Face it, the older the age when our memories tend to increasingly lose sharpness. We begin to forget things, like names of people, forget to put something or we have to do the job. But old does not mean your brain is also becoming increasingly blunt. For brain and memory can always be honed even stay sharp, here are some tips:
Step I: LEFT BRAIN TRAIN
Your left brain is working to regulate the ability in reasoning, language, writing, logic and arithmetic. Left-brain memory are short term (short term memory). If there is damage to the left brain, there will be disruption in terms of functions of speech, language and mathematics. To maintain the capacity of your left brain, try to learn a new language or do puzzles games.
Step 2: RIGHT BRAIN TRAIN
Right brain function is to handle the process of human creative thinking. Usual right brain identified about creativity, imagination, shape or space, emotion, music and color. Their memories are long right brain (long term memory). The way it works is not well structured and tend not to think about things that are too detailed. If there is damage to the right brain in diseases such as stroke or brain tumor, then the disturbed brain function is the ability of visual and emotional. To maintain the sharpness of your right brain practice playing a musical instrument, sing or make crafts.
Step 3: WHOLE BRAIN TRAIN
Learning meditation
By doing your meditation can reduce stress, overcome anxiety is excessive, and activate the control centers of the brain for happiness and satisfaction.
Train Memory capacity
You remember as a kid, a lot of things you should know by heart. The sharpness of your memory will increase if you always train memory skills.
Participate in social activities
Having a solid schedule of social activities which are believed to make the brain work more actively and to reduce deterioration of the brain.
In addition to genetic factors, ability and intelligence of a child can be trained and taught in a way to do the activation in the right brain. Generally, the participants who could be taught by several instructors aged between four to 12 years. Next try doing some activities with your eyes closed.
The kids and even then engaged in various activities ranging from reading and guess the number. There also are reading the holy verses of Al-Quran with eyes closed. Not only that, they ride bikes in a zigzag with eyes closed. All were obtained through focused training.
In addition to training the right brain to the brain's ability, motivation is beneficial for children to generate self-potential and positive character in the child. Currently, a number of activities are offered which aim to improve the ability of children with a variety of methods. In addition to that offered a variety of ways, most important, of course, attention and guidance of the parents of the children themselves.
Communities often assess IQ (intelligence quotient) is equated with intelligence or skill. In fact, IQ only measures a fraction of the skill.
"It was a bright child is a child who can react in a logical and useful to what is experienced in the neighborhood," said Eileen Rachman, a psychologist who is also Director of EXPERD, a human resources consultant at the seminar 10 Ways to Sharpen IQ and EQ (emotional quotient) Child , in Jakarta. At the same seminar also launched a book entitled Optimizing Intelligence Child.
Eileen explained that IQ is a number that is used to describe the thinking person's capacity as compared with the average of others. In general, the average IQ was 100.
"IQ is only used among others, imagined space, see the environment around coherently and find the relationship between one form and other forms. But IQ does not measure creativity, social skills, and wisdom, "he said.
Meanwhile, the intelligence of children seen from the understanding and awareness of what they experienced. Later on in his mind, the experience was transformed into words or numbers. Therefore, Eileen emphasizes the importance of understanding. "Because understanding is a combination of efforts to increase the input through the senses and the knowledge they have," explained Eileen.
How to optimize your child's intelligence? Eileen suggested that parents enhance learning, reading, and repeat. For example, to introduce how to read, the mother helps the child by making a line under words that are important, ask your child to read aloud and explain the meaning of reading.
In addition, parents are also introducing the strategy, making rational decisions, sparked the idea as smoothly as possible, midmapping, increase vocabulary, thinking as he imagined, humor, critical thinking, and play. The goal to balance the left and right brain work, because the structure of the left and right brain hemispheres have different tasks.
Why need to balance the left and right brain work? Eileen said that the child can read fluently with full comprehension, creative writing, spelling, remembering, listening, thinking while at the same or become the champion in a particular sport. All it takes left and right brain coordination with both well trained.
But to balance the left and right brain work can also be through customs. Eileen explained, for example by enjoying the music and the arts, enjoying color, space and shape, value creativity and appreciate the sentiment.
Meanwhile, Dr. Andre Meaza said that during early childhood is the golden period to perform an active process through the process of sensory stimulation for the purpose of forming wiring system. "Stages of early life stages of the child are important because children are able to receive skills and teaching as a basis of knowledge and thought processes."
Andrew also explained, half the child's intellectual development took place prior to entering the age of 4 years. Precisely 17 years of age cognitive development is a cumulative development of the child is born.
