scholarly journals “[T]he teacher that cannot understand their language should not be allowed”: Colonialism, Resistance, and Female Mi’kmaw Teachers in New Brunswick Day Schools, 1900–1923

2012 ◽  
Vol 22 (1) ◽  
pp. 35-67 ◽  
Author(s):  
Martha E. Walls
Keyword(s):  
New Brunswick ◽  
School System ◽  
Day School ◽  
Day Schools ◽  
Aboriginal Women ◽  
Indian Reserves

Between 1903 and 1923, sisters Mary, Rebecca, Martha, Margaret, and Alma Isaacs and Rita Gédéon, left their homes in Restigouche, Quebec, to teach in federal Indian day schools on New Brunswick Indian Reserves. As Mi’kmaw women, their “Indian” status not only made them anomalies in a federal day school system that only rarely and reluctantly hired “Indians” as teachers, it also placed them in complicated positions on the frontline of Canada’s colonialist project. Tasked with imparting to Mi’kmaw students an array of assimilatory messages both within and outside of the classroom, these six teachers bolstered Canada’s colonialist agenda. In other ways, however, the women used their positions in federal schools to undermine this same colonial agenda. By insisting on the use of the Mi’kmaw language in their classrooms, and by challenging the directives of federal officials and government protocol, the Isaacs sisters and Rita Gédéon remind us of the complex and competing motives, intentions and relationships that shaped Canadian colonialism and reveal that Aboriginal women were involved in ways rarely considered.

scholarly journals Student achievement and educational inequality in half- and all-day schools: Evidence from Germany

2019 ◽  
Vol 6 (2-2018) ◽  
pp. 175-197 ◽  
Author(s):  
Isa Steinmann ◽  
Rolf Strietholt
Keyword(s):  
Student Achievement ◽  
School System ◽  
Educational Inequality ◽  
Growth Models ◽  
Panel Study ◽  
Day School ◽  
Day Schools ◽  
Social Achievement ◽  
Selection Mechanisms ◽  
Extended Education

Several countries have expanded extended education in recent years. In Germany, the most substantial educational reform is the ongoing transformation of the traditional half-day school system into an all-day school system. Among politicians, expectations are high that all-day schools will promote student achievement and reduce social achievement inequalities. To test these assumptions, we used representative data from the National Educational Panel Study (NEPS) to estimate two-level latent growth models for achievement in grades 5, 7, and 9. The analyses revealed initial achievement differences but no differences in achievement growth or changes in inequality throughout secondary school. This suggests that selection mechanisms are at work but that half- and all-day schools are not differentially effective. We discuss these findings in light of the international debate on the quality of extended education.

scholarly journals PERAN FULL DAY SCHOOL TERHADAP PERKEMBANGAN KREATIVITAS DAN SENI PADA SISWA TINGKAT SEKOLAH DASAR

2020 ◽  
Vol 4 (2) ◽  
pp. 459
Author(s):  
Arif Hidayat ◽  
Rizka Febriyani Awliyah ◽  
Suyadi Suyadi
Keyword(s):  
Extracurricular Activities ◽  
Integrated Curriculum ◽  
Qualitative Method ◽  
Day School ◽  
School Level ◽  
Day Schools ◽  
Library Research ◽  
Support Students ◽  
Full Day ◽  
And Robotics

The purpose of this study was to obtain information about the development of creativity and art in full-day schools. This study used a qualitative method with the type of library research. Full day school was an integrated curriculum and integrated activity, which meant a system that was carried out consciously in order to organize a planned learning action, then implemented and evaluated the learning in a fun way, with the expectation that students did not feel bored and tiresome even though they had studied all day long. The results of the study revealed the schools that implemented the full day school system, seen from previous research or library research, had many significant advantages in the development of creativity and art, one of which was extracurricular activities that could support students' talents and creativity. Some of them were sports, art and musicextracurricular, or extracurricular of science and robotics, from this explanation, the researchers yielded hypothesis that full-day school had an impact on students’ development, especially on creativity and art at the elementary school level.

