scholarly journals School-Based HIV/STD Testing Behaviors and Motivations Among Black and Hispanic Teen MSM: Results From a Formative Evaluation

2016 ◽  
Vol 86 (12) ◽  
pp. 888-897 ◽  
Author(s):  
Elana Morris ◽  
Pablo Topete ◽  
Catherine N. Rasberry ◽  
Catherine A. Lesesne ◽  
Elizabeth Kroupa ◽  
...  
Keyword(s):  
Formative Evaluation ◽  
School Based ◽  
Std Testing

Formative evaluation in school-based health promotion investigations

1989 ◽  
Vol 18 (2) ◽  
pp. 229-234 ◽  
Author(s):  
Richard I. Evans ◽  
Bettye E. Raines ◽  
Ann E. Owen
Keyword(s):  
Health Promotion ◽  
Formative Evaluation ◽  
School Based

scholarly journals Pengembangan Desain Pembelajaran Matematika Sekolah Dasar Kelas 1

2015 ◽  
Vol 4 (3) ◽  
Author(s):  
Dwi Setia Ningrum ◽  
Leonard Leonard
Keyword(s):  
Elementary School ◽  
Formative Evaluation ◽  
Mathematics Learning ◽  
Expert Assessment ◽  
Prototype System ◽  
Learning Material ◽  
Development Models ◽  
School Based ◽  
Class 1

<p>This research aimed to make the development of an effective instructional <br />design for Elementary School student’s class 1 to facilitate the development of <br />mathematics learning process based on expert assessment, the achievement of problem-solving abilities, and the student’s response. The development Procedure is adapted from instructional development models M. Atwi Suparman including the step definition, analysis and development of a prototype system, and conducting formative evaluation. The yielded products included of book learning model, student activity sheets, and student test results. This product has several times revised based on suggestions and feedback from lecturers, validators, and limited testing. The results showed that (1) the quality of the Mathematics learning materials Grade 1 of Elementary School based on expert assessment is fair; (2) the students response to the learning material products classified as very positive. After using Math instructional design is expected to facilitate either students or teacher of elementary school in Mathematics Learnig Grade 1. </p>

scholarly journals Developing Guessing Game for Teaching Vocabulary to the Fifth Grade Students of SD Negeri 5 Kubutambahan

2017 ◽  
Vol 1 (2) ◽  
pp. 64
Author(s):  
Komang Gede Suardiyasa
Keyword(s):  
Formative Evaluation ◽  
Fifth Grade ◽  
First Semester ◽  
Fifth Grade Students ◽  
Need Analysis ◽  
School Based ◽  
Document Review ◽  
Environment Performance ◽  
5Th Grade

This present study was a research and development (R&D) which concerned in; identifying the kinds of vocabulary were appropriate to be developed as Guessing Game (GG) for teaching vocabulary to the fifth grade of students of SD Negeri 5 Kubutambahan, analyzing the quality of the developed Guessing Game (GG) for teaching vocabulary to the fifth grade of students of SD Negeri 5 Kubutambahan. This study followed the R&D design proposed by Dick and Carey (2005). This design involves: need analysis, instructional analysis, learner and learning environment, performance objectives, assessment rubric, story board, design and develop, formative evaluation, revision and final product. The subjects of the study were students of fifth grade and the teacher of SD Negeri 5 Kubutambahan. the data were collected through observation, questionnaire, interview, document review and expert judgment. The result of the study shows that: (1) there were four guessing games have been developed with four different themes which were aimed to be used as a media for teaching vocabulary to the first semester of 5th grade students. Those guessing game were designed based on the criteria of English syllabus of school based curriculum for the first semester of 5th grade students and also based on criteria of educational app by Lee & Cherner (2015). The final of the guessing game were presented into CD and a manual guide book for teacher. (2) the overall quality of the developed guessing game from the judgment of experts was categorized as excellent (2.73). 

scholarly journals Effectiveness of a school-based programme of animal-assisted humane education in Hong Kong for the promotion of social and emotional learning: A quasi-experimental pilot study

