scholarly journals EXPLORING GIFTEDNESS: TRAITS OF COGNITIVE AND PRACTICAL SKILLS OF A GIFTED CHILD

2020 ◽  
Vol 5 (34) ◽  
pp. 189-196
Author(s):  
Md Jais Ismail ◽  
Azu Farhana Anuar ◽  
Rorlinda Yusuf
Keyword(s):  
Document Analysis ◽  
Cognitive Skill ◽  
Gifted Children ◽  
Learning Needs ◽  
Practical Skills ◽  
Gifted Child ◽  
Emotional Needs ◽  
Short Period ◽  
Depth Interviews

Previous studies reveal that there is at least 1 gifted child in 10,000 children. Managing these gifted children at home and schools is in fact a demanding task. Parents and teachers need to understand gifted children’s traits in order to cater to their learning needs. This study aims to explore the traits of the cognitive and practical skills of a gifted child through a case study. The respondent is a male child of Pusat GENIUS@pintar Negara, Malaysia, aged 13 years old who has passed the ‘gifted tests’ which are UKM1, UKM2, and UKM3. Data were collected through in-depth interviews, document analysis, and observations. The result shows that the gifted child possesses high ability in terms of cognitive and practical skills compared to his peers who are at the same age. In terms of cognitive skill, he could answer all questions correctly in a quiz conducted and obtained the highest marks in every examination including intelligence tests namely gifted tests. Whilst, for the practical skill he could master playing violin in a very short period of time even though he had never played one before. Additionally, for both skills, he has won a lot of gold medals at the international level. Thus, the researcher suggests a more comprehensive and acceleration learning should be adapted and allowed the gifted child to tailor his cognitive and emotional needs.

scholarly journals Intercambio de saberes en torno a las prácticas de crianza entre la sala cuna y la familia

2018 ◽  
Vol 22 (3) ◽  
Author(s):  
Astrid Gabriela Bravo-Soto
Keyword(s):  
Content Analysis ◽  
Feeding Practices ◽  
Document Analysis ◽  
Daily Routine ◽  
Know How ◽  
Level Data ◽  
Depth Interviews

This article presents a case study conducted in Chile. The purpose of this study was to know how the exchange of knowledge on rearing practices occurs between the nursery and families, and how this knowledge is used to enrich the curriculum proposal for the level. Data were collected through document analysis, observation of babies during the workday, and in-depth interviews with the mothers and the staff of the center. Content analysis and triangulation of sources were carried out. The findings show differences in the practices related to the priorities established for each of the contexts, the dynamics that occur in the daily routine, and parameters for judging those differences. Some exchanges are observed concerning feeding practices and the siesta time. It is required to advance in the construction of curricular proposals to rescue families’ knowledge, as well as to broaden the perspective regarding what is selected to be transmitted to the babies.

scholarly journals Pengorganisasian Kurikulum dan Pembelajaran pada Sekolah Kejuruan di Lingkungan Pesantren

2019 ◽  
Vol 4 (1) ◽  
pp. 48
Author(s):  
Nur Ali
Keyword(s):  
Curriculum Implementation ◽  
School Leaders ◽  
Document Analysis ◽  
School Curriculum ◽  
Vocational Schools ◽  
Curriculum Management ◽  
Design Data ◽  
Case Study Design ◽  
Depth Interviews

<p><em>This paper explains about curriculum management activities in vocational schools within pondok pesantren (WPP). The focus of the discussion is on the orientation of the vocational school curriculum in pesantren and its implementation activities as well as how school leaders and pesantren leaders influence the curriculum implementation organization (OPK) in schools WPP.</em><em>  The aim is to find the orientation, strategy and approach of OPK activities in vocational schools WPP. This research used qualitative research with a case study design. Data was collected through in-depth interviews with leaders of Islamic boarding schools, school leaders, and teachers by purposive sampling, observation, and document analysis. The conclusion of this paper is the activities of OPK have led to innovation in curriculum management and learning in schools WPP. The OPK strategy uses Collaborative-collegial management with a democratic approach based on the noble values of pesantren and professionalism.</em></p>

Actualisation of Practical Lessons through Assessment in Civil Technology

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Thokozani Isaac Mtshali ◽  
◽  
Sylvia Manto Ramaligela ◽  
Moses Makgato ◽  
◽  
...  
Keyword(s):  
Document Analysis ◽  
School Level ◽  
Learning Needs ◽  
Practical Skills ◽  
Gauteng Province ◽  
Technology Teachers ◽  
Hands On ◽  
Competency Based ◽  
Assessment Strategies ◽  
Collection Methods

Learning Civil Technology at the school level is not about discovering new or unknown ideas. Rather it is about capacitating learners with hands-on practical skills that are known and needed in engineering as well as artisans’ sectors. The purpose of this study is to explore how Civil Technology teachers actualise practical lessons through assessment. Purposive sampling was used to identify 5 teachers of Ekurhuleni district schools in the Gauteng Province to participate in this study. Observation, Document analysis and interview instruments were used as data-collection methods. Assessment theories were used as a conceptual framework to understand how various assessments are used to execute practical lessons of Civil Technology. The study found that only assessment for learning was used well by teachers, however, assessment as learning, as reflective, of learning and competency based assessment were used for compliance purposes and sometimes misunderstood as a tool to strengthen practical activities. It can be concluded that most Civil Technology teachers do not perceive assessment as a mechanism to strengthen hands-on practical activities. This study recommends that Civil Technology teachers should be assisted on how to appropriately use assessment strategies to cater for all learning needs associated with practical skills.