According to Andre, 0-4 year olds have the cognitive development of 50%, 30% 4-8 years and 9-17 years at 20%. "It's brain development before age 1 year early, but the maturation of the brain take place after the child is born," he said.
He warned that the influence of early environment on brain development will impact long. Therefore, children who have good environmental stimulation, brain function will develop better.
8 way to Train Children Talking
Every parent would want to hear the first words spoken by the little guy. Even so, you do not have to rush him to mimic your words. Let him speak in time, you have to do is provoke him to want to talk.
"4-6 month old baby has started to release voices, though not yet clear," said Melissa Essenburg, MS, CC, SLP, speech pathologist from San Diego.
Infants aged 0-12 months have talked stages until he could pronounce the words that have meaning. This began at the age of 0-3 months, when baby noises like crying and laughing. Age 4-6 months, baby will make a sound of two words repeated like dadada, bababa, papapa. Age 6-9 months, baby will mengabungkan few words.
His ability to speak would be increased at the age of 10-12 months. He will begin to imitate the words you speak but not exactly the same. His ability to speak will get better at ages 10-18 months.
Here's how to arouse the child would speak:
1. Respond ocehannya
Little noise? Feel free to respond. You can pretend to ask the purpose of talking, laughing or smiling. Show your happy face, then see his reaction.
2. Show expression
Take it for a joke as he spoke. For example with the tickling, kissing, or holding hands. Discuss all matters relating to yourself or your baby. For example, "Well, yes smart sister. Drinking milk until they run out! "
3. Go cry now
Do not remain silent when she saw the child crying. Go, Look at his eyes, then immediately ask, for example, "Why are you crying, boy?" It will help your child understand, that when he cries, the mother would ask him. So he must respond with answers.
4. Chat
Tell the activities that are or will you do with him. When changing her diaper or take him to eat, say, for example, "Let's change the diaper, yes, unfortunately, already wet ya". Then tell me what you're doing with him. Little will be more accustomed to, and understand when you ask her to speak.
5. Singing for her
Sing the song while you carry him, asking to sleep, or shower. Do it continuously so little accustomed to hear it. Next, he will try to imitate you.
6. Read story
Get used to reading stories before the child was asleep. His brain will respond and save them into memory when she fell asleep. Lap baby, show colorful story books, and read stories. The minor will immediately respond by pointing out the book you are holding.
7. Tell activities
For example when he grasped the food, dolls, or other toys. Mention what he was holding, so he learns to recognize objects. "Hold what it is, boy? Doll, huh? ". Or, "I make ya porridge, make a brother. Nice, right? "Do the same thing when he was performing his activities.
8. Keep repeating
Do keep the things that involve you both in every opportunity. As he began to imitate your voice, also repeat these words.
"4-6 month old baby has started to release voices, though not yet clear," said Melissa Essenburg, MS, CC, SLP, speech pathologist from San Diego.
Infants aged 0-12 months have talked stages until he could pronounce the words that have meaning. This began at the age of 0-3 months, when baby noises like crying and laughing. Age 4-6 months, baby will make a sound of two words repeated like dadada, bababa, papapa. Age 6-9 months, baby will mengabungkan few words.
His ability to speak would be increased at the age of 10-12 months. He will begin to imitate the words you speak but not exactly the same. His ability to speak will get better at ages 10-18 months.
Here's how to arouse the child would speak:
1. Respond ocehannya
Little noise? Feel free to respond. You can pretend to ask the purpose of talking, laughing or smiling. Show your happy face, then see his reaction.
2. Show expression
Take it for a joke as he spoke. For example with the tickling, kissing, or holding hands. Discuss all matters relating to yourself or your baby. For example, "Well, yes smart sister. Drinking milk until they run out! "
3. Go cry now
Do not remain silent when she saw the child crying. Go, Look at his eyes, then immediately ask, for example, "Why are you crying, boy?" It will help your child understand, that when he cries, the mother would ask him. So he must respond with answers.
4. Chat
Tell the activities that are or will you do with him. When changing her diaper or take him to eat, say, for example, "Let's change the diaper, yes, unfortunately, already wet ya". Then tell me what you're doing with him. Little will be more accustomed to, and understand when you ask her to speak.
5. Singing for her
Sing the song while you carry him, asking to sleep, or shower. Do it continuously so little accustomed to hear it. Next, he will try to imitate you.
6. Read story
Get used to reading stories before the child was asleep. His brain will respond and save them into memory when she fell asleep. Lap baby, show colorful story books, and read stories. The minor will immediately respond by pointing out the book you are holding.
