects of Child-Centered Play Therapy and Curriculum-Based Small-Group Guidance on the Behaviors of Children Referred for Aggression in an Elementary School Setting." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4684/.

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The purpose of this study was to determine the effectiveness of child-centered play therapy and curriculum-based small-group guidance on the behaviors of aggressive children in an elementary school as determined by (a) the reduction of aggressive behaviors, (b) the decrease in internalizing problems, and (c) the decrease in externalizing problems of aggressive children. Two types of behavioral instruments, the Behavioral Assessment System for Children-Teacher Rating Scale/Parent Rating Scale and the Child Behavior Checklist-Caregiver/Teacher Report Form, were used to provide multiple measures of the same construct in this matched pretest-posttest comparison group experimental designed study. Qualitative data was also collected. The population studied was comprised of 37 volunteer children identified as aggressive in kindergarten through fourth grade, ages 5-12, who qualified for counseling services at a Title I public elementary school in North Texas . Children who were referred by teachers and parents, and met the required criteria, were matched in pairs on grade level and randomly assigned to one of the two real-world setting interventions; play therapy treatment group (n=20), which received 12-15 individual child-centered play therapy sessions, or the curriculum-based small-group guidance group (n=17), consisting of 12-19 lessons. Major strengths of the study included utilizing students referred for counseling due to behavioral difficulties (students demonstrating at-risk and clinically significant aggressive behaviors) and servicing them at school, a real-world setting. Another strength was the use of 30-minute play therapy and guidance sessions, which conform to typical school practice. Twelve hypotheses were tested using two-factor mixed repeated measures and eta squared. The data of this study tentatively support the effectiveness of both modalities in decreasing the aggressive behaviors, internalizing problems, and externalizing problems of aggressive children. The data seems to indicate that school-based child-centered play therapy is as effective at improving the behaviors of aggressive children as a nationally recognized guidance curriculum program. Qualitative data from the parents and teachers of the children demonstrated clinical significance, suggesting that school-based child-centered play therapy is more noticeably effective in reducing the aggressive behaviors of children. A control group is needed to determine conclusive results and discern possible effects of maturation.
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Schudel, Ingrid Joan. "Examining emergent active learning processes as transformative praxis : the case of the schools and sustainability professional development programme." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1006079.