Full-Day School in Sorong of West Papua (Study at Al-Izzah Integrated Islamic Primary School in Sorong City)

2019 ◽  
Vol 2 (1) ◽  
pp. 32
Author(s):  
Sukman S ◽  
Hermanto Hermanto
Keyword(s):  
Primary School ◽  
School System ◽  
Day School ◽  
Learning System ◽  
Primary Data ◽  
School Students ◽  
West Papua ◽  
Teachers And Students ◽  
School Network ◽  
Full Day

<em>Full-day School is a learning system by emphasizing to students to be more in school with all existing activities and emphasizes on various educational activities so that students will be more able to explore themselves. With this system is able to shape the character of students by giving or planting moral and religios</em><em>ity</em><em> values. In 2016, the full-day school system was announced by the Indonesian Minister of Education and Culture, Mr. Muhajir Efendi and raised the pros and cons for its implementation. Al Izzah Integrated Islamic Primary School </em><em>in </em><em>Sorong City West Papua is a leading and favorite private primary school in Sorong City, West Papua, which has been implementing a full-day school system, starting from 2006 until now. The full-day school system implemented by Al Izzah Integrated Islamic Primary School in Sorong City is different from other schools, the time is to go home late in the afternoon but the concept of implementation is different. Full-day school</em><em> of</em><em> Al Izzah Integrated Islamic Primary School </em><em>in </em><em>Sorong City refers to the Curriculum of the Integrated Islamic School Network. The system is used because the program needs a lot of time. </em><em>This is a qualitative descriptive research. The primary data source comes from the Chairperson of the Al-Izzah Foundation, the principal, teachers, and students of Al-Izzah Integrated Islamic Primary School in Sorong City. The data collection techniques that are used is observation, interview, and documentation. The data are analyzed by Miles and Huberman method.</em> <em>Student output with the application of a full-day school system at Al Izzah Integrated Islamic Primary School in Sorong City, namely tartil students reading the Qur'an and memorizing at least 2 Juz Al-Qur'an, 5 values in the field of study are complete, d</em><em>h</em><em>uha and dhuhur prayers in congregation with awareness, dedicated to parents/teachers, good social behavior, love environment, and </em><em>independence</em><em>. The output includes the characters of Al Izzah Integrated Islamic Primary School students who have character, achievement, and independence.</em>

Jewish Schools, Jewish Communities

2009 ◽  
pp. 1-28
Author(s):  
Alex Pomson
Keyword(s):  
Jewish Education ◽  
Joint Distribution ◽  
Day School ◽  
Day Schools ◽  
Inner Life ◽  
Social Significance ◽  
Jewish Day School ◽  
Hebrew University ◽  
Jewish Schools

This introductory chapter discusses the growing social significance of Jewish day-school education within the context of the Jewish community. It looks more broadly at the developments within a relationship between school and community. Such questions provided the context and motivation for an international conference held in June 2006 at the Melton Centre for Jewish Education at the Hebrew University, organized with the support of the Jewish Agency for Israel, the Joint Distribution Committee, and the Partnership for Excellence in Jewish Education. This event was convened with the specific intention of encouraging researchers to think in new ways about the sociological functions of Jewish day schools. The chapter discusses the particulars of this conference as well as the research into the inner life of Jewish schools.

scholarly journals Social Relationships, Prosocial Behaviour, and Perceived Social Support in Students From Boarding Schools

2016 ◽  
Vol 31 (4) ◽  
pp. 279-289 ◽  
Author(s):  
Jens P. Pfeiffer ◽  
Martin Pinquart ◽  
Kathrin Krick
Keyword(s):  
Social Support ◽  
Parental Support ◽  
Perceived Social Support ◽  
Peer Group ◽  
Boarding School ◽  
Boarding Schools ◽  
Day School ◽  
Day Schools ◽  
Prosocial Behaviour ◽  
Need Support

