Search results

Education is aimed at improving the quality of human life, both individually and in society. Education is not separated from an institution where learning is a school. There is no denying the quality of service between public and private schools. However, the phenomenon is in contrast to current on-going program of the government to promote qualified and affordable education through public schools. This research aims to analyze background of primary school selection for parents as seen at a private school in Purwokerto. This research uses qualitative method with study case type. The research was conducted at a primary school in Purwokerto. The data sources were obtained from the students' parents, teachers, and the principal. Techniques of collecting data were observation, comprehensive interview, and document study. The validity test was done by source triangulation. The finding showed that parents considered two factors: theological and academic factors. The theological factor was based on religious consideration. Parents wanted their children to have strong religious foundation. The academic factors dealt with the human resource ability to achieve both academic and non-academic achievements for the students.

Physical abuse in schools is quite visible in developing countries like Pakistan; it is being covered by maintaining discipline in schools which instigated to conduct this study as a dire need of the time to cope with physical abuse at the primary school level. A multi-stage sampling technique was used. Two hundred and forty-five teachers and 23 head teachers and 500 students were selected from the Primary Section of Higher Secondary Schools of two tehsils (City & Sadar) of District Faisalabad. A Likert type scale for teachers and headteachers and a dichotomous questionnaire for students were used as research instruments. Mean, Standard Deviation, ANOVA, ttest, frequency, Mann-Whitney u test were applied to analyze data. Teachers and headteachers' perceptions indicated that physical abuse exists moderately whereas students' responses explored the presence of a high level of physical abuse by the teachers in the schools.

Researchers investigated how primary school teachers benefited from their training. A total of 150 public school teachers in primary schools (75 men, 75 women) participated in the study. Using the survey method, the researcher adopted a simple random sampling technique. The researche employed a self-developed questionnaire with a five-point scale to compile the results. The questionnaire consisted of six main aspects. The validity of the research instrument was ensured in light of experts' opinions and pilot testing. The reliability was also ensured properly by applying Cronbach Alpha and its value was found .83. The data collected from respondents was organized properly. The data was analyzed through inferential statistics, and an independent-sample t-test was applied. The data was tabulated, presented and interpreted in a mean score, standard deviation and in the form of t- value to see the significant difference in mean score. It was concluded that teachers' training enhanced theteachers' professional competencies and recommended that teachers' professional training may be conducted continuously.

The major purpose of this quantitative research is to investigate the frequency of social learning strategies used in teaching German as a foreign language within the population of primary school students of the higher grade (corresponding to the age of 11 to 14). Furthermore, the aim of this study is to explore the statistically significant differences between pupil's gender, age, second language performance assessment as predictors and social learning strategies as dependent variables. The research was done during the first semester of the school year 2019 / 2020 with 218 students. The modified questionnaire Strategy Inventory for Language Learning designed by Rebecca Oxford, Likert and Guttman scale were used for data collection. The Cronbach's Alpha reliability coefficient of the modified scale was α = .89. The research data was analysed by a quantitative method with IBM SPSS 23 and the results revealed that the primary school learners employed social learning strategies with an average value of 3.30, which represents a medium frequency of use. Results have shown that female students tend to use social learning strategies more frequently than males (Mf = 11.05; Mm = 9.74) and their usage becomes less intense with age (М5 = 4.14, М6 = 3.69, М7 = 2.42, М8 = 2.39). Performance assessment is not contributing significantly to their frequency (rho = .18, p = .39). The Mann - Whitney U test is used to compare whether there is a statistically significant difference in the dependent variable for two independent groups: students in late childhood and students in early adolescence. Results have shown that the second group of students use rarer social learning strategies than the first. Therefore, older learners were exposed to the strategies input. The Wilcoxon signed - rank test was used to compare repeated measurements on a single sample to assess whether their population mean ranks differ. Results have shown that strategies input contributing statistically significant to the detected changes in a date caused by strategies input (z = - 5.24 , p = .01). The slight difference between arithmetic means (М1 = 3.22; М2 = 3.36) was explained with the Affective filter hypothesis Stephen Krashen developed in the 1980s. This paper points out the importance of using social strategies in teaching and learning German as a foreign language. Pedagogical implications refer to some important indicators of social learning strategies – symmetrical and complementary interpersonal communication and the use of cooperative learning principles in the classroom.