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This is a study on the nature of learning, particularly the emergence of active learning processes in the case of an environmental education teacher professional development programme – the Eastern Cape Border-Kei cohort of the 2008 Schools and Sustainability Course. This was a part-time, one-year course supporting teachers to qualify, strengthen and deepen opportunities for environmental learning in the South African curriculum. An active learning framework (O’Donoghue, 2001) promoting teaching and learning with information, enquiry, action and reporting/reflection dimensions was integrated into the Schools and Sustainability course design to support these environmental learning opportunities. In this study, the notion of active learning is elaborated as a situated, action-oriented, deliberative and co-engaged approach to teaching and learning, and related to Bhaskar’s (1993) notion of transformative praxis. The study used a nested case study design, considering the case of six Foundation Phase teachers in six primary schools within the Border-Kei Schools and Sustainability cohort. Interviews, observations (of workshops and lesson plan implementation in classrooms) and document review of teacher portfolios (detailing course activities, lesson plans, learners’ work and learning and teaching support materials) were used to generate the bulk of the data. A critical realist theory underpinning the methodology enables a view of agency as emergent from social structures and mechanisms as elaborated in Archer’s (1998b) model of morphogenesis and Bhaskar’s (1993) model of four-planar being. The critical realist methodology also enables a view of emergent active learning processes as open-ended, responsive to particular potential, but dependent on contingencies (such as learning and teaching support materials, tools and methodologies). The analysis of emergent active learning processes focuses particularly on Bhaskar’s (1993) ontological-axiological chain (MELD schema) as a tool for analysing change. The MELD schema highlights1M ontological questions of what is (with emphasis on structures and generative mechanisms) and what could be (real, but non-actualised possibilities). It enables reflection on what mediating and interactive agential processes either reproduce what is or have the potential to transform what is to what could be (2E). Thirdly, the MELD schema enables reflection on what should be – this is the 3L “axiological moment” (Bhaskar, 1993: 9) where questions of values and ethics in relation to the holistic whole are raised. Finally, the schema raises questions (4D) of what can be, with ontologically grounded, context-sensitive and expressively veracious considerations. The study describes the agency of course tutors, teachers and learners involved in the Schools and Sustainability course, as emergent from a social-ecological context of poverty and inequality, and from an education system with a dual transformative and progressive intent (Taylor, 1999). It uses a spiral approach to cluster-based teacher professional development (Janse van Rensburg & Mhoney, 2000) focusing on the development of autonomous (Bernstein, 1990) and reflexive teachers. With teachers well-disposed and qualified to fill a variety of roles in the classroom, these generative structures and mechanisms had the power to drive active learning processes with potential for manifestation as transformative praxis. Through the analysis of the active learning processes emergent from this context, the study shows that the manifestation of transformative praxis was contingent on relational situated learning, value-based reflexive deliberations, and an action-orientation with an emphasis on an iterative relationship between learning and doing. These findings enable a reframing of an interest in action in response to environmental issue and risk, to an interest in the processes that led up to that action. This provides a nuanced vision of active learning that does not judge an educational process by its outcome. Instead, it can be judged by the depth of the insights into absences (2E), the ability to guide moral deliberations on totality (3L), and by the degree of reality congruence (1M) in the lead up to the development of transformative agency (4D). The study also has a methodological interest. It contributes to educational and social science research in that it applies dialectical critical realist philosophy to a concrete context of active learning enquiry in environmental education. It reports on the value of the onto-axiolgical chain in describing a diachronic, emergent and open-ended process; in providing ontological grounding for analysis (1M); in understanding relationality in situated learing processes (2E); in focusing on value-based reflexive learning (3L) and in understanding transformative learning as “tensed socio-spatialising process” (Bhaskar, 1993: 160) where society is emergent from a stratified ontology, and agency and change are open-ended and flexible processes not wholly determined by the social structures from which they emerge (4D). Considering the knowledge interests defined in the 2011 South African Minimum Requirements for Teacher Education (South Africa. Department of Higher Education and Training, 2011) and the Curriculum Assessment Policy Statements (CAPS) which were implemented in South Africa from 2012 (in a phased approach), the study concludes with recommendations for exploring environmental learning in the CAPS. The study proposes working with a knowledge-focused curriculum focusing on the exploration and deepening of foundational environmental concepts, developing relational situated learning processes for meaningful local application of knowledge, supporting transformative praxis through the “unity of theory and practice in practice” (Bhaskar, 1993: 9), and implementing a spiral approach to cluster-based teacher professional development.
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(12970651), Noel P. Miranda. "Elementary home-based education centres for geographically isolated children of the Philippines." Thesis, 1999. https://figshare.com/articles/thesis/Elementary_home-based_education_centres_for_geographically_isolated_children_of_the_Philippines/20174258.

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Meeting the educational needs of children in geographically isolated areas of the Philippines is of critical importance. This study identifies and elaborates the establishment principles and operational strategies needed to ensure that the proposed introduction of elementary home -based education centres in the 26 poor provinces in the Philippines is appropriate and relevant to their educational purposes.

Theoretically, the study applies the concepts of border crossing and border pedagogy developed by Giroux (1992) and the notions of the management of change (Fullan, 1993; Wilenski, 1986) to a non -Western setting to inform the introduction of the proposed centres in the Philippines.

Methodologically, the study follows the constructivist paradigm, uses the case study method, employs semi -structured interview and textual analysis techniques and considers appropriate issues in the ethics and politics of research. Data were collected from fourteen respondents (some in the form of audiotaped interviews, the others providing written responses to the interview schedule), from the Capricornia School of Distance Education in Queensland and the Department of Education, Culture and Sports of the Philippines, and texts provided by the Brisbane and Capricornia Schools of Distance Education and the Department of Education, Culture and Sports.

The analysis of the data revealed several establishment principles and operational strategies that are applicable to the proposed centres and some assumptions and practices

that are needed to indigenise the elementary home -based education centres in the Philippines. These findings suggest the need to indigenise the distance education mode in the Philippines that will enable the creation of a truly Filipino distance education system at the Philippine elementary education level.

