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Vasoula, Georgallidou, and Dimitriou Loucia. "Career Decision-Making Profiles of Adolescents in Cyprus." European Journal of Teaching and Education 2, no. 1 (March 29, 2020): 138–47. http://dx.doi.org/10.33422/ejte.v2i1.183.
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The purpose of the present study is to examine the career decision-making profile of the adolescent students of the public high schools of Cyprus by applying the Career Decision-Making Profiles (CDMP) questionnaire of Gati, Landman, Davidovitch, Peretz-Asulin, & Gadassi (2010). The development of the CDMP suggests that an individual’s career decision making process can be better described by a multidimensional profile instead of a single decision-making style or a dominant characteristic. Using the data of 421 students, who were about to make a career choice, the results of the survey revealed eight dimensions for the Greek-Cypriot version of CDMP scale. The findings construct a multidimensional profile characterization of an individual’s career decision making processes: (1) “Information gathering and processing-Effort invested in the process”, (2) “Desire to please others-Dependence on others”, (3) “Speed of making the final decision”, (4) “Consulting with others”, (5) “Aspiration for an ideal occupation”, (6) “Locus of control”, (7) “Willingness to compromise”, (8) “Procrastination”. Using the T-test, we will discuss significant gender differences in the eight dimensions of the CDMP.
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Yildiz, Nadire Gulcin. "School Counselors’ Leadership Role in Creating a Collaborative School Climate for Linguistically Diverse Students." Journal of Education and Learning 10, no. 6 (October 11, 2021): 7. http://dx.doi.org/10.5539/jel.v10n6p7.
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School systems are increasingly diverse communities, with a broadening diversity of students and staff alike. School counselors play a critical role in creating a welcoming school climate within the school community. As a catalyst for change within the school system, school counselors can create an effective community partnership culture for schools and families that is collaborative and welcoming for all. This article will discuss the importance of creating a collaborative school climate for linguistically diverse students (LDS) in order to promote their overall well-being and school achievement. With this objective in mind, a review of the literature on school counselor’s leadership role within the school community will be discussed, before embarking on an investigation into the effectiveness of counselors as agents of systemic change in facilitating engagement. A discussion of school counselors’ role in creating a welcoming school climate towards LDS within the school and school community could pave the way for a more positive organizational culture. Using a systemic approach, which aims to generate greater understanding and awareness, school counselors have the power to play a critical role in the transformation of the school system, especially for students from diverse backgrounds (Aydin, 2011; McCall-Perez, 2000; Schwallie-Giddis, Anstrom, Sanchez, Sardi, & Granato, 2004).
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Donaldson, Amy L., and Aubyn C. Stahmer. "Team Collaboration: The Use of Behavior Principles for Serving Students With ASD." Language, Speech, and Hearing Services in Schools 45, no. 4 (October 2014): 261–76. http://dx.doi.org/10.1044/2014_lshss-14-0038.
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PurposeSpeech-language pathologists (SLPs) and behavior analysts are key members of school-based teams that serve children with autism spectrum disorders (ASD). Behavior analysts approach assessment and intervention through the lens of applied behavior analysis (ABA). ABA-based interventions have been found effective for targeting skills across multiple domains for children with ASD. However, some SLPs may be unfamiliar with the breadth of ABA-based interventions. The intent of this tutorial is to briefly introduce key ABA principles, provide examples of ABA-based interventions used within schools, and identify strategies for successful collaboration between behavior analysts and SLPs.MethodThis tutorial draws from empirical studies of ABA-based interventions for children with ASD within school settings, as well as discussions in the extant literature about the use of behavior principles by SLPs and strategies for interdisciplinary collaboration.ConclusionGiven the prevalence of ASD at 1 in 68 children (Centers for Disease Control and Prevention, 2014) and the high cost of serving these children within schools (an average cost of 286% over regular education; Chambers, Shkolnik, & Perez, 2003), the need for effective, comprehensive service provision and efficiency within interdisciplinary teams is paramount. Communication, mutual understanding, and recognition of common ground between SLPs and behavior analysts can lead to successful collaboration.
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Raheem, Dr Lateef Olarewaju, and Ridwan Abiola Oladejo. "Obesity and Overweight among in-School Students in Private and Public Schools in Ibadan North Local Government Area, Oyo State: A Comparative Study." International Journal of Research and Innovation in Social Science VII, no. XI (2023): 210–22. http://dx.doi.org/10.47772/ijriss.2023.7011016.
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The growing alarming rate of obesity worldwide is a great concern to individuals and the general public. This has been the trend among secondary schools in many parts of the world in the past three decades. This study, therefore, was aimed at assessing the obesity and overweight among in-school students in public and private schools in Ibadan North Local Government, Oyo State Nigeria. A comparative cross sectional study was carried out among in-school students in Ibadan North Local Government area Oyo State Nigeria. Four hundred (400) respondents were selected using multi-stage sampling technique. Information from respondents was obtained using pre-tested semi-structured questionnaires. Data analysis was done with Statistical Package for Social Sciences (SPSS) version 21. The results showed that when Body Mass Index was used as a measure of obesity, the number of overweight and obesity was significantly more in private schools than in public schools with a p-value less than 0.001. Using Waist and Hip Ratio private school have significantly higher number of obese compared to the public. Body Image Discrepancy private school was higher than that of the public school, but the difference was not statistically high. The nutritional rating of the respondents showed that few of the private students on first day, about one third on the second day and the same on the third day had a healthy eating index. Majority of the respondents scored below six percet which is an indication that many of them are not eating well, that is they are not abiding by the food pyramid rules of daily recommended dietary allowances (RDAs). The nutritional status was significantly associated with the gender, types of school, age groups and class categories of the respondents. The study concludes that WHR detects more of central obesity while BMI accounts for generalised obesity. There was a significant difference in the feeding patterns and activity patterns of the students attending public and private schools. Factors associated with the nutritional status of the respondents were their age, gender, the type of schools and their class categories.