7. Tell activities
For example when he grasped the food, dolls, or other toys. Mention what he was holding, so he learns to recognize objects. "Hold what it is, boy? Doll, huh? ". Or, "I make ya porridge, make a brother. Nice, right? "Do the same thing when he was performing his activities.
8. Keep repeating
Do keep the things that involve you both in every opportunity. As he began to imitate your voice, also repeat these words.
SEX THE NAME OF LOVE (Adolescent Sexual Behaviour in the Surakarta Indonesia)
The theme of love seemed never exhausted to talk, never cracked to narrated, never stale for discussion. Every person is different in the manifest love. For parents, love is happiness when the baby looks cute and clever or love is the protection and expression of love saying when her baby was sick so lost joy. The wise man said to the child's parents love is true love.
If he is an eroticism, then love for him is how many pieces he has vcd porn watch, how many women who have been dating and how much he teasing and abusing it. Maybe he was supporting the theory of Sigmund freud who believes that human life is driven by the id (libido) only. Love does not always bring pleasure but can also bring sadness, disappointment and even hatred. Between love and sexual freedom really different, love is love each other, watch each other, protect each other, give each other with firm boundaries syar'i.
Research Results
In 2005, the author conducted research on the sexual behavior of adolescent high school in Surakarta. The subject of this study amounted to 1250 persons, derived from 10 high school in Surakarta, which consisted of 611 male subjects and 639 female subjects.
Most subjects had used the media of pornography, the male subjects as many as 497 people (81.34%) and 181 female subjects (28.32%); subjects who claimed never to use the media of pornography on male subjects as many as 114 people ( 18.66%), female subjects 458 individuals (71.67%). Most of the subjects said they had watched pornographic movies, the male subjects as many as 403 people (28.54%) and 111 female subjects (34.91%), a small portion of pornography through the photos on male subjects 135 people (9, 56%) and female subjects 22 people (6.92%).
Some subjects 212 were male (34.69%) admitted that sometimes doing masturbation, female subjects 27 people (4.23%), and 77 people (12.60%) male subjects and 9 people (1, 41%) women admitted until now still active in masturbation.
Most of the subjects claimed to have been dating. Age of first dating mostly 15-17 years male subjects as many as 246 people (53.25%) and 272 female subjects (57.99%), aged 20-22 years by 1 person (0.22%) on the subject of women was not found. Most of the subjects claimed to have changed a girlfriend for 1-2 times, namely on the subject of male-lakisebanyak 194 people (41.99%) and in female subjects as many as 196 people (41.79%). Most of the subjects admitted undergo courtship activity 2 - 6 months, namely the male subjects 171 (37.01%) in female subjects as many as 153 people (32.62%), on the subject of male courtship activity less than 1 month as many as 81 people (17.53 %) in female subjects as many as 67 people (14.28%). Courtship activity subject mostly done at home itself is in the male subjects 164 people (23.33%), on the subject of women as much as 37 people (5.23%).
Subjects who had sexual intercourse of 462 male subjects of dating found in 139 people (30.09%), who claimed to have had sexual intercourse than women who are dating 469 subjects found 25 people (5.33%). The reason they have sex as a proof of love in the male subjects of 57 people (38.51%), whereas in female subjects 6 people (24%); by reason of being raped or forced the male subjects 4 people (2.70 %) in female subjects 2 people (8%).
Age of the subject was first sexual intercourse is 15-17 years which is in men by 60 people (43.16%) in female subjects 12 people (48%). Sexual intercourse is mostly conducted along with her boyfriend, the male subjects 105 (53.29%) while in female subjects 21 people (84%).
After having sexual relations most subjects were satisfied or pleasure, the male subjects 61 people (43.88%), whereas in female subjects of 3 people (12%). Most subjects believe sexual intercourse is sinful: in male subjects 329 individuals (34.52%), whereas in female subjects 417 individuals (42.12%).
Most of the reason teenagers have sex is due to environmental influences, vcd, books and pornographic movies that is: the male subjects as many as 389 people (29.07%), whereas in female subjects 444 individuals (31.11%). The reason for the progress of time and let slang, male subjects 113 people (8.44%), in female subjects 99 people (6.94%).
If he is an eroticism, then love for him is how many pieces he has vcd porn watch, how many women who have been dating and how much he teasing and abusing it. Maybe he was supporting the theory of Sigmund freud who believes that human life is driven by the id (libido) only. Love does not always bring pleasure but can also bring sadness, disappointment and even hatred. Between love and sexual freedom really different, love is love each other, watch each other, protect each other, give each other with firm boundaries syar'i.
Research Results
In 2005, the author conducted research on the sexual behavior of adolescent high school in Surakarta. The subject of this study amounted to 1250 persons, derived from 10 high school in Surakarta, which consisted of 611 male subjects and 639 female subjects.