This research also clearly identifies other areas for future research which are critical. These are: professional development programs for teachers and home tutors; parental and community support; technological alternatives; cost effectiveness; and government financial support.

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Sianturi, Murni, and Murni Sianturi. "Who is Papuans? The Potentials of Place-Based Education for Elementary School in Central Mountain of Papua, Indonesia." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/19542103928555953793.

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碩士
國立東華大學
教育與潛能開發學系
104
This study explored the potentials of place-based education (PBE) approach in rural indigenous elementary school in Central Mountain of Papua, Indonesia. Later on, this study examined the development and the implementation of PBE curriculum, and the impacts of the curriculum on students' learning outcomes and sense of place. PBE is an interdisciplinary, holistic, and place integration approach of teaching-learning process, teachers’-learners’ activities, situated home and school, and individual-communal actions. The research took place at the Nokapaka YPPGI Elementary School in Lanny Jaya District of Papua which limited on one native teacher and eleven native student participants. This study applied mixed method approach which used test, interview, observation, documents and audio-visual materials as data collection. The study yielded PBE curriculum entitled “Who is Papuans” which was developed based on the student’s life and place. The implementation of this curriculum provided effective teaching and brought more passion in teaching to the teacher. Through PBE learning, the student learning achievement improved. It was shown by the mean score at pretest and posttest of the students’ academic achievement was significantly increased from 26.27 become 65.91. The students were more confident to express their opinions in the classroom. Also, the students’ writing skill improved. This study believed that embodying of student’s place in formal education facilitated the students to enhance their sense of place, to in-depth understanding who they are and how to proactively to their place. Accordingly, this study suggested that implementation of PBE curriculum could provide a momentous overturning in teaching and learning in rural indigenous elementary school of Papua.
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Books on the topic "Elementary home-based education centres"

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Lynch, Sarah. Elementary and Grammar Education in Late Medieval France. NL Amsterdam: Amsterdam University Press, 2017. http://dx.doi.org/10.5117/9789089649867.

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The fourteenth and fifteenth centuries saw a marked increase in the availability of elementary and grammar education in Europe. In France, that rise took the form of a unique blend of trends also seen elsewhere in Europe, ranging from Church-dominated schools to independent schools and communal groups of teachers. Lyon, long a crossroad of ideas from north and south, was home to a particularly interesting blend of approaches, and in this book Sarah Lynch offers a close analysis of the educational landscape of the city, showing how schools and teachers were organised and how they interacted with each other and with ecclesiastical and municipal authorities.
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Workshop on Learning Needs of Botswana Children in Standards One and Two (1994 Tlokweng Education Centre). Report of the Workshop on Learning Needs of Botswana Children in Standards One and Two: Friday 4 and Saturday 5 March, 1994, Tlokweng Education Centre, Botswana. [Gaborone]: UNICEF, 1994.

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Gray, Margie. The prairie primer: Literature based unit studies for grades 3-6 utilizing the "Little house" series. Greenbrier, AR (51 W. Cadron Ridge Rd., Greenbrier 72058): Cadron Creek Christian Curriculum, 1993.

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Jan, Nelsen-Parish, ed. Peak with books: A child-centered, literature based approach to literacy for preschool, kindergarten, and first grade teachers and parents. 2nd ed. Longwood, Fla: Partners in Learning, 1991.

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Pridane, Aija, Natalja Vronska, and Iveta Lice-Zikmane. Development of Home Economics Education for Life Quality in Latvia. Edited by Vija Dislere. Latvia University of Life Sciences and Technologies, 2020. http://dx.doi.org/10.22616/llu9789984483689.