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Moñino García, Miriam, Eugenia Piñero Ruiz, Julián Arense Gonzalo, and Fuensanta Cerezo Ramírez. "Violence at School and Alcohol and Tobacco Consumption in Students of Secondary Education." European Journal of Investigation in Health, Psychology and Education 3, no. 2 (April 30, 2013): 137–47. http://dx.doi.org/10.1989/ejihpe.v3i2.31.
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Adolescence is a transitional process between childhood and adulthood (Antona, Madrid and Alaez, 2003), which involves physical, cognitive and social changes (Johnson, Roberts and Worrell, 1999). During this stage, risky behaviours are often developed, including alcohol and tobacco consumption. Alcohol is the most psychoactive substance consumed among adolescents, aged 14-18, followed by tobacco in Spain (DGPNSD, 2009). The teenagers who use alcohol and tobacco have a higher probability of having problems of aggresiveness and violence and it is also related to health problems (Bellis et al., 2005; Gil and Gil-Lacroix Lacroix, 2006; Room, Babor and Rehm, 2005). Several studies (Bond, Carlin, Thomas, Rubin and Patton, 2001; Cangas, Gázquez, Perez-Fuentes, Moldes and Rubio, 2007; Piñero-Ruiz, López-Espín, Cherry and Torres-Cantero, 2012) have linked the presence of violence at school disturbing the environment and having negative consequences for the health and behaviour to a higher frequency in the consumption of alcohol and tobacco. In this study, 2552 questionnaires were collected with ages among 12-16 years from the Murcia Region. The results showed that students with aggressive behaviours at school have a higher frequency of alcohol and tobacco consumption.
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Moñino García, Miriam, Eugenia Piñero Ruiz, Julián Arense Gonzalo, and Fuensanta Cerezo Ramírez. "Violence at School and Alcohol and Tobacco Consumption in Students of Secondary Education." European Journal of Investigation in Health, Psychology and Education 3, no. 2 (April 30, 2013): 137–47. http://dx.doi.org/10.3390/ejihpe3020012.
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Adolescence is a transitional process between childhood and adulthood (Antona, Madrid and Alaez, 2003), which involves physical, cognitive and social changes (Johnson, Roberts and Worrell, 1999). During this stage, risky behaviours are often developed, including alcohol and tobacco consumption. Alcohol is the most psychoactive substance consumed among adolescents, aged 14-18, followed by tobacco in Spain (DGPNSD, 2009). The teenagers who use alcohol and tobacco have a higher probability of having problems of aggresiveness and violence and it is also related to health problems (Bellis et al., 2005; Gil and Gil-Lacroix Lacroix, 2006; Room, Babor and Rehm, 2005). Several studies (Bond, Carlin, Thomas, Rubin and Patton, 2001; Cangas, Gázquez, Perez-Fuentes, Moldes and Rubio, 2007; Piñero-Ruiz, López-Espín, Cherry and Torres-Cantero, 2012) have linked the presence of violence at school disturbing the environment and having negative consequences for the health and behaviour to a higher frequency in the consumption of alcohol and tobacco. In this study, 2552 questionnaires were collected with ages among 12-16 years from the Murcia Region. The results showed that students with aggressive behaviours at school have a higher frequency of alcohol and tobacco consumption.
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Radaeva, E. A. "EXPRESSIONIST STRATEGY IN THE WORK OF E. CANETTI." Izvestiya of the Samara Science Centre of the Russian Academy of Sciences. Social, Humanitarian, Medicobiological Sciences 24, no. 84 (2022): 71–83. http://dx.doi.org/10.37313/2413-9645-2022-24-84-71-83.
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In this article, the author aims, firstly, to prove that of all the modernist schools, the Austrian writer, Nobel laureate Elias Canetti most of all gravitated towards expressionism, and secondly, to identify the trajectory of the development of the expressionist worldview and method in Canetti's works of different years. In the course of the study, the author comes to the following conclusions: in the expressionist strategy of the creativity of the Nobel laureate of the twentieth century. there was an upward movement. A priori, there was no place for a turn to a realistic method of mastering reality (this does not happen with E. Canetti's fellow tribesman - Leo Perutz, who at the end of his creative path plunged into mysticism). E. Canetti, on the other hand, followed the path of abstraction. To some extent, all works are characterized by schematization of images, carnivalism, cyclic chronotope (“loop chronotope”), apocalyptic worldview and world modeling. In the plays of E. Canetti, we can find features of the “drama of the proclamation” and the drama of the transformation.” The object of the study was three plays: "The Wedding" (1932), "The Comedy of Vanity" (1934), "Limited" (1964), the novel "Blinding" (1935), the book "Mass and Power" (1962). In part, an explanation of the nature of Kanetti's worldview can be found in the memoirs “With a torch in my ear. History of Life 1921-1931 (1980).