Social development may vary depending on contextual factors, such as attending a day school or a boarding school. The present study compares students from these school types with regard to the achievement of specific social goals, perceived social support, and reported prosocial behaviour. A sample of 701 students was examined. Students from boarding schools reported higher success in gaining autonomy from parents and forming romantic relationships than students from day schools. However, adolescents from day schools reported higher levels of peer-group integration than students from boarding schools. Compared with students from day schools, students from boarding schools perceived more support from their teachers, but less support from their parents. No difference in prosocial behaviour was found between the two groups. We conclude that some students from boarding schools need support in gaining access to a peer group. In addition, measures are suggested for promoting parental support of students from boarding schools.

scholarly journals Teacher Recruitment and Retention in Select First Nations Schools

in education ◽  
2013 ◽  
Vol 17 (3) ◽  
Author(s):  
Robin Mueller ◽  
Sheila Carr-Stewart ◽  
Larry Steeves ◽  
Jim Marshall
Keyword(s):  
Teacher Retention ◽  
First Nations ◽  
School System ◽  
Teacher Recruitment ◽  
Residential Schools ◽  
Day Schools ◽  
Factors Affecting ◽  
Recruitment And Retention ◽  
Tribal Council

Historically, the inequitable funding for First Nations schools in comparison to funding for provincial schools has been an issue from the time of early day schools, to residential schools in which students worked half a day to tend to crops in order to grow food for consumption by students and staff, and to present day where band-managed schools still experience lack of funding.  Similarly, the lower salary levels for teachers in federal and today in First Nations-managed schools has been identified as a significant issue related to teacher retention. The purpose of this research was to identify current factors affecting teacher recruitment and retention in present day First Nations’ managed schools. In this paper we report on one case study comparing funding and teacher retention in one provincial school system and schools in one Tribal Council in Saskatchewan.Keywords: funding; First Nations schools; administration; teacher recruitment; teacher retention

scholarly journals PERBANDINGAN PRESTASI BELAJAR SISWA SISTEM FULL DAY SCHOOL DAN SISTEM REGULER KELAS IV SEKOLAH DASAR TAHUN AJARAN 2019/2020 DI KECAMATAN KEBUMEN

2020 ◽  
Vol 8 (3) ◽  
Author(s):  
Afrida Conniestia Ikhsani ◽  
Suhartono Suhartono ◽  
Ratna Hidayah
Keyword(s):  
Elementary School ◽  
Student Learning ◽  
School System ◽  
Fourth Grade ◽  
Regular System ◽  
T Test ◽  
Day School ◽  
Learning Achievement ◽  
Quantitative Research Methods ◽  
Full Day

The education system in Indonesia is divided into two types, namely the education full-day school system and the regular system. These two systems have differences in the length of study time, the emotional level of students, and the fatigue of students. The fatigue will greatly affect students in terms of learning which will also affect the level of student achievement during school. The study aimed to explain the differences between full-day school system and regular system on student learning achievement to fourth grade of elementary school. It used comparative quantitative research methods. Data collection techniques were observation and tests. Data analysis used test Independent Sample T-test. The result of the research indicated that there were differences between full-day school system and regular system on student learning achievement to fourth grade of elementary school in Kebumen sub-districts in academic year of 2019/2020. The Sig value on the independent sample t-test was 0.034. It meant that Sig value was 0.000 <0.05 (level 5%) thus it rejected H0. The averages of student learning achievement of fourth grade were 8.5867 in regular system and 8.3685 in full-day school system.

scholarly journals Problematika Guru Geografi Pada Sistem Sekolah Sehari Penuh

LaGeografia ◽  
2021 ◽  
Vol 19 (2) ◽  
pp. 188
Author(s):  
Nurhikmah Nurhikmah ◽  
Ramli Umar ◽  
Hasriyanti Hasriyanti
Keyword(s):  
Data Collection ◽  
Teacher Learning ◽  
School System ◽  
Day School ◽  
Data Presentation ◽  
Curriculum Structure ◽  
The World ◽  
System 2 ◽  
School Learning ◽  
Full Day