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The research “Development of Home Economics Education for Life Quality in Latvia” is based on authors’ experience gained in long-term activities. The study is a scientific monograph, the materials is approbated in authors’ doctoral thesis and in scientific publications. The Home Economics education in Latvia has significantly changed from the acquisition of a simple, practical, narrow specification profession to the conscious, all-around development of a pupil’s individuality aimed at awareness of the quality of life and purposeful action to improve its quality. The aim of the book is to introduce the public to different aspects of the development of Home Economics and Technologies (Design and Technology) education for life quality in Latvia at schools and at University level. This book describes the research done by authors within Home Economics and Technologies sphere during 2000-2020 years in Latvia University of Life Sciences and Technologies (LLU), Institute of Education and Home Economics. Here are described the historical development of the Home Economics from 19th century until nowadays in Latvia, the change of paradigm of Home Economics studies, relationship between various aspects of the education in Home Economics and Technologies in the context of sustainable development, methodology structure for training teachers of Home Economics and Technologies at University level, understanding of life quality criteria of Home Economics and Technologies education in elementary school, research of pupils nutrition habits; the Information and Communication Technology Integration Skills Development Model in Home Economics and Technologies education for prospective teachers based on transformative digital learning, integration and student-centred approach implementation in the study process. The book is intended for researchers, University lecturers, teachers, master students, students, and other interested parties. The book is print with the financial support of the Association “School of Home Environment”.
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National Health/Education Consortium (U.S.), ed. Starting young: School-based health centers at the elementary level : a special report of the National Health & Education Consortium. Washington, D.C: The Consortium, 1995.

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Celebration Centers to Learn and Grow With: Skills Based Activities, Crafts, Food and Fun (Kids' Stuff). Incentive Publications, 1999.

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The Prairie Primer: Literature Based Unit Studies Utilizing the "Little House" Series. 2nd ed. Cadron Creek Christian Curriculum, 2000.

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Ayyar, R. V. Vaidyanatha. Revision of Programme of Action, 1986. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199474943.003.0008.

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This chapter describes the process and outcome of the revision of POA. The revision of POA had two objectives: first, spelling out the roadmap and a timeline for implementation of the revised policy postulates of NPE, 1986, and secondly taking stock of the implementation of the POA, 1986, and revising it in the light of the feedback from implementation. It critiques the contribution POA made to development of education. The most important contribution is the new district-based strategy it commended for universalization of elementary education; this strategy operationalized by DPEP and its progeny SSA spectacularly hastened the nation’s march towards universal elementary education. The Chapter describes the efforts of MHRD to implement the recommendations of the Ramamurti Committee regarding financing of higher education. It critiques the revision of fees by IITs and IIMs, the recommendations of the Punnayya Committee on the financing of Central universities and of the Swaminadhan Committee on technical education, and the implementation of those recommendations.
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Consortium, National Health Education. Starting Young: School-Based Health Centers at the Elementary Level: A Special Report of the National Health & Education Consortium. Consortium, 1995.

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Book chapters on the topic "Elementary home-based education centres"

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Bauman-Hill, Kathryn, Susan Dai, and Arcadia Payne. "Creating Brighter Futures: Building Climate Leaders in the United States Through a Community-Focused Curriculum." In Education to Build Back Better, 169–92. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93951-9_8.

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AbstractThroughout this volume, our co-authors focus on top-down education reforms. In this analysis, we take a different approach to education reform, instead focusing on the impact of translating a niche school-level curricular reform to expand to the systemic level. In this paper, we will argue for the need for an elementary climate change-focused curriculum and outline the components necessary to make such a program successful. We partnered with an independent school in the Washington, DC region to contextualize the process of building such a curriculum, with the additional benefit of the school being near political power. Nevertheless, the implications of our findings are applicable to a variety of contexts, including international ones. In our methodology, we examined best practices for creating a rigorous elementary curriculum that centers around climate change education and leadership development. We combined successful elements of climate change education programs, including participatory learning, interdisciplinary integration, and a focus on community-based learning. We utilized a logical framework to identify assumptions and risks, implementation steps, achievement indicators, and program evaluation tools, which helped us identify key considerations for scaling an elementary climate change curriculum.
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Rockman, Saul, and Lynn Fontana. "Reaching Beyond Bricks and Mortar." In Web-Based Education, 962–74. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch067.