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AL-YAGON, MICHAL, DAPHNE KOPELMAN-RUBIN, ANAT BRUNSTEIN KLOMEK, and MARIO MIKULINCER. "Four-model approach to adolescent-parent attachment relationships and adolescents' loneliness, school belonging, and teacher appraisal." Personal Relationships 23, no. 1 (February 10, 2016): 141–58. http://dx.doi.org/10.1111/pere.12116.
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XENITIDIS, KIRIAKOS I. "Falling in Love. By S. Hollins, W. Perez and A. Abdelnoor. (Pp. 80; £10.00.) St George's Hospital Medical School/Gaskell: London. 1999." Psychological Medicine 30, no. 3 (May 2000): 733–34. http://dx.doi.org/10.1017/s0033291799222155.
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Assegaff, Asrani, and Uep Tatang Sontani. "UPAYA MENINGKATKAN KEMAMPUAN BERFIKIR ANALITIS MELALUI MODEL PROBLEM BASED LEARNING (PBL)." Jurnal Pendidikan Manajemen Perkantoran 1, no. 1 (August 18, 2016): 38. http://dx.doi.org/10.17509/jpm.v1i1.3263.
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Banyak upaya yang dapat dilakukan untuk meningkatkan kemampuan berfikir analitis siswa di sekolah, salah satunya dengan Model Problem Based Learning (PBL). Hal ini sejalan dengan pendapat menurut Perez dan Uline (Schechter, 2011) bahwa PBL telah banyak dipahami sebagai manfaat bagi mempersiapkan para pemimpin sekolah dengan berkontribusi terhadap kemampuan berfikir analitis dan strategis mereka. Selain itu, John Dewey (Miller, 2004) yang merupakan seorang filsuf dan pendidik, menjelaskan bahwa "masalah adalah stimulus untuk berfikir”. Kedua pendapat tersebut menguatkan bahwa PBL berkontribusi baik bagi para guru maupun siswa untuk meningkatkan kemampuan berfikir analitis dan strategi dalam pembelajaran. Kajian ini menggunakan metode kuasi eksperimen, dan bentuk kuasi eksperimen yang dipilih adalah Nonequivqlenty Control Group Design. Teknik pengumpulan data dengan menggunakan tes, observasi, dan studi dokumentasi sedangkan teknik analisis data menggunakan uji-t untuk melihat perbedaan peningkatan kemampuan berfikir analitis antara kelas eksperimen dan kelas kontrol. Subjek penelitian ini yaitu Kelas XI AP 4 sebagai kelas eksperimen dan Kelas XI AP 2 sebagai kelas kontrol. Hasil kajian menunjukan bahwa terjadi peningkatan kemampuan berfikir analitis yang signifikan antara kelas eksperimen yang menggunakan model Problem Based Learning (PBL) dengan kelas kontrol yang menggunakan model Guide Discovery Learning. Namun, perolehan rata-rata skor kelas eksperimen lebih tinggi dibandingkan dengan kelas kontrol. Artinya, sekolah dapat menerapkan model Problem Based Learning (PBL) untuk meningkatkan kemampuan berfikir analitis siswa.Kata Kunci: problem based learning, guide discovery learning, berfikir analitis. IMPROVED ABILITY TO ANALYTICAL THINKING WITH A PROBLEM BASED LEARNING MODELMany efforts should be made to improve analytical thinking ability of students in the school, one of them with a Model Problem Based Learning (PBL). This is in line with the opinion by Perez and Uline (Schechter, 2011) that PBL has been widely understood as the benefits to prepare school leaders to contribute to the ability to think analytically and strategically them. In addition, John Dewey (Miller, 2004) which is a philosopher and educator, explained that "the problem is the stimulus to think." Second opinions reinforces that PBL contribute both for teachers and students to improve think analytically and strategies in learning. this study using a quasi-experimental, and form a quasi-experimental chosen is Nonequivqlenty Control Group Design. the data collection technique using tests, observation and documentation, while data analysis techniques using t-test to see differences increase the ability to think analytically between the experimental class and control class. this research subject is class XI AP 4 as an experimental class and class XI AP 2 as a control group. the results of the study showed that an increase in the ability to think analytically significant among experimental class using the model of Problem Based Learning (PBL) with grade control using a model of Discovery Learning Guide. However, the acquisition of the average score of the experimental class is higher than the control class. That is, schools can apply the model of Problem Based Learning (PBL) to improve students' ability to think analytically.Keywords: problem based learning, guide discovery learning, analytical thinking
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White-Hood, Marian. "Book review of How to Turn a School Around: What Principals Can Do, by Anna L. Valdez-Perez, Mike M. Milstein, Carolyn J. Wood, and David Jaquez." Journal of Education for Students Placed at Risk (JESPAR) 6, no. 4 (October 2001): 441–43. http://dx.doi.org/10.1207/s15327671espr0604_10.
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Uslu, Ali, and Nilüfer Atman Uslu. "Improving Primary School Students’ Creative Writing and Social-Emotional Learning Skills through Collaborative Digital Storytelling." Acta Educationis Generalis 11, no. 2 (August 1, 2021): 1–18. http://dx.doi.org/10.2478/atd-2021-0009.