PLoS ONE ◽  
2021 ◽  
Vol 16 (3) ◽  
pp. e0249033
Author(s):  
Joe T. K. Ngai ◽  
Rose W. M. Yu ◽  
Kathy K. Y. Chau ◽  
Paul W. C. Wong
Keyword(s):  
Hong Kong ◽  
Pilot Study ◽  
Focus Groups ◽  
Formative Evaluation ◽  
Emotional Competence ◽  
Cognitive Competence ◽  
Social Emotional ◽  
Humane Education ◽  
Social Emotional Competence ◽  
School Based

Background Humane education, which focuses on the cultivation of kindness and empathy towards animals, the environment, and fellow humans, helps children to be less egocentric and more sensitive to the human–animal interaction in ecology. Aim This study aimed to evaluate an animal-assisted, school-based humane education programme that promotes a humane attitude and enhances social–emotional competence for children in Hong Kong. Method A sequential mixed-methods formative evaluation was adopted in the pilot year of the programme. A controlled trial and focus groups were conducted to evaluate the preliminary outcomes and process of the programme and to identify the implementation obstacles and effective strategies. One hundred and ten primary three students from two primary schools participated in the study (55 in the intervention group and 55 in the control group with ordinary formal school extra-curricular activities). Paired sample t tests and a mixed ANOVA were conducted to explore the changes in students’ social–emotional competence in our programme and two typical extra-curricular school programmes. Thematic analysis was conducted to categorise the transcriptions from the focus groups. Results Quantitative findings indicated that class-based, animal-assisted humane education increased cognitive competence (t[24] = 2.42, p = .02), empathy (t[24] = 2.94, p < .01), and reduced hyperactivity (t[23] = -2.40, p = .02). Further analysis indicated that the participant recruitment strategies moderate the impact of interventions on the development of empathy (F[2,104] = 4.11, p = .02) and cognitive competence (F[2,104] = 2.96, p = .05). Qualitative analysis suggested three major themes: enhancement of self-control, promotion of humane attitude, and improvement of reading skills. Conclusion The preliminary results of this pilot study indicate positive effects of the programme. Vigorous systematic formative evaluation on the process and effective implementation should be included in future follow-up studies to ensure its sustainability and fidelity.

Improving Speech and Language Services through Effective Time Management

1983 ◽  
Vol 14 (2) ◽  
pp. 86-91 ◽  
Author(s):  
Barbara W. Travers
Keyword(s):  
Time Management ◽  
Management Strategies ◽  
Federal State ◽  
Speech Language Pathologist ◽  
School Based ◽  
Work Area ◽  
Paper Work ◽  
Areas Of Concern ◽  
State And Local ◽  
Therapeutic Services

This paper presents strategies for increasing the effectiveness and efficiency of the school-based speech-language pathologist. Various time management strategies are adapted and outlined for three major areas of concern: using time, organizing the work area, and managing paper work. It is suggested that the use of such methods will aid the speech-language pathologist in coping with federal, state, and local regulations while continuing to provide quality therapeutic services.

Speech-Language Pathologists' Perceptions of School-Based Services for Children With Hearing Loss

2020 ◽  
Vol 51 (2) ◽  
pp. 469-478
Author(s):  
Sarah Allen ◽  
Robert Mayo
Keyword(s):  
Hearing Loss ◽  
Online Survey ◽  
Working Relationships ◽  
Speech Language Pathologists ◽  
School Aged Children ◽  
School Based ◽  
Significant Difference ◽  
Positive Feelings ◽  
Children With Hearing Loss ◽  
Perceptions Of School

Purpose School-aged children with hearing loss are best served by a multidisciplinary team of professionals. The purpose of this research was to assess school-based speech-language pathologists' (SLPs) perceptions of their access to, involvement of, and working relationships with educational audiologists in their current work setting. Method An online survey was developed and distributed to school-based SLPs in North Carolina. Results A significant difference in access to and involvement of educational audiologists across the state was found. Conclusions This research contributes to professional knowledge by providing information about current perceptions in the field about interprofessional practice in a school-based setting. Overall, SLPs reported positive feelings about their working relationship with educational audiologists and feel the workload is distributed fairly.

Sign in / Sign up

Export Citation Format

Share Document