Teaching the "Hows" of Mathematics for Everyday Life: A Case Study of a Fifth-Grade Teacher

1992 ◽  
Vol 93 (2) ◽  
pp. 163-177 ◽  
Author(s):  
Ralph T. Putnam
Keyword(s):  
Everyday Life ◽  
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 Japanese Rice Straw Community Approaches in Developing Rice Straw Culture (Case Study: Inagaki Wara No Kai, Aomori Prefecture, Japan)

2020 ◽  
Vol 5 (2) ◽  
pp. 113-120
Author(s):  
Pandu Purwanduru ◽  
◽  
Eka Permanasari ◽  
Akira Ueda ◽  
◽  
...  
Keyword(s):  
Research And Development ◽  
Everyday Life ◽  
Rice Straw ◽  
Wetland Rice ◽  
Global Issues ◽  
Special Events ◽  
Aomori Prefecture

The Japanese rice straw culture started from the Yayoi period, the start of wetland rice method of farming technique. The rice straw culture is spread across Japan, as the supply of the rice straw is high, and it does not require special tools to process it. The rice straw culture is performed both during the special events and everyday life. However, along with the modernization and industrialization of agriculture, the culture slowly disappears. It is increasingly difficult to find the rice straw culture in Japan. To prevent this, several rice straw communities create a movement to preserve the culture. Within their methods, the community focuses on pure preservation, preservation and development or pure development. An example of the community focusing on the preservation and development is the Inagaki Wara no Kai. With this method, this community help to preserve the traditional activities of Inagaki village while at the same time creating new events for wider community. The development is rooted in local and global issues and the process of preserving and developing the rice straw culture is documented through workshops, exhibition and festival. These activities are conducted in the cooperation with different stakeholders such as participants, research and development partners, facilitators, or sponsors.

scholarly journals “A point that escapes Darwin”: Crises of colonial self in the nature essays of Edward Hamilton Aitken and Philip Robinson

2021 ◽  
pp. 002198942110328
Author(s):  
Jason Sandhar
Keyword(s):  
Everyday Life ◽  
Civil Servants ◽  
Gender And Race ◽  
Daily Work ◽  
Psychic Life ◽  
British Rule ◽  
The Everyday

This article shows how the colonial nature essay both spoofs and affirms crises of the European self in British India’s post-Rebellion era (1857–1947). Authored by English civil servants who took to naturalism as a hobby, the nature essay’s exaggerated misadventures with quotidian animals such as ants, beetles, and mosquitos parody British accounts of the 1857 Rebellion, while dehumanizing caricatures of uncooperative servants reduce Indian society’s complex hierarchies of class, caste, gender, and race to buffoonery. Taking as a case study two of the genre’s exemplars, Edward Hamilton Aitken and Philip Robinson, I read the colonized animals and people in these texts as agents who destabilize the material and psychic life of empire. Historians and postcolonialists agree that censorship, paranoia, and violence defined British rule over India between 1857 and 1947, yet they overlook the everyday life of empire. The nature essay’s peculiar synthesis of humour and science grants surprising insights into how colonial agents understood themselves as Raj hegemony shifted into its final stages. As the nature essay’s colonized people and animals thwart the daily work of empire, they also reveal the colonial class’ failure to confront its anxieties about the sahib’s political and epistemic stability as a rational, post-Enlightenment agent destined to master the colony.

scholarly journals IMPLEMENTASI PENDIDIKAN LIFESKILL SEJAK DINI DALAM PEMBELAJARAN ENTERPRENEURSHIP

2018 ◽  
Vol 4 (1) ◽  
pp. 85
Author(s):  
Yeni Suprihatin ◽  
Etika Lisyana Dewi
Keyword(s):  
Qualitative Research ◽  
Everyday Life ◽  
Learning Activities ◽  
Life Skill ◽  
Report Result ◽  
Depth Interview ◽  
Main Components ◽  
Study Type ◽  
And Training

Life skill education is an education that provides basic supplies and training to learners about the values of life needed and useful for the development of everyday life. Research on integrated life skill education in enterpreneurship subject in SMP Cahaya Bangsa School aims to know what life skill orientation in Entrepreneurship subject and examine the extent of life skill education implementation in Enterpreneurship subject. The design of this study used qualitative research with case study type. A descriptive inductive approach is used to describe a case by understanding symptoms and meaning. Researchers use in-depth interview techniques, digging information with direct observation, and study documentation. In analyzing the data, the researcher through three main components, namely, data reduction, display data, and data conclusion drawing. The results showed that the concept of life skill education is internalized in the entrepreneurship subject syllabus, then the teacher describes it in various learning activities such as washing activities, ironing activities, live in program, and market day. Evaluation done by teacher in assessing ability of life skill of student is by observing directly activity in enterpreneurship subject and student also given duty to write report result of activity live in.

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.

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