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Abstract Introduction: It is stated that digital storytelling (DST) involves a process in which students develop many skills such as searching for information, writing scripts, organisation, presentation, communication and problem solving (Robin, 2006). In this process, it is seen that recent studies have started to focus on collaborative digital storytelling (CDST) to support students (Liu, Huang, & Xu, 2018; Nishioka, 2016; Perez, Martinez, & Pineiro, 2016; Perez, Martinez, & Pineiro, 2018; Rubino, Barberis, & Malnati, 2018). Building a digital story as an artefact with a group and examining its effect on creative writing skills can help gain insight into the potential of the CDST. Also, it can be stated that CDST has the potential to provide a suitable environment for social-emotional learning skills. In this regard, this study aims to examine the effect of collaborative digital storytelling on the creative writing and social-emotional learning skills of elementary school fourth grade students. Methods: In the study, a quasi-experimental design, was used, with pre-test and post-test control groups. A process in which the experimental group was assigned a collaborative digital story, and the control group the task of preparing a visual presentation was designed. 60 students attending the fourth grade of a primary school participated in the study. The control group consisted of 30 students (14 females and 16 males), and the experimental group was also 30 students (15 female and 15 male students). The research was carried out in the 2017-2018 academic year and the implementation process lasted 11 weeks. Writing activities of the students were scored with the Creative Writing Rubric developed by Öztürk (2007). The Creative Writing Rubric is composed of eight sub-dimensions: (a) originality of ideas, (b) fluency of thoughts, (c) flexibility of thoughts, (d) word richness (selection), (e) sentence structure, (f) organisation (introduction to writing, development and outcome), (g) writing style, (h) compliance with grammar rules. The Social-emotional Learning Skills Scale developed by Kabakçı and Owen (2010) was used to measure social-emotional learning skills. There are 40 items on a 4-point Likert scale which consists of four factors: problem solving, communication, increasing self-value and coping with stress. In the study, paired samples t-test and single factor ANCOVA analysis were used and effect size (η2) and Cohen’s d were calculated. Results: According to the t-test results for dependent groups, an increase between pre-test and post-test scores was found significant for creative writing in both the experimental (t(29)=8.623; p=0,000) and the control group (t(29)=5.259; p=0,000).When the calculated effect size values are examined, it is seen that there is a large effect size for the experimental group (Cohen’s d=0.88) and a medium (Cohen’s d=0.54) for the control group (Cohen, 1988). For social-emotional learning skills, a statistically significant difference was found between pre-test and post-test scores in both experimental (t(29)=2.518; p=0.018) and control groups (t(29)= 3.934; p=0.000). The effect size is small for both in the experimental (Cohen’s d=0.42) and control groups (Cohen’s d=0.42) for social-emotional learning. When pre-test scores were kept constant, a single factor covariance analysis (ANCOVA) was conducted to examine whether the collaborative digital story preparation process had a significant effect on the post-test scores of the groups. According to the ANCOVA results, there was a significant difference between the creative writing post-test scores of the groups, F(1, 57)=7.09, p<0.05. In other words, the experimental process had an impact on creative writing. It is seen that the effect size value is calculated as η2=0.111. According to the ANCOVA results, there was no significant difference between the social-emotional learning skills post-test scores of the groups, F(1, 57)=0.137, p> 0.05. Discussion: When the experimental and control groups were compared, it was concluded that the experimental process had a moderate effect in favour of the experimental group on the creative writing skill. When the related literature is examined, studies-support these results. Schmoelz (2018) stated that the specific stages of digital storytelling are very important for providing co-creativity, especially the story production stage enables the co-creative flow experience. According to Daigle (2008), digital storytelling requires writing skills and creativity. It can be used effectively where DST is considered as a means of developing narrative knowledge (Garcia & Rossiter, 2010). When the social-emotional learning skills were examined, it was seen that there was an improvement in both the experimental group and the control group when the implementation process was completed. However, it was concluded that the experimental process did not have a significant effect on social-emotional learning skills. This may be because the students in both groups performed a collaborative study. Future studies may focus on an in-depth understanding of the process by conducting a qualitative study within the context of CDST and social-emotional learning skills. As a result of this study, it can be concluded that CDST improved students’ creative writing skills and can be used in language lessons. Conclusions: In the study, it was observed by the researchers that CDST was more advantageous in terms of time and application. Future research may focus on comparing individual and collaborative digital storytelling. Other research may examine the effect of CDST on the attitudes of students towards collaborative work. This study was designed with a quantitative method, and research can be conducted in the future using a qualitative or mixed method that addresses students’ experiences, difficulties, teachers and parents’ views in the process.
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Susanti, Neny Yuli. "Terapi Akupreseur Menggunakan Aromaterapi Essensial Oil terhadap Intensitas Nyeri Haid." Malahayati Nursing Journal 5, no. 6 (June 1, 2023): 1859–67. http://dx.doi.org/10.33024/mnj.v5i6.10000.
