Re-Design and Revision of Music Education Program in an Elementary School in RN Macedonia | Chapter 5 | An Overview of Literature, Language and Education Research Vol. 4

Music education, acknowledged globally for its profound impact on emotional and cognitive development, is compulsory in primary schools in many countries worldwide. This study explores the challenges and perspectives of implementing music education in elementary schools in the Republic of North Macedonia. For decades, this subject was represented by two weekly classes dedicated to musical folklore, choral tradition, and playing instruments. Since 2020, this tradition has been broken by implementing a new curriculum with one-class-per-week schedule. Such circumstances inevitably impose limitations on teaching all the contents of this subject and shortening the repertoire for singing and playing. Therefore, this paper aims to shed light on the impediments faced by generalists, considering the class time, teaching resources, and other constraints. The qualitative research on viewpoints and experiences of generalists was conducted in Primary School Tefeyyuz in Skopje in 2023. The findings indicate that the implementation of music education is significantly hindered by the small number of classes, inadequate distribution of teaching topics, a lack of textbooks and practicums, and insufficient musical equipment. Respondents expressed concerns about the impact of these constraints on their ability to cover the entire curriculum and provide a well-rounded musical education experience for students, because the reduction in class time often forces educators to narrow the curriculum, focusing only on the most essential topics. This can lead to a reduction in the breadth of musical education, where students miss out on important experiences.

 

Author (s) Details

Aida Islam
Faculty of Pedagogy “St Kliment Ohridski”, UKIM, Skopje, North Macedonia.

 

Stefanija Leskova Zelenkovska
Music Academy, Goce Delcev University, Stip, North Macedonia.

 

Please see the book here:- https://doi.org/10.9734/bpi/aoller/v4/2048

 

Needs Analysis of Technology Applications for Differentiated Learning on Geometry Materials in Semarang City Elementary Schools | Chapter 8 | An Overview of Literature, Language and Education Research Vol. 9

Differentiated learning practices include adjusting the learning process, learning material content, learning outcome products, and learning environment with students' abilities. Geometry is a material element in mathematics with a large proportion of material in elementary school. Elementary school students face challenges in understanding abstract geometric concepts and potential interventions in their technology-based learning. The existence of technology is a necessity in learning geometry, but the readiness of students and facilities is still an obstacle faced in several elementary schools in Semarang. The purpose of this study is to identify and analyze the needs of elementary schools for the application of technology in differentiated learning on geometry materials. The research method used is quantitative descriptive. The research subjects were 47 people consisting of 41 4th-grade elementary school teachers and 6 elementary school principals in Semarang City. They filled out a questionnaire consisting of 14 questions about the urgency of differentiated learning applications in mathematics lessons, mainly on geometry materials. The results showed that 95.74% of the technology applications were needed in elementary schools, 87.77% were needed to differentiate learning on geometry materials, 78.72% were known to have a scope of ability in geometry including recognition, descriptive, and informal reasoning, 87.23% of problem-solving skills and spatial skills are needed in elementary school. The conclusion is that differentiated learning is an important strategy in basic education that aims to meet the diverse needs of students. The application of technology in differentiated learning in geometry material focuses on differences in initial abilities in the form of differences in the level of geometric thinking recognition and descriptive. This study's results can affect teachers' role in selecting appropriate technology applications for geometry learning.

 

Author (s) Details

Trimurtini
Faculty of Education and Psychology, Universitas Negeri Semarang, Indonesia.

 

Nursiwi Nugraheni
Faculty of Education and Psychology, Universitas Negeri Semarang, Indonesia.

 

Elok Fariha Sari
Faculty of Education and Psychology, Universitas Negeri Semarang, Indonesia.

 

Abtadi Tris Hamdani
Faculty of Education and Psychology, Universitas Negeri Semarang, Indonesia.

Faris Nur Khulafa
Monash University, Australia.

 

Please see the book here:- https://doi.org/10.9734/bpi/aoller/v9/4200

Investigating Elementary Teachers’ Perceptions about Physical Activity Breaks in the Classroom | Chapter 1 | Recent Research Advances in Arts and Social Studies Vol. 7

The aim of the study was to investigate Cypriot classroom teachers’ perceptions in providing physical activity breaks during their regular lessons in their classroom. The study did not include physical education class or the person assigned to teach physical education. In order to help raise students' levels of physical activity, classroom teachers were asked to incorporate physical activity into their normal lessons, while teaching subjects like science, arithmetic, reading, and writing. Twenty-two school teachers (6 men and 16 women) who were randomly selected from public urban elementary schools, participated in this study. Data collection took place in the participating school settings, during regular school time and included 30-minute semi-structured interviews, teachers’ reflective journals and field notes that were taken for classroom facilities, number of students in each class, available space in each class, etc. Data were analyzed inductively by conducting systematic search for similar patterns that occurred across the collected data. The results revealed that teachers identified barriers to implementation of activity breaks, such as a) class management difficulties when movement activities were included, b) did not have a minimum repertoire of activities to implement in class, c) had limited pedagogical knowledge in implementing the activity breaks, d) had difficulties in re-starting the class, e) had a limitation of time, due to the additional workload, beyond their regular teaching load in class and other school responsibilities and f) had limited space to implement physical activity breaks in the classroom. As far as the content, results showed that teachers prefer physical activity breaks that are relevant to the lesson, enjoyable to students or waking up students to be able to attend effectively the rest of the lesson. These findings may have practical implications regarding physical education teacher education and professional development for classroom teachers. Probably higher education settings may need to address the above teachers’ concerns, enabling them to provide physical activity breaks in their classes, not only to “wake up” the students and help them follow the rest of the lesson, but also, as an alternative in their teaching practices, providing content-relevant activity breaks and making the lesson even more interesting to the students.

Author(s) Details:

P. Constantinides,
Department of Life & Health Sciences, Frederick University, Limassol, Cyprus.

D. Constantinidou,
Department of Life & Health Sciences, Frederick University, Limassol, Cyprus.

Please see the link here: https://stm.bookpi.org/RRAASS-V7/article/view/14018

Field Research Report on ADD and ADHD: A Critical Analysis | Chapter 9 | Current Approaches in Science and Technology Research Vol. 2

 An examination of a research report that sheds unsettling light on the motives for diagnosing an ever-increasing percentage of youngsters with ADD/ADHD and subsequent prescription of Ritalin and other psychostimulants. This study attempted, but failed, to determine whether learning difficulties shown in some children could be attributable to brain pathology.

Author (s) Details

André Michaud
SRP Inc., Canada.

View Book : https://stm.bookpi.org/CASTR-V2/article/view/1216

A Review on Challenges Faced by Students and Teachers on Writing Skills in ESL Contexts | Chapter 5 | Modern Perspectives in Language, Literature and Education Vol. 2

English is a global language, and today it is sought after. By a large margin, English is the most commonly spoken language in the world. Nevertheless, for second language students to learn, English language writing has consistently been a test. Building up the ability of students reported as a hard copy is one of the major challenges that ESL teachers are looking at in many schools these days. In any event, writing has consistently been a major challenge for students in the learning of the English language, particularly in elementary schools. Not only that, teachers still face a few obstacles in explaining writing skills to elementary school students. This research aims to examine the difficulties faced by both students and teachers in learning and teaching elementary school writing skills along these lines.

Author(s) Details

Rachel Nyanamoney Moses
Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia.

View Book :- https://bp.bookpi.org/index.php/bpi/catalog/book/334