The research reported here is part of the FP6 Integrated Project INCLUD-ED funded by the European Commission. ; The global financial crisis across Europe has created great societal demands. Social inclusion has become one of the main challenges of the millennium with those hit hardest being the most vulnerable people. It is at such times that it becomes crucial to provide positive welfare. This article presents research results from a transnational study, INCLUD-ED, an FP6 project of the European Commission, which focuses on educational practices promoting social cohesion as a form of positive welfare. The research focuses on six successful schools in five countries that have demonstrated that they can transform children's academic performance as well as have an impact on the community itself. A number of positive transformative approaches beyond better academic performance included a spill over of benefits to the schools' neighbouring communities and an increase in social cohesion and community in health, housing, employment and social and political participation was also identified. ; peer-reviewed

The global financial crisis across Europe has created great societal demands. Social inclusion has become one of the main challenges of the millennium with those hit hardest being the most vulnerable people. It is at such times that it becomes crucial to provide positive welfare. This article presents research results from a transnational study, INCLUD-ED, an FP6 project of the European Commission, which focuses on educational practices promoting social cohesion as a form of positive welfare. The research focuses on six successful schools in five countries that have demonstrated that they can transform children's academic performance as well as have an impact on the community itself. A number of positive transformative approaches beyond better academic performance included a spill over of benefits to the schools' neighbouring communities and an increase in social cohesion and community in health, housing, employment and social and political participation was also identified.

Inclusive education is a government program that is realized through an inclusive school program to help students with disabilities so that their formal education can be well served. The implementation of inclusive education in Tasikmalaya City and District is less encouraging, various plans for implementing inclusive education need to be taken seriously. The purpose of this study: studying, analyzing, and describing the learning difficulties of dyscalculia students; discuss the challenges or learning process in inclusive schools for dyscalculia students. The method used in this study is descriptive qualitative and think aloud was carried out at 4 inclusive schools in Tasikmalaya namely SDN Manggungjaya 1, SDN Sukasirna, SDN Cibungkul and SDN Tanjung 2. The subjects in this study were principals, class teachers in inclusive schools, and dyscalculia students in grades 4, 5 and 6 of each. The methods used in this study were descriptive qualitative and think aloud. The instruments used the researchers themselves and questionnaires. The data were collected using observation, exploration, and interviews, all data obtained analyzed then described narratively. Based on the results of data analysis concluded: dyscalculia students in grades 4, 5 and 6 still have difficulty in reading and counting operations in numbers up to 50, do not understand negative integers. Just learning to study is still very difficult to condition, teachers who often teach dyscalculia students with their own learning styles. Learning is still held by the class teacher when the teacher comes from the Special Needs School. Ideally, at least two students with disabilities, provided by teachers who have a special education background.

This research on the institutionalization of human right education at post primary school level was carried out in Hossana town of 4 primary school (2 from private and 2 from public school) namely Alemu W/Hanna public school, Hassana Vision academy private primary School, Wachemo public school and FA private school, Ethiopia. The study sample comprised 345 out of the total 2,500 population using Yeman (1967:886) formula. Two types of research questions and one hypothesis were evolved to guide the study. A 10-item questionnaire titled "Human Right Education Questionnaire" was applied for data gathering. The reliability coefficient of the tool using Cronbach Alpha stretched from 0.86 - 0.96. Data gathered were examined by means of mean and independent t-test statistical instruments. To remove partiality the data were scrutinized, cross checked and triangulated using different mechanisms. The outcomes of the study exhibited that Human right education has not been institutionalized into the school curriculum, even though human right protection activities and lessons are vital part of the school life. The result of the study also discovered that public and private schools do not differ significantly in the institutionalization of human right education at post primary school level. Based on the finding of the study, it was recommended that activities to enhance human right education should be given due emphasis and encouraged in the school system.

The Lampung Provincial Government requires all primary and secondary schools to provide Lampung language lessons and introduction to Lampung script. Some students only recognize the Lampung Khaganga script, which amounts to 20 characters, while the combination of the main character and 12 characters that produces 560 syllables of the Lampung script is not yet fully understood. In fact, knowledge of Lampung script is still lacking, even some students do not understand Lampung script, it can be said that learning Lampung script at elementary school level has not been successful. This could be due to a lack of modules (teaching materials) that support learning. The research aims to develop Lampung language teaching materials in Lampung script material in the form of Iqra' Lampung script as teaching material for elementary school level. This study adopted a research and development (R&D) method proposed by Gall, Borg & Gall (2007). The work step procedure includes: 1) preliminary study, 2) product development, 3) product validation test and revision. Based on the research that has been done, it can be concluded that the teaching material (module) is feasible because the average value is 4.588 from the teacher validator and 4.446 from the lecturer validator. If it is based on a scale of 5 it can be concluded that the Iqra' Lampung script teaching material has a very good value of teachers and good grades from expert lecturers in terms of material aspects, language, presentation, the effect of teaching materials on learning strategies, and overall appearance feasibility. Modules are basically teaching materials that are systematically using language that is easily understood by students according to their level of knowledge and age so that they can learn independently or without minimal guidance from teachers.