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ABSTRACT The most common menstrual problem, dysmenorrhea, is often reported by teens as an unpleasant feeling. This pain has extremely specific features since it occurs frequently and consistently along with menstruation. Pharmacological therapy has been employed more often than phytopharmaceuticals like acupressure and aromatherapy in the treatment of dysmenorrhea so far. The goal of this research was to find out whether treating teenage dysmenorrhea with a combination of acupressure and essential oil aromatherapy is effective. The quantitative analysis in this study is based on a pre- and post-test quasi-experimental design. This methodology is employed to meet the study's goals, which include determining how acupressure treatment affects the severity of menstruation discomfort (dysmenorrhoea). Young ladies with modest menstruation discomfort made up the study's population. Purposive sampling was used to choose the sample, which resulted in a final sample of 52 respondents (26 intervention groups and 26 control groups) based on the study criteria. This study was carried out at Situbondo Regency's Salafiyah Syafiiyah Islamic Boarding School. March and April of 2023 were used for the research. Research instruments included pain scale observation sheets. The statistical test that was employed had a significance level of 0.05, and it was the Wilcoxon Signed Ranks Test. Conclusion Acupressure with aromatherapy has an impact on young women's dysmenorrhea. It is advised that medical professionals, particularly midwives, promote young women's health by teaching them about acupressure using essential oils in collaboration with Islamic boarding schools as a pain-relieving option. Keywords: Acupressure, Aromatherapy, Dysmenorrhea ABSTRAK Remaja sering melaporkan mengalami dismenore, yang merupakan jenis masalah menstruasi yang paling umum. Nyeri ini memiliki ciri yang sangat spesifik karena sering terjadi dan menyertai menstruasi. Terapi farmakologi, daripada fitofarmaka seperti akupresur dan aromaterapi, sekarang lebih disukai untuk pengobatan dismenore. Tujuan penelitian ini adalah untuk mengetahui apakah akupresur dan aromaterapi menggunakan minyak esensial dapat membantu mengurangi gejala dismenore remaja. Kedua kelompok studi menjalani pra-dan pasca-pengujian sebagai bagian dari metodologi kuasi-eksperimental studi kuantitatif ini. Metodologi ini digunakan untuk memenuhi tujuan penelitian, termasuk menentukan bagaimana pengobatan akupresur mempengaruhi keparahan ketidaknyamanan menstruasi (dismenorea). Wanita muda dengan ketidaknyamanan menstruasi sedang menjadi populasi penelitian. Sampel termasuk 60 peserta (30 pada kelompok intervensi dan 30 pada kelompok kontrol), yang dipilih dengan menggunakan metode pemilihan tujuan. Penelitian ini dilakukan di Kabupaten Situbondo di Pondok Pesantren Salafiyah Syafiiyah. Penelitian dilakukan selama bulan Maret dan April 2023. Lembar observasi untuk skala nyeri berfungsi sebagai alat penelitian. Wilcoxon Signed Ranks Test dengan ambang signifikansi 0,05 adalah uji statistik yang digunakan. Kesimpulan Akupresur dengan aromaterapi berdampak pada dismenore remaja putri. Disarankan agar tenaga medis, khususnya bidan, mempromosikan kesehatan remaja putri dengan mengajarkan mereka tentang akupresur menggunakan minyak esensial bekerja sama dengan pesantren sebagai pilihan pereda nyeri. Kata Kunci: Akupresur, Aromaterapi, Dismenore
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Ashman, Lorraine. "Keeping Healthy , By Sheila Hollins, Jackie Downer, and Beth Webb, London, Gaskell and St George's Hospital Medical School. 2000, pp 54, £10.00, ISBN 1 901242 54 4 (Paperback). Looking After My Breasts, By Sheila Hollins, Jackie Downer, Wendy Perez, and Beth Webb, London, Gaskell and St George's Hospital Medical School. 2000, pp 48, £10.00, ISBN 1 901242 53 6 (Paperback)." Developmental Medicine and Child Neurology 43, no. 12 (December 18, 2001): 849. http://dx.doi.org/10.1017/s0012162201241553.
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Utami, Wulan Tri Puji, and Novy Trisnani. "PENGEMBANGAN DONGENG BERBASIS AUGMENTED REALITY SEBAGAI BAHAN LITERASI DALAM MASA PANDEMI." Taman Cendekia: Jurnal Pendidikan Ke-SD-an 5, no. 2 (December 29, 2021): 686–95. http://dx.doi.org/10.30738/tc.v5i2.11080.
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Strengthening literacy in the midst of the Covid-19 pandemic was a challenge for academics and educational practitioners to continue in encouraging literacy. Literacy was one of the important programs in education because literacy culture in Indonesia was still low. The pandemic had hampered the implementation of the School Literacy Movement. Therefore, this research aimed to: 1) develop reading materials in the form of Augmented Reality-based fairy tales for elementary school students so that they became supporting tools of the School Literacy Movement during the pandemic; 2) evaluate the effectiveness of Augmented Reality-based fairy tales in fostering literacy habits in elementary school students. This research was a development research in elementary school students which refered to the ADDIE development stage which had been modified to suit the research objectives. The development stages were: 1) Analysis; 2) Design; 3) Development; 4) Implementation; and 5) Evaluation. The research data were collected through observation, documentation, questionnaires, and tests. The data analysis techniques in this research were divided into four, namely preliminary studies, product development processes, product feasibility tests, and product practicality tests. The research results showed that stories based on AR