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Sylvan Learning has set the standard for personalized, after-school, academic support programs for students in elementary grades through high school. It has been in business for 30 years and was one of the earliest programs to demonstrate that providing direct supplemental instruction services could be successfully scaled nationally. The nearly 1,100 Sylvan centers provide academic assistance to thousands of students each dayand have helped more than 2 million students reach their full academic potential. A relatively little-known but growing component of Sylvan Learning’s offerings is Sylvan Online, a oneto- one academic assistance program that is offered to students at home in association with their local SylvanLearning centers. This Internet-based service provides the same type of individualized academic support as the centers, yet it affords greater flexibility and access. Using proprietary technologies, Sylvan Online makes it possible to reach learners—no matter their geographic area or proximity to a Sylvan Learning center—and helps them receive the kind of academic support necessary to succeed in school. This chapter describes the program andattributes of Sylvan Online and situates the program within the larger context of extended-day academic programs.
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S. Hewett, Brittany. "Bringing Out the Best." In Education in Childhood [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.98646.

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Bringing Out the Best (BOB) is an early intervention program that provides short term, free, family-centered, and community-based services that target children in early childhood (ages 0–5). A priority goal of the program is to increase the number of children that are healthy and ready to succeed as they enter school. Through trainings and technical assistance for educators and administrators, trainings and consultation for families, and screenings and individual interventions for children, specialists, families and teachers collaboratively develop individualized plans for increasing a child’s success in the classroom and at home. BOB is in its 15th year of operation under the Center for Youth, Family, and Community Partnerships at UNC Greensboro and has served over 2400 participants to date. With BOB’s aim to increase the number of healthy children ready to succeed as they enter school, this chapter will emphasize that although elementary students may not be entering physical classrooms this year, the attendance for childcare centers has maintained if not increased; therefore, social and emotional learning are even more essential to the early care curriculum. This chapter will describe the previous processes in place at BOB as well as measures taken to reinvent those services during the COVID-19 pandemic.
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Meletiou-Mavrotheris, Maria, and Efi Paparistodemou. "SMASH." In Cases on Inquiry through Instructional Technology in Math and Science, 73–98. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0068-3.ch004.

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Acknowledging the central role of parents in children’s learning, the EU-funded project SMASH aims to raise the educational standards of European youth in mathematics and science by cultivating underlying home cultures as springboards for learning. The project consortium has developed, pilot tested, and delivered an innovative intercultural parent-trainer training course and related resources for professionals involved in parent education initiatives. Through the adoption of a blended learning approach that combines e-learning with physical meetings, the course equips these professionals with current knowledge, techniques, and implementation tools for the provision of high-quality, inquiry-based parent training in mathematics and science education. Individuals completing the course are trained to offer programs designed to educate parents of elementary and middle school children (ages 6-15) in how to best support their child’s mathematics and science learning at home using pedagogically sound strategies and technologies. Parents unable to attend parent-training sessions could still study independently using the project information base, which provides open access to the project’s outputs and resources.
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Polly, Drew, Christie Martin, Chuang Wang, Richard G. Lambert, and David Pugalee. "Supporting the Enactment of Standards-based Mathematics Pedagogies." In Teacher Education, 529–40. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch026.

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In order for professional development in the STEM fields to be effective, teachers need worthwhile experiences to simultaneously develop their knowledge of content, pedagogy, and understanding of how students' learn the content. In this chapter we provide an overarching framework of learner-centered professional development and describe the implementation of two mathematics professional development projects designed to support elementary school teachers' mathematics teaching. We follow our description by highlighting some of the findings from our line of professional development research and provide implications for the design of learner-centered professional development programs in mathematics.
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Rockman, Saul, and Lynn Fontana. "Reaching Beyond Bricks and Mortar." In Cases on Online Tutoring, Mentoring, and Educational Services, 160–71. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch013.

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Sylvan Learning has set the standard for personalized, after-school, academic support programs for students in elementary grades through high school. It has been in business for 30 years and was one of the earliest programs to demonstrate that providing direct supplemental instruction services could be successfully scaled nationally. The nearly 1,100 Sylvan centers provide academic assistance to thousands of students each day and have helped more than 2 million students reach their full academic potential. A relatively little-known but growing component of Sylvan Learning’s offerings is Sylvan Online, a oneto- one academic assistance program that is offered to students at home in association with their local Sylvan Learning centers. This Internet-based service provides the same type of individualized academic support as the centers, yet it affords greater flexibility and access. Using proprietary technologies, Sylvan Online makes it possible to reach learners—no matter their geographic area or proximity to a Sylvan Learning center—and helps them receive the kind of academic support necessary to succeed in school. This chapter describes the program and attributes of Sylvan Online and situates the program within the larger context of extended-day academic programs.
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Rupe, Kathryn Mary, and Rebecca S. Borowski. "Supporting Preservice Elementary Teachers in Planning for Mathematical Discussions." In Global Perspectives and Practices for Reform-Based Mathematics Teaching, 136–60. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9422-3.ch007.