Most subjects had used the media of pornography, the male subjects as many as 497 people (81.34%) and 181 female subjects (28.32%); subjects who claimed never to use the media of pornography on male subjects as many as 114 people ( 18.66%), female subjects 458 individuals (71.67%). Most of the subjects said they had watched pornographic movies, the male subjects as many as 403 people (28.54%) and 111 female subjects (34.91%), a small portion of pornography through the photos on male subjects 135 people (9, 56%) and female subjects 22 people (6.92%).
Some subjects 212 were male (34.69%) admitted that sometimes doing masturbation, female subjects 27 people (4.23%), and 77 people (12.60%) male subjects and 9 people (1, 41%) women admitted until now still active in masturbation.
Most of the subjects claimed to have been dating. Age of first dating mostly 15-17 years male subjects as many as 246 people (53.25%) and 272 female subjects (57.99%), aged 20-22 years by 1 person (0.22%) on the subject of women was not found. Most of the subjects claimed to have changed a girlfriend for 1-2 times, namely on the subject of male-lakisebanyak 194 people (41.99%) and in female subjects as many as 196 people (41.79%). Most of the subjects admitted undergo courtship activity 2 - 6 months, namely the male subjects 171 (37.01%) in female subjects as many as 153 people (32.62%), on the subject of male courtship activity less than 1 month as many as 81 people (17.53 %) in female subjects as many as 67 people (14.28%). Courtship activity subject mostly done at home itself is in the male subjects 164 people (23.33%), on the subject of women as much as 37 people (5.23%).
Subjects who had sexual intercourse of 462 male subjects of dating found in 139 people (30.09%), who claimed to have had sexual intercourse than women who are dating 469 subjects found 25 people (5.33%). The reason they have sex as a proof of love in the male subjects of 57 people (38.51%), whereas in female subjects 6 people (24%); by reason of being raped or forced the male subjects 4 people (2.70 %) in female subjects 2 people (8%).
Age of the subject was first sexual intercourse is 15-17 years which is in men by 60 people (43.16%) in female subjects 12 people (48%). Sexual intercourse is mostly conducted along with her boyfriend, the male subjects 105 (53.29%) while in female subjects 21 people (84%).
After having sexual relations most subjects were satisfied or pleasure, the male subjects 61 people (43.88%), whereas in female subjects of 3 people (12%). Most subjects believe sexual intercourse is sinful: in male subjects 329 individuals (34.52%), whereas in female subjects 417 individuals (42.12%).
Most of the reason teenagers have sex is due to environmental influences, vcd, books and pornographic movies that is: the male subjects as many as 389 people (29.07%), whereas in female subjects 444 individuals (31.11%). The reason for the progress of time and let slang, male subjects 113 people (8.44%), in female subjects 99 people (6.94%).
Comparison of Sex Education in Indonesia in Other Countries
Indonesia's ex is still very taboo, education is still very minimal, yet all the schools in Indonesia include curriculum about sex, even if there is, and even then only schools that have been well-accreditation, or by passing lane Biology subjects. In fact, with sex education will be many positive aspects such as population, free sex, and reduce the birth rate is exploding. And also indirect effects such as Narcotics, broken home, street children, etc..
In Thailand, sex education began in 2000. Formal sex education starting from elementary school, but here sex education is still through the subjects of Biology. Some schools have included sex education as one subject. Children aged 12 years seudah allowed by the government to receive sex education from parents and schools, because the role of parents and school at this age is very important.
The Thai government also has begun to provide information on sex education via internet, and of course in Thai language.
In Vietnam, this country has begun to blunt spur in sex education through formal, because its population is suddenly high. In Vietnam, the role of families and the elderly are particularly important because children under the age of 13 years spent much time in the family than in school. It was only at age 13 years or at the junior high schools, sex education began to be applied, but still via the subjects of Biology, the same as in Indonesia.
Sex education in Vietnam is still not enough, because children are an average age of 17 years is still a lot of engaging in sex outside of marriage.
In India, sex is considered as an activity that is very sacred, taboo known to children under age. So it is not that easy to allow Indian children receive sex education minors.
Just like in Indonesia and Southeast Asian countries other, in India got a new sex education at age 14 or at the time of junior high school, and sex education here is still through the subjects of biology. And even then not completely, because the rest of the kids look up information about sex through books and the Internet.
Unfortunately, the change in this country has not seen. Its population increasing from year to year.