developed as literacy material for students in Elementary Schools was considered worthy of a good category after validation tests were carried out by material experts, media experts, and practitioners. Keywords: augmented reality, digital literacy. References: Apriyani, M.E., Huda, M., & Prasetyaningsih, S. 2016. Analisis Penggunaan Marker Tracking Pada Augmented Reality Huruf Hijaiyah. JURNAL INFOTEL - InformatikaTelekomunikasiElektronika,8(1),https://doi.org/10.20895/infotel.v8i1.54. Arini, A., & Fitrana, E.A. 2019. Pengembangan Aplikasi Katalog Rumah Berbasis Augmented Reality Menggunakan Algoritma FAST. JISKA (Jurnal Informatika Sunan Kalijaga), 4(1), 9. http://orcid.org/0000-0002-9805-2866. Asfandiyar, A.Y. 2010. Cara Pintar Mendongeng. Bandung: Mizan. Habsari, Z. 2017. Dongeng sebagai Pembentuk Karakter Anak. Bibliotika: Jurnal Kajian Perpustakaan dan Informasi.Vol 1 No. 1-April 2017(21-29). http://dx.doi.org/10.17977/um008v1i12017p021. Khansa, A.R. 2017. The Pengembangan Aplikasi “Indonesian Landmark” Berbasis Android dengan Teknologi Augmented Reality. KOPERTIP : Jurnal Ilmiah ManajemenInformatikaDanKomputer,1(2),77–84. https://doi.org/10.32485/kopertip.v1i02.12 Krissandi, A.D.S. 2018. Buku Cerita Anak Yang Bermuatan Pendidikan Anti Korupsi. NATURALISTIC : Jurnal Kajian Penelitian Pendidikan Dan Pembelajaran,2(2), 139. https://doi.org/10.35568/naturalistic.v2i2.120 Mutiasih, P., Iswara, P., Nugraha, & Trisna. 2021. Pengembangan Buku Bercerita bergambar berbasis Pendidikan karakter Dalam menumbuhkan Budaya Literasi Siswa Kelas II Sekolah Dasar. Taman Cendekia: Jurnal Pendidikan Ke-SD-an, 5(1), 560. https://doi.org/10.30738/tc.v5i1.9470 Nurgiyantoro, B. 2013. Sastra Anak: Pengantar Pemahaman Dunia Anak. Yogyakarta: Gadjah Mada University Press. OECD. 2019. Programme for International Students Assessment (PISA) Result from PISA 2018. Indonesia-Country Note-PISA 2018 Result, Volumes I-III. Puspasari, R., & Suryaningsih, T. 2019. Pengembangan Buku ajar kompilasi Teori Graf dengan Model ADDIE. Journal of Madives Vol. 3(1), 137-152. https://doi.org/10.31331/medivesveteran.v3i1.702 Scrivner, O., Madewell, J., Buckley, C., & Perez, N. 2017. Augmented reality digital technologies (ARDT) for foreign language teaching and learning. FTC 2016 - Proceedings of Future Technologies Conference, 395–398. https://doi.org/10.1109/FTC.2016.7821639 Sugiyono. 2015. Metodologi Penelitian Pendidikan. Bandung: Alfabeta Sumartini, L.P.A., Antara, P.A., & Magta, M. 2017. Pengaruh Metode Dongeng Interaktif Terhadap Karakter Anak Pada Taman Kanak-Kanak Kuncup Harapan Singaraja. Jurnal Pendidikan Anak Usia Dini. Vol. 5, No. 1. Yuen, S., et al. 2011. Augmented Reality: An Overview and Five Directions for AR in Education. Journal of Education Technology Development and Exchange, 4(1), 119-140. Doi: 10.18785/jetde.0401.10. Wangid, M. N., Mustadi, A., & Putri, A. R. 2018. Fairy Story Integration For Meaningful Classroom. Cakrawala Pendidikan, 37(2), 6–8.
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Phillips, Anne E. "David M. Callejo-Perez. Southern Hospitality: Identity, Schools, and the Civil Rights Movement in Mississippi, 1964–1972. New York: Peter Lang, 2001. 161 pp. Paper $24.95. - Vivian Gunn Morris and Curtis L. Morris. The Price They Paid: Desegregation in an African American Community. New York: Teachers College Press, 2002. 128 pp. Cloth $45.00, paper $19.95." History of Education Quarterly 44, no. 1 (2004): 162–66. http://dx.doi.org/10.1017/s0018268000037821.
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Dayanim, Ezra. "The Dialectic Between Faith and Rationality: Peretz’s Reconciliation vs. Kafka’s Modernity-or-Bust." Iggrot Ha'Ari 2 (May 1, 2022). http://dx.doi.org/10.52214/iha.v2i.9761.
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Two of the dominant Jewish writers of modern Jewish literature, I.L. Peretz and Franz Kafka, embody entirely distinct attitudes towards the faith and reason and the relationship between the two schools of thought. Peretz attempts to reconcile the two dissimilar credoes, establishing a structure within which both faith and reason could coexist in harmony. Kafka, meanwhile, endorses reason and modernity, wary of a faith-based existence, a fear rooted in his childhood and upbringing. Yet Kafka’s position is more nuanced than simply an open hostility towards tradition. Portions of his work betray his perhaps unconscious regard for Judaism as a haven of safe refuge. Ultimately, however, the dialectic essentially runs between Peretz’s conciliatory stance and Kafka’s reliance on and preference for practical reasoning.
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Yell, Mitchell L., Michael A. Couvillon, and Antonis Katsiyannis. "Perez v. Sturgis Public School (2017): The Supreme Court Rules on the Special Education Exhaustion Requirement." Intervention in School and Clinic, October 23, 2023. http://dx.doi.org/10.1177/10534512231204302.
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The U.S. Supreme Court has heard several cases regarding special education. These cases have resulted in decisions that have addressed issues involving special education programming and procedural issues. On March 21, 2023, the U.S. Supreme Court issued a unanimous ruling in Perez v. Sturgis Public Schools. This decision, which was the most recent special education case heard by the highest court in the United States, involved litigation in special education. In this brief article, we address the Supreme Court’s decision in Perez by (a) examining the background of the case, (b) reviewing the decision by the lower courts and the U.S. Supreme Court, and (c) discussing the implications of the case for special educators.