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One goal for teacher preparation programs is to develop preservice teachers' ability to plan student-centered lessons that include meaningful mathematical discourse. The five practices for orchestrating productive mathematical discussions provides one framework for planning this critical component of mathematics instruction. This chapter discusses several strategies the authors implemented in undergraduate mathematics education courses. Mathematics teacher educators can use these strategies to support preservice teachers as they develop their understanding of mathematical discussions and their mathematical knowledge for teaching. The culminating activity, a three-part lesson planning sequence, prompts preservice teachers to apply knowledge of the five practices to plan responsive lessons in which student thinking is centered.
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Polly, Drew, Christie Martin, Chuang Wang, Richard G. Lambert, and David Pugalee. "Supporting the Enactment of Standards-based Mathematics Pedagogies." In Innovative Professional Development Methods and Strategies for STEM Education, 137–48. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9471-2.ch009.

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In order for professional development in the STEM fields to be effective, teachers need worthwhile experiences to simultaneously develop their knowledge of content, pedagogy, and understanding of how students' learn the content. In this chapter we provide an overarching framework of learner-centered professional development and describe the implementation of two mathematics professional development projects designed to support elementary school teachers' mathematics teaching. We follow our description by highlighting some of the findings from our line of professional development research and provide implications for the design of learner-centered professional development programs in mathematics.
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Katz, Anne, Tricia Muldoon Brown, and Jackie HeeYoung Kim. "A Professional Development Framework for the Flipped Classroom Model." In Teacher Education, 286–314. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch015.

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A major goal of K-12 education is to create a student-centered classroom where educators are teaching to increase critical thinking skills, promote problem-based learning, and differentiate instruction. However, the reality is that many educators are challenged by the difficult task of creating such a learning environment in their classrooms. In this chapter, the authors will introduce a Flipped Classroom Professional Development project, a Title II Part A Higher Education Improving Teacher Quality State Grant initiative. This project centered on two goals. First, the authors sought to teach the flipped classroom model through an integrated literacy and math approach while “mathematizing” read-aloud instruction for primary and elementary grade educators. Secondly, the chapter describes efforts to expand teachers' repertoire of effective instructional, blended technology tools for teaching math and literacy. The authors will conclude with the potential of the Flipped Classroom model in K-5 settings based upon this professional development framework.
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Lehew, Amy Jensen, and Drew Polly. "The Use of Digital Resources to Support Elementary School Teachers' Implementation of the Common Core State Standards." In Adult and Continuing Education, 498–504. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch027.

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This chapter describes the process of developing Web-based resources to support elementary school teachers' implementation of the Common Core State Standards in Mathematics in a large urban school district in the southeastern United States. Based on a learner-centered approach to teacher professional development the authors describe a three-fold process of supporting teachers: providing opportunities for teachers to deepen their understanding of the CCSSM, providing curricular resources that align with the CCSSM, and providing ongoing support through teachers' implementation of the CCSSM. Implications for the development of Web-based resources and researching these types of endeavors are also shared.
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Conference papers on the topic "Elementary home-based education centres"

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Safitri, Lina Eta. "Evaluation the Implementation of Trias of School Health Center Program at Giwangan Elementary School, Yogyakarta." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.04.52.

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ABSTRACT Background: After families, school plays an important role in taking account of children’s health at elementary school. This is because students spend a lot of time at schools and often encountered various health problems. Studies have shown that School Health Based Centre are particularly suited to meet the children needs for proper health services. This study aimed to evaluate the implementation of trias of school health center program (UKS) at Giwangan elementary school, Yogyakarta. Subjects and Method: This was a qualitative study with case study approach. The study was conducted at Giwangan elementary school, Yogyakarta, Indonesia, in May 2018. The key informants were supervisor and head of UKS. The informants were selected by purposive sampling. The data were collected by in-depth interview, observation, and study document. Results: Input evaluation showed that facilities and infrastructure in the school health center were not optimally available. Evaluation process found that there were some obstacles faced by school health center in providing health education in students. Output evaluation showed that there was lack of personnel to implement school health center service. There has never been a little doctor training for students. Conclusion: There is a need to improve facilities and number of personnel in school health center. Keywords: school health center program, evaluation Correspondence: Lina Eta Safitri. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email:linaetasafitri_96@student.uns.ac.id DOI: https://doi.org/10.26911/the7thicph.04.52
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Vilinová, Katarína, and Veronika Kabátová. "Inquiry-based learning and its using in geography at the second level of primary schools." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-18.

