scholarly journals Outcomes for Young Children's Social Status from Playing Group Games: Experiences from a Primary School in Hong Kong

2015 ◽  
Vol 25 (2) ◽  
pp. 217-244 ◽  
Author(s):  
Sylvia Liu ◽  
Mantak Yuen ◽  
Nirmala Rao
Keyword(s):  
Hong Kong ◽  
Primary School ◽  
Social Status ◽  
Social Acceptance ◽  
First Grade ◽  
School Life ◽  
Average Improvement ◽  
Before And After ◽  
Peer Nominations ◽  
Minute Session

This exploratory study involved a structured group-games intervention to develop first-grade students’ social competence. The effects were evaluated by assessing possible outcomes for the children's social status. A sample of 119 first-grade, mixed-ability students from a Hong Kong primary school participated in the sessions (63 boys, 56 girls: mean age 74 months). Sessions were led by trained parent-volunteers and involved a 60-minute session each week for 8 weeks in the children's own classrooms. Peer nominations were used before and after intervention to assess participants’ social status under five possible categories ― popular, rejected, controversial, neglected and average. Improvement in children's social awareness and social status was noted following the intervention. Children's competence in playing group games was found to be positively correlated with their social acceptance. The findings support the value of early social intervention in classrooms as a practical way for preparing first-grade students for primary school life.

UPAYA MENINGKATKAN KEMAMPUAN MEMBACA MELALUI METODE SCRAMBLE PADA PESERTA DIDIK KELAS I SD NEGERI 002 BENTENG KECAMATAN SUNGAI BATANG

2017 ◽  
Vol 6 (2) ◽  
pp. 409
Author(s):  
Reni Marlina
Keyword(s):  
Cooperative Learning ◽  
Initial Data ◽  
Learning Outcomes ◽  
Reading Ability ◽  
First Grade ◽  
Student Learning Outcomes ◽  
Female Students ◽  
Male Students ◽  
Average Analysis ◽  
Before And After

This study aims to improve students' reading ability through the first grade scramble students of SD Negeri 002 Benteng, Kecamatan Sungai Batang, which are 28 students with 11 male students and 17 female students with heterogeneous ability. This study is based on the low ability of students' learning outcomes and lack of awareness of teachers to implement an effective, innovative, and cooperative learning. The study was conducted from September 3, 2016 to October 8, 2016. This study is a classroom action research (PTK) consisting of two cycles. Minimum completeness criteria (KKM) and average analysis are used to determine whether or not improvement of student learning outcomes before and after using the scramble learning model. The results of this study indicate that the number of students who reach KKM in the initial data is only 10 people (36%), cycle I is 16 people (57%), and the second cycle is 25 people (89%). The average student score at baseline was 68.4; cycle I increased to 75,9; in the second cycle increased again to 83,6. Based on the results of this study it can be concluded that the model of learning scramble can improve reading ability in Indonesian language students class I of SD Negeri 002 Benteng, Kecamatan Sungai Batang.

PENINGKATAN PEMAHAMAN KONSEP PEMBAGIAN PECAHAN DENGAN PENDEKATAN REALISTIC MATHEMATIC EDUCATION DI KELAS V SDN 003 PULAU KOPUNG SINTAJO KECAMTAN SINTAJO RAYA KABUPATEN KUANTAN SINGINGI

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Sri Apnita Indra
Keyword(s):  
Primary School ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Fifth Grade ◽  
Class V ◽  
Fifth Grade Students ◽  
Before And After ◽  
Mathematic Education ◽  
Realistic Mathematic

This research is motivated by the low mathematical understanding ability of students who are still low. This research was conducted on fifth grade students of State Primary School 003 Pulau Kopung, Sintajo District, Kuantan Singingi Regency. This study aims to improve the results of understanding of students' mathematics learning outcomes through the Realistic Mathematic Education (RME) approach. From the data analysis of student learning outcomes before and after the Realistic Mathematic Education approach was applied, students who completed only 10 people or 43.47% with incomplete categories. After the first cycle, students who completed increased to 16 or 69.56% with incomplete categories. For the second cycle, the number of students who completed as many as 20 people or equal to 89.95% with complete categories. From the results of this study it can be concluded that the application of the Realistic Mathematic Education approach can improve the understanding of the concept of dividing students into mathematics subjects in class V of Public Primary School 003 Pulau Kopung, Sintajo Raya District, Kuantan Singingi Regency.