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Allaire, Stephane, Nadège Bikie, Thérèse Laferrière, Vincent Gagnon, Christine Hamel, Émilie Labonté-Hubert, and Rollande Deslandes. "The Remote Networked School (RNS) Model: An ICT Initiative To Keep Small Rural Schools and Their Local Community Alive." International Journal about Parents in Education 5, no. 2 (November 11, 2023). http://dx.doi.org/10.54195/ijpe.18186.
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The importance of peer interaction for learning purposes is a well-known fact in educational theory, and a school of a small size is particularly challenged to engage same-age students in social exchange of this nature. For almost a decade, an action research partnership (Laferrière & Breuleux, 2002) has been established. A systemic approach was applied (Banathy, 1991; Engeström, 1999; Seidel & Perez, 1994). It has meant tackling an educational challenge and social one as well as distance from urban areas using the support of the Internet. Partners’ objective was to design and study (see design experiment methodology: Brown, 1992; Collins, 1992; 1999), from an ecological perspective (Nardi & O’Day, 1999). The model that was cocreated was meant to enrich interactions for learning purposes in rural schools. More concretely, with the use of information and communication technologies (ICTs), we designed a model whose purpose is to bring classrooms of different schools and regions to work and learn together. This paper focuses on two poles of results of the Remote Networked School (RNS) model: 1) the advantages of collaboration between schools from teachers’ point of view; 2) parents’ social representations of the RNS model and its value as it pertains to their children’s education.
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Wiechmann, Juria, Daniel Conn, and Leslee Thorpe. "Broader Strokes: The Curricular and Pedagogical Possibilities of Multiage Educational Settings." Qualitative Report, July 14, 2019. http://dx.doi.org/10.46743/2160-3715/2019.3378.
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Multiage classrooms seem to be an idea of the past, as students in most schools across the country are grouped by age. However, research by Goldman (1981), Rhoades (1966), and Eisner (2003) argue that multiage grouping has significant social, behavioral, and intellectual advantages for students. Using educational criticism and connoisseurship as a methodology, this article examines the accounts of a professor who taught in a multiage school environment within the United States, as well as observations of a multiage school in the Masaka district of Uganda. This study aims to understand how curriculum and pedagogy interact within multiage system, as well as whether those interactions help or hinder students. Through interviews observations, and classroom artifacts, it was found as Perez, Breault, and White (2014) argue curriculum functions as a space, not only a given content trajectory. Additionally, it was found that in creating a space where community was encouraged, the school was able to move toward pedagogy of love.
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Lalruatfeli Fanai, Margaret, Lalhriatpuii Lalhriatpuii, and Zokaitluangi Zokaitluangi. "PREDICTION OF RELIGIOSITY ON DEPRESSION AND SUICIDAL IDEATION AMONG SCHOOL STUDENTS." INDIAN JOURNAL OF APPLIED RESEARCH, May 1, 2024, 72–74. http://dx.doi.org/10.36106/ijar/0109251.
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Religiosity is a formal institutional, and has been considered as facilitating personality development. Research evinced a positive role that religion plays in mental health relating to depression (Pearce, Little, & Perez, 2003), preventing suicide and helping recovery from suicidal thoughts (Morriss et al., 2005) with lower suicide rates (Stack 1983) among adolescents. Researchers have brought evidence for the positive and negative role that religion plays in health relating to mood disorders, personality disorders, and psychiatric disorders. Religious beliefs are increasingly being considered in psychotherapy to improve service and the effectiveness of treatment. Psychotherapists utilize religious practices and principles in therapy, such as prayer, forgiveness, and grace. Brown suggests that "our biases can only be suspended to the extent to which they are no longer our biases" (Brown, 2017). Women are more religious than men (Walter & Davie 1998; Trzebiatowska & Bruce 2012). Understanding the function of religiosity is much needed for clinical practice in relieving suffering and helping people to live more fullling lives (Moreira-Almeida et al., 2006).
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Öztürk, Nilgün, and Abdullah Atli. "Reasons for resentment of high school teenagers with friends." Personal Relationships, February 15, 2021. http://dx.doi.org/10.1111/pere.12371.
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Duckworth, Cheryl Lynn. "Is There a School to Prison Pipeline? The Case of France." Journal of Contemporary Issues in Education 11, no. 1 (May 23, 2016). http://dx.doi.org/10.20355/c5p889.
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In the wake of the January 2015 attacks on Charlie Hebdo, (a satirical newspaper in Paris), there was much commentary on free speech, security, intelligence and the marginalization and dispossession of some young Muslim immigrants (and children of immigrants). Analysis has seemed, reasonably, to focus on economic opportunities, as well as addressing some identity and cultural issues, such as whether or not female Muslims should be allowed to wear a headscarf. The media reported that the two young men who seem to have led the attack on Charlie Hebdo had dropped out from school, going on to work low-wage jobs such as pizza delivery. Little of the news coverage details their education beyond that they were remembered as average Parisian boys, as media coverage focused of course on live breaking events, with less in-depth analysis of the social, economic and political factors driving the broader conflict between European and North American states and their Muslim immigrant residents and citizens. The Charlie Hebdo attacks, like 9/11, were only one expression of this broader escalating and expanding conflict. The academic literature does discuss in depth the history of France’s colonization of countries such as Algeria and Morocco, as well as the racist oppression and economic marginalization Maghrebi immigrant families face—even two generations later. (Bienkowski, 2010; Bowen 2007; Cesari 2002; Franz 2007; Limage 2010; Keaton 2005; Jugé and Perez 2006; Landof and Pagan 2005; Levine 2004; Mahmood 2006; Zimmerman 2015). This paper will thus explore the question of whether there is a “school to terror” pipeline—that is, is there anything about the pedagogy, curriculum, school culture or educational policies of France which might well be contributing to the radicalization of young people? I will conclude with consideration of what peace pedagogy might be able to contribute in terms of conflict transformation.
