scholarly journals Integrated Thematic Instruction

1991 ◽  
Author(s):  
◽  
Premalatha Gaikwad
Keyword(s):  
Thematic Instruction ◽  
Integrated Thematic Instruction

scholarly journals Inquiry-based Integrated Thematic Instruction On Character Education Of Primary School Students

2018 ◽  
Vol 6 (2) ◽  
pp. 69
Author(s):  
Chumdari ◽  
Sri Anitah ◽  
Budiyono ◽  
Nunuk Suryani
Keyword(s):  
Primary School ◽  
Character Education ◽  
Control Group ◽  
Positive Contribution ◽  
Primary School Students ◽  
School Students ◽  
Thematic Instruction ◽  
Integrated Thematic Instruction ◽  
Levene Test ◽  
Instruction Model

This study aimed at investigating the differences between the yields of inquiry-based integrated thematic instruction and thematic instruction model on the character education of primary school students. The population was 253 elementary schools and 63,433 students in Surakarta City, Central Java, Indonesia. Samples were obtained through multistage cluster random sampling, which were then divided into experimental group (four classes, 129 students) and control group (four classes, 139 students). The Randomized Static Group Comparison Design was employed as the design of experiment. Data collection methods were interview, observation, questionnaire, and documentation. The instruments were validated by content validity and construct validity. Test for normality and homogeneity of data used Kolmogorov-Smirnov test and Levene Test. Data were analyzed using Mann-Whitney U Test. The result showed that students in the inquiry-based integrated thematic group obtain better score (3.48) than those in the thematic group (3.28). Moreover, the mean rank of the first group (176.07) was also significantly higher than that of the second group (95.92) (Asymp. Sig. (2-tailed). 000<.05). In overall, inquiry-based integrated thematic instruction has more significant and positive contribution on the character education of primary school students in compared with the thematic instruction model.

Brain-Based Learning

2011 ◽  
pp. 292-322 ◽  
Author(s):  
Kathleen Cercone
Keyword(s):  
Online Learning ◽  
Adult Students ◽  
Brain Research ◽  
Face To Face ◽  
Anatomy And Physiology ◽  
Thematic Instruction ◽  
Integrated Thematic Instruction ◽  
Neuroscience Research ◽  
Brain Based Learning ◽  
The Brain

Neuroscience research that explains how the brain learns is a dynamic field. Since the 1990s, there has been explosive growth in information about the neurophysiology of learning. A discussion of the neuroanatomy that is necessary to understand this research is presented first. Following the discussion of anatomy and physiology, current brain research is described, with particular focus on its implications for teaching adult students in an online environment. In addition, two instructional design theories (Gardner’s multiple intelligence and Kovalik’s integrated thematic instruction) that have a basis in neuroscience are examined. Recommendations founded on brain-based research, with a focus on adult education, follow, including specific activities such as crossed-lateral movement patterns and detailed online activities that can be incorporated into an online learning environment or a distance learning class (and face-to-face classroom) for adults. Comprehensive recommendations and guidelines for online learning design have been provided as suggestions for making maximum use of the brain-based principles discussed in this chapter.

scholarly journals Inclusive Practices and the Achievement Gap between Students with and without an Individualized Education Plan

2021 ◽  
Vol 8 (1) ◽  
pp. p83
Author(s):  
Evalynne W. Lindberg ◽  
Chancey T. Bosch ◽  
Marcia P. Livingston-Galloway
Keyword(s):  
Achievement Gap ◽  
Innovative Approach ◽  
Successful Implementation ◽  
Inclusive Practices ◽  
Students With Special Needs ◽  
The Public ◽  
Thematic Instruction ◽  
Integrated Thematic Instruction ◽  
Public Middle School ◽  
Parametric Testing

Philosophy, ethics, legal mandates, educational theory, classroom application, and research has neither concluded nor reached scholarly saturation on the successful implementation of inclusion. This study examines inclusive practices for students with special needs by focusing on one innovative approach to narrowing the achievement gap between students on an Individual Education Plans (IEP) and students not on IEP. The innovative approach examined combined three research-based practices to create one school-wide pedagogy. The public middle school in this study integrated three educational approaches known as “Tribes,” “Integrated Thematic Instruction (ITI)”, and “MicroSocieties”. An 11-year study revealed statistically significant relationship between the innovative approach and the achievement gap between students on IEPs and students not on IEPs. Descriptive statistics and parametric testing, a linear regression, were used to make inferences in the relationship. Implications of the study continue to support existing research on individual inclusive practices, but more importantly the innovative integration of inclusive practices.

scholarly journals Child Creativity in the Context of Education at Standard and Alternative Schools in Slovakia

2014 ◽  
Vol 4 (2) ◽  
pp. 19-26
Author(s):  
Eva Szobiová
Keyword(s):  
Alternative Schools ◽  
Rating Scale ◽  
The Self ◽  
Second Grade ◽  
Thematic Instruction ◽  
Self Rating ◽  
Integrated Thematic Instruction ◽  
Waldorf Schools ◽  
Research Findings

AbstractThe contribution gives a review of the research findings mapping (survey) the pupils’ creativity level. It provides information about education in alternative schools: Montessori, Waldorf and the Integrated Thematic Instruction (ITI), where the research was realised. The Torrance test (TTCT) and Urban test (TSD-Z) were used for the identification of pupils’ creativity. The procreative tendency of the teachers was examined by the Self-Rating Scale of the Creatively Oriented Personality (SRSCP). The comparison of pupils’ and teachers’ results from standard and alternative schools brought diverse results. Our findings regarding the creativity level of pupils attending the second grade of Montessori and Waldorf schools (N=50) in comparison with the children in standard schools suggest no significant differences. The pupils of the alternative classes of ITI (N= 206) achieved significantly higher scores of originality than those of standard schools (N=194). A link between the teachers’ creative orientation and their pupils’ creativity has not been found.