Analysis of Functioning the School Council at Primary School

2012 ◽  
Vol 2 (3) ◽  
pp. 7-31
Author(s):  
Jitka Vidláková
Keyword(s):  
Primary School ◽  
Stages Of Change ◽  
School Council ◽  
School Life ◽  
School Practice ◽  
Comprehensive View ◽  
Student Council

The topic of the contribution is pupil participation in school life. In this framework we will focus on student councils, which represent one of the possible forms of pupil participation. The study analyzes the foundation and the existence of a student council at a selected primary school using a modified Lagerwei’s model of stages of change. In the text we present a comprehensive view on the functioning of student council, as we confront the data relating to its activities obtained from the headmaster, teachers and pupils. The study focuses primarily on researchers dealing with the issue of pupil participation but its focus also brings ideas and inspiration for other professionals and for school practice.

scholarly journals De-Sexualizing Partner Notification: A Qualitative Study on Chinese Young Adults with Chlamydia

2021 ◽  
Vol 18 (8) ◽  
pp. 4032
Author(s):  
Bobo H. P. Lau ◽  
Lucia Liu ◽  
Celia H. Y. Chan ◽  
Cecilia L. W. Chan ◽  
Jason J. Ong ◽  
...  
Keyword(s):  
Hong Kong ◽  
Sexual Partner ◽  
Social Acceptance ◽  
Public Awareness ◽  
Partner Notification ◽  
Well Being ◽  
Transmitted Infection ◽  
Sexually Transmitted ◽  
Active Population ◽  
Chinese Young Adults

Background: Chlamydia is common amongst the sexually active population in Hong Kong. As most cases are asymptomatic, partner notification may be helpful in controlling chlamydia. This study examined attitudes towards partner notification for chlamydia among Hong Kong Chinese youths in order to inform a culturally appropriate, patient-empowering sexual health service. Methods: Sixteen individuals (aged 20 to 31) who received a confirmed diagnosis of chlamydia within the previous twelve months of data collection were recruited from two community-based organizations between June and December 2017. Semi-structured individual interviews were conducted by a health psychologist. Results: Nine participants notified a total of eleven current and ex-partners. Seven participants did not notify their sexual partner(s). Our findings revealed how participants struggled with the discrediting sexual aspect of their infection, and how de-sexualizing the infection and selected disclosure facilitated partner notification and social acceptance. Perceived stigma regarding chlamydia however did not dissipate with their disclosure. Participants did not perceive lasting impact of chlamydia on their well-being as they thought they have much control over whether and how to disclose to their (future) partners. All participants agreed there was a pressing need to raise public awareness on this silent but highly prevalent sexually transmitted infection. Conclusions: Our findings illustrate the complex struggle behind communicating about chlamydia to one’s sexual partner and how strategizing the disclosure process served to circumvent embarrassment and foster testing of sexual partners.

scholarly journals Subversive compliance and embodiment in remedial interchanges

2020 ◽  
Vol 40 (5) ◽  
pp. 669-693
Author(s):  
Asta Cekaite
Keyword(s):  
Primary School ◽  
Adult Child ◽  
First Grade ◽  
Moral Emotion ◽  
Multiple Modalities ◽  
Temporal Duration ◽  
One Year

AbstractThis study examines normativity of affect and the affective embeddedness of normativity, instantiated as verbal and embodied stances taken by the participants in adult-child remedial interchanges. The data are based on one year of video fieldwork in a first-grade class at a Swedish primary school. An ethnographically informed analysis of talk and multimodal action is adopted. The findings show that the children’s affective and normative transgressions provided discursive spaces for adult moral instructions and socialization. However, the children’s compliant responses were resistant and subversive. They were designed as embodied double-voiced acts that indexed incongruent affective and moral stances. The findings further revealed several ways of configuring embodied double-voiced responses. The children juxtaposed multiple modalities and exploited the expectations of what constitutes appropriate temporal duration, timing, and shape of nonverbal responses. They (i) combined up-scaled verbal and embodied hyperbolic rhetoric when the teachers’ talk required but minimal responses, and (ii) configured antithetical affect displays, e.g., crying and smiling, or overlaid bodily displays of moral emotion (sadness, seriousness, and smiling) with aligning but exaggerated gestures and movements. Subversive, embodied double-voiced responses simultaneously acquiesced with and deflected the responsibility and effectively derailed a successful closure of remedial interchange.

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