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Meinarni, Ni Putu Suci, Komang Redy Winatha, I. Putu Pedro Kastika Yasa, and Arya Aditya Widya Semara. "PKM SOSIALISASI PEMANFAATAN SAMPAH ORGANIK DI SD NEGERI 1 PEREAN KANGIN, BATURITI, TABANAN, BALI." Empowerment : Jurnal Pengabdian Masyarakat 2, no. 02 (October 3, 2019). http://dx.doi.org/10.25134/empowerment.v2i02.2012.
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AbstractSD Negeri 1 Perean Kangin is a partner in the Community Partnership Program, which is one of the state primary schools located in the Baturiti Tabanan area, where the environment around the school is still a beautiful rural environment with little technological development. The problem faced is the lack of awareness of the potential of organic waste contained in their environment, and knowledge of the importance of sorting rubbish, which still piles up various types of garbage in one trash can. The purpose of this activity is to increase awareness and increase students' knowledge and skills to sort and manage waste, especially organic waste. The presentation method is used to describe in general the concept of waste segregation and by staying interactive with students. The material presented is the difference between organic and inorganic waste, and how to use it according to the type of waste, and the results of organic waste management. The results of activities that have been carried out are the presentation of material on organic and inorganic waste, as well as training in making compost as a result of organic waste processing. Based on the activities that have been carried out students are able to sort waste according to its type.Keywords: Environment, Community Partnership Program, Waste, Compost Fertilizer.�AbstrakSD Negeri 1 Perean Kangin adalah mitra dalamProgram Kemitraan Masyarakat yang merupakan salah satu sekolah dasar negeri yang terdapat di daerah Baturiti Tabanan, dimana lingkungan disekitar sekolah merupakan lingkungan pedesaan yang masih asri dengan terpengaruh sedikit perkembangan teknologi. Masalah yang dihadapi adalah kurangnya kesadaran terhadap potensi sampah organik yang terdapat di sekitar lingkungan mereka, dan pengetahuan tentang pentingnya pemilahan sampah, yang masih menumpuk sampah berbagai jenis dalam 1 tempat sampah. Tujuan kegiatan ini adalah untuk meningkatkan kesadaran dan menambah pengetahuan dan keterampilan siswa untuk memilah dan mengelola sampah khususnya sampah organik. Metode presentasi digunakan untuk menjabarkan secara umum konsep pemilahan sampah dan dengan tetap interaktif dengan siswa. Adapun materi yang disampaikan adalah perbedaan sampah organik dan an organik, serta cara pemanfaatannya sesuai dengan jenis sampah, dan hasil dari pengelolaan sampah organik. Hasil kegiatan yang sudah dilaksanakan adalah pemaparan materi tentang sampah organik dan an organik, serta pelatihan pembuatan pupuk kompos sebagai hasil dari pengolahan sampah organik. Berdasarkan kegiatan yang sudah dilakukan siswamampu untuk memilah sampah sesuai dengan jenisnya.Kata Kunci: Lingkungan, Program Kemitraan Masyarakat, Sampah, Pupuk Kompos.
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Azzi, Stéphanie, Marie‐France Lafontaine, Jean‐François Bureau, and Audrey Brassard. "Are we there for each other? Longitudinal associations between parenting stress and coparenting in parents of preschool and school‐aged children." Personal Relationships, November 27, 2023. http://dx.doi.org/10.1111/pere.12530.
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AbstractIt is well known that parenthood can be particularly stressful. However, less is known about the stability of parenting stress across children's developmental periods. Certain correlates to parenting stress, such as coparenting support between parents, also appear to play a crucial role in childrearing. The current study aims to shed light on the longitudinal associations between parenting stress during the preschool and school years, along with the moderating effect of coparenting support in this association. Eighty‐two heterosexual couples who are parents completed the Parenting Stress Index at Time 1 and Time 2 and the Coparenting Relationship Scale at Time 2. Actor‐Partner path analyses revealed that greater parenting stress in each parent was related to their partner's greater parenting stress at each time point, but only to their own greater parenting stress 5 years later. The association between fathers' parenting stress at both time points was weaker in fathers who reported greater coparenting support from their partner. Helping parents reduce their parenting stress and learn to support each other effectively as coparents may be important parenting intervention avenues.
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"Primary sclerosing cholangitis (PSC): Natural history and outcome G. Garcia-Tsao, G. Fiarman, F. Rodriguez-Perez, A.B. West, J.L. Bover. Liver Center. Yale University School of Medicine. New Haven, CT." Hepatology 19, no. 4 (April 1994): I66. http://dx.doi.org/10.1016/0270-9139(94)90431-6.
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