Integrating entrepreneurship education across university-wide curricula

2016 ◽  
Vol 30 (5) ◽  
pp. 344-354
Author(s):  
Perpetua Joseph Kalimasi ◽  
Chaya Herman
Keyword(s):  
Data Collection ◽  
Significant Role ◽  
Public Universities ◽  
Qualitative Case Study ◽  
Entrepreneurship Education ◽  
Document Analysis ◽  
Donor Support ◽  
Depth Interviews

This qualitative case study explores the integration of entrepreneurship education (EE) across the curricula in two public universities in Tanzania. Based on Shapero’s model of the entrepreneurial event, the feasibility and desirability of EE in the selected universities are analysed. In-depth interviews and document analysis were used for data collection. The findings show that cross-curricula EE remains limited, largely because its implementation does not fit the pedagogical needs of some disciplines. However, the study highlights the significant role of donor support in enhancing the feasibility of fostering EE across the curricula.

scholarly journals RESOCIALIZATION OF JUVENILE AND THE CHANGE OF BEHAVIOUR

2020 ◽  
Vol 3 (12) ◽  
pp. 35-52
Author(s):  
Noor Insyiraah Abu Bakar ◽  
Amir Hasan Dawi ◽  
Abdul Talib Mohamed Hashim ◽  
Norwaliza Abd Wahab ◽  
Norazilawati Abdullah ◽  
...  
Keyword(s):  
Data Collection ◽  
Document Analysis ◽  
Qualitative Approach ◽  
Correctional Institution ◽  
Sociological Perspective ◽  
Purposive Sampling ◽  
Staff Members ◽  
And Behaviors ◽  
Depth Interviews

Adolescents learn about negative values and behaviors through their interactions with people in their environment, to the extent that they engage in unlawful behavior that is referred to as delinquency based on a sociological perspective. Therefore, these incorrect values and behaviors need to be corrected through the resocialization process at the rehabilitation institution. The aim of this article to explore whether changes in values and behaviors occur among juveniles, as a result of the resocialization process, undertaken by rehabilitation institutions. In order to explore this issue, a qualitative approach which is a case study was utilized. The respondents for this study comprise twenty-seven staff members of the correctional institution and twenty-three juveniles. They were selected through purposive sampling. For the purpose of data collection, in-depth interviews were conducted with respondents, and observations with document analysis were also carried out. The study’s findings showed that there was a change in the value and behaviors of the juvenile as a result of the implementation of the reward and punishment and religious program. Overall, it is undeniable that the process of juvenile resocialization in the context of this study was successful, given the changes in juvenile values and behaviors.

An Experimental Program for Gifted Four Year Olds

1982 ◽  
Vol 5 (1) ◽  
pp. 45-55 ◽  
Author(s):  
Joyce Vantassel-Baska ◽  
Anne Schuler ◽  
Judy Lipschutz
Keyword(s):  
New York ◽  
Longitudinal Research ◽  
Preschool Age ◽  
Experimental Program ◽  
Academic Learning ◽  
Gifted Children ◽  
Gifted Child ◽  
Study Approach ◽  
The Individual

For years, the field of gifted education has supported the contention that gifted children should be identified and served at the beginning of their formal school experience in order to keep them interested and challenged by learning. Frequently, the large problem of underachievement among the gifted population has been laid at the doorstep of a lack of such early program opportunities. Yet few extant programs have emerged that provide services to children at preschool age or even early primary. Of course, there have been notable exceptions. The longitudinal research on young gifted children being carried on at the University of Washington has found that preschool gifted children can be identified through multiple measures examined in a case study context; and that they have the ability to learn concepts and skills at earlier stages than their age peers even though the diversity of ability and level of mastery at a particular age may vary widely within the gifted group (Roedell, Jackson, Robinson, 1980). These recent findings corroborate the work at the Roeper School for the Gifted for over 40 years in the area of providing self-paced academic experiences for the young gifted child (Roeper, 1980). The Astor program in New York City found that four and five year olds could function well in a full-day gifted program that addressed both cognitive and affective areas of development (Ehrlich, in press). A program that compared the effectiveness of classroom approaches for use with preschool gifted children found that both an SOI-based classroom and an open classroom were effective, depending on the nature of the individual gifted learner (Karnes, 1978). And even in rural settings, the young gifted child could be served through a consultative model that linked limited program contact time with follow-up parental intervention (Hanninen, 1979). All of these programs have demonstrated the appropriateness of identifying young gifted children using a test battery with reliance on a case study approach for final selection, providing experiences in academic learning for the preschool gifted child who is ready to move ahead and can profit from additional enrichment learning, and nurturing the social and emotional growth of the child through interactive strategies.