Fundamental Design Elements of Pervasive Games for Blended Learning

2011 ◽  
pp. 148-172
Author(s):  
David Metcalf ◽  
Clarissa Graffeo ◽  
Luke Read
Keyword(s):  
Augmented Reality ◽  
Blended Learning ◽  
Situated Learning ◽  
Learning Theories ◽  
Pervasive Games ◽  
Thematic Instruction ◽  
Integrated Thematic Instruction ◽  
Key Characteristics ◽  
Learning Programs ◽  
Pervasive Game

Though not widely researched or implemented in the field of blended learning, pervasive game frameworks in the alternate and augmented reality game genres are highly relevant to education, particularly in curricula seeking to use blended principles. Key characteristics of alternate and augmented reality games are identified, along with specific game examples, and their applicability to various learning theories including situated learning, guided experiential learning, and integrated thematic instruction. Several learning projects using these frameworks conducted by the Mixed Emerging Technology Integration Lab are described, and the Moving Knowledge Engine delivery system and game engine for pervasive blended learning solutions is outlined. The chapter concludes by discussing future possibilities for implementing pervasive games in blended learning programs to achieve deep, complex learning and high student engagement.

Brain-Based Learning

2011 ◽  
pp. 453-474 ◽  
Author(s):  
Kathleen Cercone
Keyword(s):  
Online Learning ◽  
Adult Students ◽  
Brain Research ◽  
Face To Face ◽  
Anatomy And Physiology ◽  
Thematic Instruction ◽  
Integrated Thematic Instruction ◽  
Neuroscience Research ◽  
Brain Based Learning ◽  
The Brain

Neuroscience research that explains how the brain learns is a dynamic field. Since the 1990s, there has been explosive growth in information about the neurophysiology of learning. A discussion of the neuroanatomy that is necessary to understand this research is presented first. Following the discussion of anatomy and physiology, current brain research is described, with particular focus on its implications for teaching adult students in an online environment. In addition, two instructional design theories (Gardner’s multiple intelligence and Kovalik’s integrated thematic instruction) that have a basis in neuroscience are examined. Recommendations founded on brain-based research, with a focus on adult education, follow, including specific activities such as crossed-lateral movement patterns and detailed online activities that can be incorporated into an online learning environment or a distance learning class (and face-to-face classroom) for adults. Comprehensive recommendations and guidelines for online learning design have been provided as suggestions for making maximum use of the brain-based principles discussed in this chapter.

scholarly journals THE DEVELOPMENT OF ‘SNAKE AND LADDER’ LEARNING MEDIA TO ENRICH INDONESIAN VOCABULARY IN THEMATIC INSTRUCTIONFOR FOURTH GRADE STUDENTS

2017 ◽  
Vol 1 (2) ◽  
pp. 161
Author(s):  
Yohana Intan Pratiwi ◽  
Haris Nusarastriya
Keyword(s):  
Research And Development ◽  
Research Method ◽  
Fourth Grade ◽  
Average Score ◽  
Test Evaluation ◽  
Thematic Instruction ◽  
Fourth Grade Students ◽  
Teachers And Students ◽  
The Media ◽  
Data Collection Technique

This research method used was Research and Development (RnD) by adapting the research and development steps by Borg and Gall. This research aims to help fourth grade students to enrich their Indonesian vocabulary, and also to know the validity, effectiveness, and practicality of the developed product. The developed product was ‘snake and ladder’ learning media with 31 grade four students of SD Negeri 02 Bringin as the subjects of this research. The data collection technique in this research used test (evaluation questions) and non-test (observation, questionnaire, and documentation). The validity of the product was analyzed from the calculation of media and material expert test, whereas the effectiveness was analyzed using Paired-Sample T Test with SPSS program. The practicality of the media was analyzed from the result of the observation and questionnaire from teachers and students. From this research, it can be concluded that ‘snake and ladder’ learning media to enrich the students’ Indonesian vocabulary in thematic instruction was proven as valid, effective, and practical. The validity was proven with the average score 4,90 (very good) by the media expert and 4,00 (good) by the material expert. The effectiveness of the product was proven by significance score which showed that the result of two evaluation tests, which were X1 (implementation of snake and ladder which has not been developed) and X2 (implementation of developed product), was significant with the amount 0,000, and also 61% students got above average grade which was 86,93. The practicality proof came from the teacher observation with the average score 5,00 (very good) and the questionnaire of students and teacher toward the developed product with the average score 4,94 (very good) and 5,00 (very good)

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