Assigning homework to students make they are learning more effective and they comprehend the assigned task in depth by applying drill and practice activities. The current study examines the effects of assigning homework on the achievement of students at the primary level. The population of the study was 100 boys' primary schools. The sample respondents of the study were students of class 5th consist of a total of sixty students and each group such as experimental, comparison, and control group was twenty students. The experimental, comparison and control groups of the students were selected by the flipping of the coin as to which will be experimental, comparison, and the control group. The researcher adopted a simple random sampling technique. The data were collected through pre and post-standardized achievement tests based on mixed items (mix tests) developed by the researcher. The researcher developed fourteen lesson plans to teach the fourteen lessons. The pre and post standardized achievement tests were conducted, collected, and evaluated under the supervision of the researcher. Data were analyzed in the form of one-way ANOVA to find out the significant difference in f-value and p-value of the experimental, comparison, and control group regarding the 14 selected topics taught. The research concluded that there was no statistically significant difference in p-value and f-value in the achievement of the students in experimental, comparison, and control group from the lessons 1-6 due to repetition and diffusion in lessons and there was a statistically significant difference in p-value and f-value in experimental, comparison and control group from the lessons 7-14 taught. The data were presented in the form of tables.

Located at the intersection of the education system, the school and community, school principals now have the responsibility for the effectiveness of school-level responses to the COVID-19 crisis. This includes translating directives into practice during school closures as well as supporting teachers to continue to provide learning and responding to local needs, including the specific needs of disadvantaged students. Subsequently, teachers have a direct responsibility for supporting students during school closures, especially those who are disadvantaged. This article aims to provide an understanding of the response of school principals and teachers during school closures using data collected in Ethiopia through phone surveys with 127 school principals and 316 teachers in August 2020. We explore the support school principals received from the government during school closures as well as contact by school principals and teachers with parents and caregivers. Our findings suggest an important role for the local government in supporting school-level responses to the COVID-19 pandemic while parents and caregivers are important in helping to cater for the needs of disadvantaged groups.

Abstract
This study highlights the imperative fact that students are the personification of a teacher's persona. The professional persona of the teachers is the reflection of personal and emotional traits that helps their students in the development of a nation. This is a quantitative study of 40 teachers and 153 students from Sahiwal district, Pakistan based on Erikson's theory of psychosocial development. For questionnaires, the study gyrates around the conceptual framework of teachers' personal traits independent variables: empathy, resourcefulness, wittiness, acknowledgment, determination, and creativeness are aimed to analyze their reflection in students' performance as a dependent variable. For data collection, the purposive sampling technique is used and SPSS software for calculations. This study traces that it is a need the hour to improve the society through training of a teacher to develop a paradigm of 'Teacher's persona' that ultimately, influences the students en masse.

In this paper, the notions of mathematical competencies are updated, which pay attention to numerous conceptual issues of studying mathematics. Competencies make communication, presentation, reasoning, devising strategies using symbols and formulas with mathematical vocabulary. They include the ability to analyze and synthesize along with the ability to apply knowledge in practice. It is important to have a basic general knowledge of the profession imbued with basic practical expertise. Oral and written communication with basic computer skills such as: GeoGebre, Mathematic Wolfram, MatLab, etc., are important for the modern concept of mathematical knowledge. Viewed in that linguistic-competence sense, it would imply four generic competences. Primarily it is the ability to understand oral speech and communicate orally with other people. Further, this would be achieved through understanding and creating written works, as well as oral expression which would influence all actors to properly understand and interpret the received messages. Here we clearly recognize language competences with the aim of understanding both oral speech and written content.

Purpose of the study: The key purpose of the study was to compare the effectiveness of Internal and External Monitoring systems regarding students' attendance at primary school level Bannu. Methodology: Descriptive survey design was used for this study. The data was taken from head Teachers through a self-developed questionnaire of the 6-Likert scale. According to John Curry (1984) Sample size rule of Thumb, out of N= 650, n= 65 respondents was taken from district Bannu. A simple random technique was used, and also validity and reliability of the instrument were making sure in this study. Data were analyzed through SPSS by using Mean, Std. Deviation and t-test. Main Findings: The main findings of the existing study shown that the officials of external monitoring are better in monitor the students' attendance, improving students' attendance during routine monitoring, priority-based check-up of primary school students attendance during official visits, and pointing out of students absentees while the internal monitoring officials perform better only regarding "encouraging school staff to motivate the regular students with the proper award". Applications of this study: The existing study greatly significant for Educational administrators and monitoring departments, policymakers, Head Teachers, and the government which can find the real fact and issues about student attendance. Novelty/Originality of this study: The current study is fairly new and unique in the field of education department of the monitoring system. The current study is the original research work of a researcher in the field of the education monitoring system of IMS and EMS/IMU.