scholarly journals Batalhando com Espadas e Escudos: uma Análise Semântica do Paradoxo entre Pertencimento e Desempenho em uma Cooperativa

2021 ◽  
Vol 28 (99) ◽  
pp. 786-805
Author(s):  
Bruno Felix
Keyword(s):  
Organizational Context ◽  
Semantic Analysis ◽  
Single Case ◽  
Document Analysis ◽  
Single Case Study ◽  
Organizational Narratives ◽  
Semantic Element ◽  
Depth Interviews

Abstract This study aimed to understand how the semantic analysis of the process of (re)construction of organizational narratives can help a cooperative to manage paradoxical goals. We performed a single case study based on in-depth interviews with 47 employees, non-participant observations, and document analysis in a Brazilian credit cooperative. Our results showed that individuals may tell stories to influence others’ sensemaking of “what is going on here.” When such stories show semantic fit with the linguistic organizational context, they become able to shape others’ sensemaking. As different and competitive stories can coexist, they can reflect both polarized (e. g., “we are financial-centered” versus “we are social-centered”) and paradoxical self-definitions (“we are financial-and-social-centered”). Thus, the semantic element of organizational narratives not only highlights the dialogical nature of organizations but also their paradoxical nature.

scholarly journals Keterampilan Menulis Karangan Narasi pada Anak Gifted With Disynchronous Development (Studi Tunggal pada Satu Subjek)

2017 ◽  
Vol 6 (1) ◽  
pp. 67
Author(s):  
Kemil Wachidah
Keyword(s):  
Narrative Structure ◽  
Development Stage ◽  
Cognitive Skill ◽  
Gifted Child ◽  
Complex Sentence ◽  
Simple Sentence ◽  
Figure Of Speech ◽  
Compound Sentence

This case study described twelve narrative essays of Miko within aspects of  language, cognitive, and affective. Miko is Gifted child With Disynchronous Development. The results indicated that the narrative essays in aspects of language, cognitive, and affective, as follows: 1) organizing content according to the narrative structure that consists of five components, namely opening, inciting moment, development stage, denouement and ending; 2) choice of words (diction) that appear in the narrative essays are  general and specific words, abstract, slang, foreign, and a figure of speech metaphor; 3) the sentences that appear in the narrative essays are simple sentence, compound sentence, and complex sentence; 4) tools of cohesion grammatical in the narrative essays are reference, substitution, ellipsis, and conjunction; and 5) specific style of spelling was found consistently in the narrative essays; 6) cognitive skill of Miko in the narrative essays is inference; and 7) affective skill of Miko are openness, sympathetic, gracious, and emphathetic in the narrative essays.

scholarly journals Needs analysis in ESP context: A case study of People’s Police University Students

2021 ◽  
Vol 11 (1) ◽  
pp. 66-73
Author(s):  
Le Thi Thuy Nhung ◽  
Le Huong Hoa
Keyword(s):  
Undergraduate Students ◽  
English Language ◽  
Case Study Research ◽  
Learning Needs ◽  
Language Program ◽  
Study Results ◽  
Specialized Subject ◽  
Depth Interviews ◽  
Gain Access

This paper investigates the learning needs of students enrolled in an ESP course at the People’s Police University. A qualitative case study research design was employed through in-depth interviews with 20 undergraduate students. The findings show that the students perceived reading and writing as critical English skills needed for their future profession. The need to thoroughly understand the specialized subject matter in both English and Vietnamese was also reported. Also, the students wished to gain access to extra resources to assist their studying of ESP courses. The students experienced difficulties in mastering technical terms and specialization and comprehending online resources in English. Implications are made based on the findings. The study results would serve as a reference for language program managers, course designers, and English language instructors to enhance ESP courses’ quality in Vietnamese universities.

Battling with Swords and Shields: a Semantic Analysis of the Paradox of Belonging and Performing in a Cooperative

2021 ◽  
Vol 28 (99) ◽  
pp. 786-805
Author(s):  
Bruno Felix
Keyword(s):  
Organizational Context ◽  
Semantic Analysis ◽  
Single Case ◽  
Document Analysis ◽  
Single Case Study ◽  
Organizational Narratives ◽  
Semantic Element ◽  
Depth Interviews

Abstract This study aimed to understand how the semantic analysis of the process of (re)construction of organizational narratives can help a cooperative to manage paradoxical goals. We performed a single case study based on in-depth interviews with 47 employees, non-participant observations, and document analysis in a Brazilian credit cooperative. Our results showed that individuals may tell stories to influence others’ sensemaking of “what is going on here.” When such stories show semantic fit with the linguistic organizational context, they become able to shape others’ sensemaking. As different and competitive stories can coexist, they can reflect both polarized (e. g., “we are financial-centered” versus “we are social-centered”) and paradoxical self-definitions (“we are financial-and-social-centered”). Thus, the semantic element of organizational narratives not only highlights the dialogical nature of organizations but also their paradoxical nature.

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