Who Is Minding the Mathematics Content? A Case Study of a Fifth-Grade Teacher

1992 ◽  
Vol 93 (2) ◽  
pp. 153-162 ◽  
Author(s):  
Ruth M. Heaton
Keyword(s):  
Fifth Grade ◽  
Grade Teacher

scholarly journals THE TEACHER’S ROLE IN OVERCOMING THE STUDENT’S DIFFICULTIES IN LEARNING READING (DYSLEXIA)

2016 ◽  
Vol 3 (3-1) ◽  
Author(s):  
Arief Hidayat Afendi ◽  
Widia Nur Jannah ◽  
Dila Charisma
Keyword(s):  
Sampling Technique ◽  
Reflective Learning ◽  
Fifth Grade ◽  
Fifth Grade Students ◽  
Teacher’S Role ◽  
Time Out ◽  
Grade Teacher ◽  
The Subject ◽  
Teacher's Role

The goal of this study is to see how the teacher’s role in overcoming the fifth grade students’ difficulties in learning and reading at the SDN Jatiseeng Kidul Cirebon by applying reflective learning-based prophetic teaching. Reflective learning-based prophetic teaching is a teachers’ activity in facilitating the students using questions in order to help their students to reflect their learning in the form of good questions based on the way of learning to imitate the prophet procedures in teaching. The method of this study is case study with internal purposive sampling technique. The place of this study is SDN 2 Jatiseeng Kidul, Cirebon. The subject of this study is the fifth grade teacher and the objects are four students of the fifth grade students of SDN 2 Jatiseeng Kidul which get difficulties in learning reading (dyslexia). The collecting data procedures used in this study are observation, interview and documentation. The result of this study proves that the teacher’s role is very necessary and very helpful to motivate students wh o have difficulty in learning reading (dyslexia). Since the teachers apply reflective learning-based of prophetic teaching using story telling and discussion method, questioning or dialogue, seen the students motivated to participate in learning, thereby reducing the students’ difficulties in learning reading (dyslexia), moreover it can grow the character of respect each other, perseverance and cooperation. In addition, the teachers provide additional learning time out of the school with repeating the exercise in accordance with their reading difficulties.Keywords: The teachers’ role, dyslexia, reflective learning-based, prophetic teaching

Exploring Bullying: Fifth Graders’ Interpretations and Understandings

2020 ◽  
pp. 016235322097830
Author(s):  
Diane Barone ◽  
Rebecca Barone
Keyword(s):  
Mental Health ◽  
Gifted And Talented ◽  
Fifth Graders ◽  
Gifted Students ◽  
School Personnel ◽  
Fifth Grade ◽  
Descriptive Case Study ◽  
Fixed State ◽  
Talented Students

This study explored understandings shared by fifth-grade gifted students as they read the book Restart, which explores bullying. Students read, created representations, and discussed the text. Grounded by Langer’s stances of envisionment, this descriptive case study analyzed student representations and conversations. Each of the stances was represented with most responses being represented in Stances 1 (getting a sense of the text), 2 (interpreting text), and 4 (analyzing the text). In addition, most students viewed bullies and their behavior as being in a fixed state, which was tied to the perceived power a bully held. The results from this study have implications for teachers who work with gifted and talented students, counselors who work with students in mental health and resilience programs, and the collaboration of these school personnel.

scholarly journals Enhancing Students’ Understanding and Revision of Narrative Writing through Self-Assessment and Dialogue: A Qualitative Multi-Case Study

2015 ◽  
Author(s):  
Stephanie Baxa
Keyword(s):  
Self Efficacy ◽  
Fifth Grade ◽  
Future Research ◽  
Writing Conferences ◽  
Teacher Language ◽  
Self Assessment ◽  
Self Assessments ◽  
Teacher Assessments ◽  
The Impact

With students losing hope when faced with challenges in the classroom, daily student-involved formative assessment that contributes to a growth mindset is essential. Through self-assessment and dialogue, students can generate feedback used for improvement of their writing, and teachers can give feedback that fosters self-efficacy. The purpose of this qualitative multi-case study was to explore the growth of fifth-grade writers as they participated in self-assessment, writing conferences with their teacher, and story revision. Research questions focused on students’ ability to explain learning targets and strengths and weaknesses of their writing and their ability to revise their writing. The participants, two male and one female, were randomly chosen from the teacher/researcher’s fifth-grade classroom in a large public school in the Midwest. Data sources included audio-recorded interviews and writing conferences, student-written work and self-assessments, and teacher assessments and notes. Self-assessment and dialogue with the teacher served as tools for providing feedback to the student and the teacher. Throughout implementation of the instructional strategies, students were able to talk about the learning targets and the strengths and weaknesses of their writing and were motivated and able to revise their writing. Limitations of the study included the length of the study and diversity of participants. Suggestions for future research included exploring ways to elicit more student feedback and the impact of teacher language during writing conferences on the self-efficacy of students.

Let It Go

2017 ◽  
pp. 130-146
Author(s):  
Yonty Friesem ◽  
Brien J. Jennings ◽  
Carol Prest
Keyword(s):  
Literacy Practices ◽  
Fourth Grade ◽  
Media Specialist ◽  
Media Production ◽  
Library Media Specialist ◽  
Library Media ◽  
Grade Teacher ◽  
Multimedia Production ◽  
Support Team

This case study introduces a two-year process in which a fourth grade teacher working with a library media specialist experienced a successful integration of digital and media literacy practices. During that time the fourth grade teacher adopted a less protectionist approach by having her students explore different multimedia production projects to enhance their learning in social studies. This book chapter introduces the process of both the fourth grade teacher as she explored new instructional strategies to incorporate media production and the Common Core State Standards and the library media specialist as a support team member. The standards index and its media production application can help educators integrate media production into their classrooms. This case study can help promote media production activities as they foster 21st century skills in elementary students.

Jen's Story

2019 ◽  
pp. 123-133
Author(s):  
Chiu-Yin Wong ◽  
Wendy A. Harriott
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Gifted And Talented ◽  
English Language ◽  
First Grade ◽  
Case Study Method ◽  
Grade Teacher ◽  
Depth Interview ◽  
Talented Students

This chapter describes the experiences of a first grade teacher who was classified as gifted and talented during her school years. Currently, she teaches classes with a diverse group of students (e.g., English language learners, gifted and talented students). Adopting a qualitative case study method, the authors conducted an in-depth interview with the teacher and share her story related to how her giftedness affects and enhances her professional work as an educator. Further, this chapter illustrates the teacher's story related to her personal interactions and relationships. Finally, based on the literature, implications for other educators who are gifted and talented are discussed.

Let It Go

2017 ◽  
pp. 245-261
Author(s):  
Yonty Friesem ◽  
Brien J. Jennings ◽  
Carol Prest
Keyword(s):  
Literacy Practices ◽  
Fourth Grade ◽  
Media Specialist ◽  
Media Production ◽  
Library Media Specialist ◽  
Library Media ◽  
Grade Teacher ◽  
Multimedia Production ◽  
Support Team

This case study introduces a two-year process in which a fourth grade teacher working with a library media specialist experienced a successful integration of digital and media literacy practices. During that time the fourth grade teacher adopted a less protectionist approach by having her students explore different multimedia production projects to enhance their learning in social studies. This book chapter introduces the process of both the fourth grade teacher as she explored new instructional strategies to incorporate media production and the Common Core State Standards and the library media specialist as a support team member. The standards index and its media production application can help educators integrate media production into their classrooms. This case study can help promote media production activities as they foster 21st century skills in elementary students.

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