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Current social needs emphasize the education of a person with creative thinking, capable of not only finding problems but also solving them. Different strategies are applied in the educational process according to the society's requirements for an educated individual. On this basis, the appropriate content of education, organizational forms, didactic methods and the use of the latest didactic techniques are also determined. One way to achieve this is to introduce other teaching methods, such as inquiry-based teaching, into the teaching process. Inquiry-based learning aims to make science lessons more effective, especially at primary schools, and at the same time seeks to attract students to study them. It has an irreplaceable role in new, modern and successful ways of teaching science. The aim of the paper is to design methodological sheets in the 5th year of elementary school in terms of inquiry-based learning and their application to the teaching process.
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Hill, Rodney. "Educating Children in Manufacturing and Mechanical Concepts." In ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59312.

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A multilevel, multifaceted learning environment has been designed at the NSF Engineering Research Center for Reconfigurable Manufacturing Systems (ERC/RMS) to help young children (ages 5 to 10 years) understand the basic concepts of manufacturing industry and to appreciate why manufacturing is important to their lives. The design of this environment is grounded on observed interactions of children and technology, research literature on pupil’s understanding of mechanics and on the concepts of a rich learning environment. The components of this environment include stories, cartoon characters, puzzles, games, and solitary and group activities. The activities require easily available household objects and common toys. These materials are targeted for families with early-elementary and home-schooled children.
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Kerton, Charles, Cinzia Cervato, Theresa Halligan, Diana L. Thatcher, and Natalie Thompson. "AN INQUIRY-BASED EARTH AND SPACE SCIENCE LAB COURSE FOR ELEMENTARY EDUCATION MAJORS." In 52nd Annual North-Central GSA Section Meeting - 2018. Geological Society of America, 2018. http://dx.doi.org/10.1130/abs/2018nc-312752.

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Cicilia, Vivien, Daud K. Walanda, and Deitasmalina Musa. "Use of Organic Waste Compost for Home-Based Science Learning at Elementary School in Sigi." In First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ice-17.2018.109.

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Indarjo, Sofwan, Agus Suwandono, Sulistiyani Sulistiyani, and Zahroh Shaluhiyah. "Characteristics of the Home Environment Elementary School Students in the Filariasis Endemic Area, Pekalongan City." In Proceedings of the 5th International Conference on Sports, Health, and Physical Education, ISMINA 2021, 28-29 April 2021, Semarang, Central Java, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.28-4-2021.2312210.

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Setiarini, Desy, Kuntoro Kuntoro, Riptina Pawestri, and Upik Aimanah. "Educational Comics in Text-Based Learning to Develop Speaking Skills for Elementary School Students." In Proceedings of the 1st International Conference on Social Sciences, ICONESS 2021, 19 July 2021, Purwokerto, Central Java, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.19-7-2021.2312480.

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Rodrigues, Barbara Luiza Ludvig, Priscilla Eli Alves, and Solange Aparecida de Oliveira Hoeller. "Material culture as a methodological possibility for studies on the history of early childhood education in Brazil." In II INTERNATIONAL SEVEN MULTIDISCIPLINARY CONGRESS. Seven Congress, 2023. http://dx.doi.org/10.56238/homeinternationalanais-013.