Innovations in the world of education that continues to grow make all educators must adapt to the changes, one of which is the policy of Full day school. This study discusses 1) the implementation of teacher learning in the full-day school system 2) problems faced by teachers and 3) how solutions are done in addressing problems in the full-day school system at SMAN 4 Makassar. This type of research is descriptive qualitative. The data collection techniques use observation, interview, and documentation. The analysis methods used are three, namely data reducing, data presentation, conclusion and verification. The results of this study showed that the implementation of geography teacher learning in the full day school system at SMAN 4 Makassar which took place from morning to afternoon in the implementation of full day school learning many innovations that geography teachers do in the curriculum structure developed to support the learning of the full day school system. However, there are some problems experienced by geography teachers in the implementation of full day school system learning and finding solutions to the problems faced by geography teachers in SMAN 4 Makassar.

scholarly journals Aspects of protection and social vulnerability of teenagers in public all-day schools

2020 ◽  
Vol 73 (suppl 1) ◽  
Author(s):  
Laurena Moreira Pires ◽  
Márcia Maria de Souza ◽  
Marcelo Medeiros
Keyword(s):  
Secondary School ◽  
Social Relations ◽  
Social Vulnerability ◽  
Social Study ◽  
Day School ◽  
Day Schools ◽  
Psychoactive Drugs ◽  
The Family ◽  
Harmful Use ◽  
Unequal Income Distribution

ABSTRACT Objective: identify and analyze aspects related to social vulnerability of a group of teenagers of a public all-day school with regard to harmful and abusive use of psychoactive drugs. Methods: a strategic social study, with a qualitative approach, was carried out with 49 teenagers of a public all-day secondary school. Focus groups were carried out between 2016 and 2017, and the resulting material was transcribed and analyzed by means of thematic content analysis, resulting in the following categories: The family I come from; Birds of a feather; If I’m studying, how can I work?; Drugs: a non-parallel universe. Results: social vulnerability was associated with unequal income distribution, fragile social relations affected by the harmful use of drugs and vulnerability of public all-day schools. Final considerations: all-day schools did not appear as an effective tool to break away with the context of social vulnerability regarding the use of drugs.

scholarly journals Implementation of Character Based Learning Quality Improvement With Islamic Full Day School System in The Era of Industrial Revolution 4.0.

Khatulistiwa ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 151-172
Author(s):  
Prim Masrokan Mutohar ◽  
Hikmah Eva Trisnantari
Keyword(s):  
Elementary School ◽  
School System ◽  
Industrial Revolution ◽  
School Quality ◽  
Good Condition ◽  
School Curriculum ◽  
Day School ◽  
School Level ◽  
Research Approach ◽  
Full Day

This study aims to describe the implementation of improving character-based learning quality with the full day school system in the era of industrial revolution 4.0 held in elementary schools. Elementary School, as the foundation for education at the next level, must be in good condition, quality, and teach character values. Primary school is the foundation to be able to continue at the next school level. If the foundation is good and quality, students will find it easier to get succeed in carrying out learning in the next school. Quality learning is the key to the success of schools in creating effective schools, high quality, and demanded by the community. This study used a qualitative research approach with a multi-site study design at Al-Gontori Islamic elementary school and Al-Azhar Islamic Primary with a full day school system. The results of the study indicate that learning is carried out by using government curriculum integration with the school curriculum sourced from the teachings of Islam. Active learning is carried out in shaping the knowledge and skills needed by students in the industrial revolution era 4.0, planting morality, implementing character values that are the core values of the school, and forming Islamic culture. This is done so that students have personal and social skills in preparing quality human resources in the future. Learning quality is improved continuously so that students have the competence and character that are by the quality standards set by the school. The full-day school system can familiarize students in applying character values under the guidance and supervision of teachers.

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