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Abstract Early Childhood Education in Brazil is now legitimized by the Federal Constitution (BRASIL, 1988) when the Magna Carta discusses the right of children to education, as well as attentive to the duty of the State and the family to comply with this right. To the Law of Guidelines and Bases (BRASIL, 1996), once again Early Childhood Education gains the spotlight when it is defended as the first stage of Basic Education. The 1990s, with those and new achievements, were demarcated with and by the publication of different documents: advisors, curricular, and legislatures. No rights were won without the need for the movement of several groups of society (TELES, 2018). However, one of the most evident movements was that of scholars and researchers in the area of Early Childhood Education who defended/advocated the break with educational care practices and preparation for elementary school, and who discussed the historical dichotomy between daycare centers and kindergartens. With the defense of the dissociability of education and care, it began to understand that Early Childhood Education is a place of care and education and that it aimed/aims at the integral development of children from zero to five years and 11 months, complementing the action of the family and the community (LDB, 1996), being also a place between children's knowledge and knowledge historically constructed by humanity. In this wake, when proposing such a breakup, questions were raised about the ways of organizing curricula for Early Childhood Education, based on a curriculum that holds as centrality the children, their social markers, and their multiple ways of living childhood. These curricula also set the scene for play, social interactions, and languages as axes that structure pedagogical proposals in Early Childhood Education (BRASIL, 2009). To achieve their objectives, the pedagogical proposals of early childhood education institutions must provide conditions for collective work and the organization of materials, spaces, and times In line with the narratives put here, the materialities, which were and are in circulation in the educational units (PERES and SILVA, 2011) enabled/enabled possibilities of representations (CHARTIER, 1991, 1992) on the history of Early Childhood Education in Brazil, through the struggles of representations throughout history. These materialities are capable of being sources and objects of research, from the defenses of cultural history (BURKE, 1991; PESAVENTO, 2003), who maintain that there is a much wider range of sources and objects, moving from the idea that only large "events" would be research objects. It is defended in this summary, that the possibility of taking school culture as a historical object (JULIA, 2001), allowed to outline the circulation, in educational institutions, of material elements (VIÑAO FRAGO, 2008), expanding the circumscription of which there is a school material culture. By marking curricula, objectives, and specific practices for Early Childhood Education, attention is made to the existence of material culture of/for Early Childhood Education, since the break with the school and the schooling conceptions grant us to delimit the material culture that "echoes" aspects of Early Childhood Education, whether analyzed through architecture, toys, of objects, utensils, or even elements of nature.
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Alves, Ediane, and Paulo Prado. "DOMESTIC VIOLENCE AGAINST WOMEN AND ITS IMPACT ON CHILDREN'S SCHOOL PERFORMANCE." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact030.

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"This research addressed the issue of domestic violence investigating whether and how it affects the school performance of the child who witnesses episodes of violence against the mother in the home. Personal characteristics and other environments in which these children and adolescents are inserted in, such as family, school and community interact with each other and can influence their school performance. Because the school is the second most common space for children, it is in it where family environment is expressed. The main objective of this study was to analyze whether and how domestic violence experienced by children affects their school performance. The data were collected throughout documentary research, one analyzing the information recorded in the files of the Reference and Service Center for Women (CRAM in Portuguese) and the Municipal Education Secretariat (SME). Records were selected from 20 children regularly enrolled in elementary public schools, whose mothers sought the services of CRAM. The dependent variable was school grades, which were analyzed according to a repeated measures design: during the occurrence of domestic violence episodes and after these episodes have ceased. Analyzes were also conducted with the aim of verifying possible effects of other variables, such as school attendance, family socioeconomic status and mothers education level. The results showed that the students had lower school performance after the end of the episodes of violence. No effects of other variables were observed. Factors related to the phenomenon are discussed as possible causes: separation from the father, change of address, custody’s change and others. Considering that the casuistry of this study was composed of students from low-income families, the results point to a kind of ""Matthew effect"", that is, a relationship between violence, poverty and ignorance in which everyone feeds each other forming a cycle quite hard to break. Therefore, it is necessary that public policies be formulated in the scope of education so that students who experience domestic violence receive specialized attention aiming at realizing their learning potential."
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Ansori, Isa, Purnomo Purnomo, Sutaryono Sutaryono, and Novi Setyasto. "Character-Based Tactical Learning Model for Strengthening Characters in Sports Physical Education (PJOK) of 5th Graders Elementary Schools." In Proceedings of the 5th International Conference on Science, Education and Technology, ISET 2019, 29th June 2019, Semarang, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.29-6-2019.2290471.

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