China is the most populous country in the world. Tragedy pathetic ever happened here, a newborn baby girl had been killed, by being held in a room which is called dying rooms. Because the time it was thought that girls are not needed because they can not help working families and / or feeding their families. This is caused by lack of information about family and sex.
New in 2004, sex education began to be applied in China. Sex education in China started at the age of 11 years. Unlike in Southeast Asian countries and in India, in China's sex education begins at age 11 years and has become a subject. In addition, the government also took part in providing sex education by providing counseling and seminars.
The average in Asian countries, sex education was implemented through the subjects of biology, so that information about sex is still considered less. Because in biology subjects only provide actual understanding of sex and do not provide psychological aspects, such as family guidance and counseling. Also, sex education in Asian countries just beginning to be implemented in 2000 and upwards. What about countries in Europe?
In France, formal sex education have started to be implemented since the 80s. Which provides and is responsible in providing sex education is school. Starting from the age of 12 years and older. Children in France receive sex education in schools in particular, coupled with the gifts seminar for secondary school level.
Children in France are also entitled to receive sex education outside school, through parents. If you still feel lacking, they can ask the doctor and the doctor-was obliged to provide information about sex. As a result, France is never overpopulated.
Unlike in France. In Bulgaria implemented sex education through books, magazines, and websites. The books are not books that type "17", but a book that has been specially adjusted for children 11 years or older. So also on the website, the children also have access to those websites that have been adapted specifically for sex education at age 11. Surely must be under the supervision of parents. As a result, children under the age of 17 years are reluctant to have sex.
In Thailand, sex education began in 2000. Formal sex education starting from elementary school, but here sex education is still through the subjects of Biology. Some schools have included sex education as one subject. Children aged 12 years seudah allowed by the government to receive sex education from parents and schools, because the role of parents and school at this age is very important.
The Thai government also has begun to provide information on sex education via internet, and of course in Thai language.
In Vietnam, this country has begun to blunt spur in sex education through formal, because its population is suddenly high. In Vietnam, the role of families and the elderly are particularly important because children under the age of 13 years spent much time in the family than in school. It was only at age 13 years or at the junior high schools, sex education began to be applied, but still via the subjects of Biology, the same as in Indonesia.
Sex education in Vietnam is still not enough, because children are an average age of 17 years is still a lot of engaging in sex outside of marriage.
In India, sex is considered as an activity that is very sacred, taboo known to children under age. So it is not that easy to allow Indian children receive sex education minors.
Just like in Indonesia and Southeast Asian countries other, in India got a new sex education at age 14 or at the time of junior high school, and sex education here is still through the subjects of biology. And even then not completely, because the rest of the kids look up information about sex through books and the Internet.
Unfortunately, the change in this country has not seen. Its population increasing from year to year.
China is the most populous country in the world. Tragedy pathetic ever happened here, a newborn baby girl had been killed, by being held in a room which is called dying rooms. Because the time it was thought that girls are not needed because they can not help working families and / or feeding their families. This is caused by lack of information about family and sex.
New in 2004, sex education began to be applied in China. Sex education in China started at the age of 11 years. Unlike in Southeast Asian countries and in India, in China's sex education begins at age 11 years and has become a subject. In addition, the government also took part in providing sex education by providing counseling and seminars.
The average in Asian countries, sex education was implemented through the subjects of biology, so that information about sex is still considered less. Because in biology subjects only provide actual understanding of sex and do not provide psychological aspects, such as family guidance and counseling. Also, sex education in Asian countries just beginning to be implemented in 2000 and upwards. What about countries in Europe?
In France, formal sex education have started to be implemented since the 80s. Which provides and is responsible in providing sex education is school. Starting from the age of 12 years and older. Children in France receive sex education in schools in particular, coupled with the gifts seminar for secondary school level.
Children in France are also entitled to receive sex education outside school, through parents. If you still feel lacking, they can ask the doctor and the doctor-was obliged to provide information about sex. As a result, France is never overpopulated.
Unlike in France. In Bulgaria implemented sex education through books, magazines, and websites. The books are not books that type "17", but a book that has been specially adjusted for children 11 years or older. So also on the website, the children also have access to those websites that have been adapted specifically for sex education at age 11. Surely must be under the supervision of parents. As a result, children under the age of 17 years are reluctant to have sex.
Sex education for teens
Today, Indonesia is experiencing an intense period of development, both in terms of economic development and socio-cultural development. One aspect of social change evident in Indonesia is related to sex. Teenagers and young people are changing their attitudes, ideas and behaviour in relation to sex. Amongst these groups, higher rates of pre-marital and high-risk sexual behaviour are being recorded by various NGO’s working in the area of reproductive health. A number of associated social problems have emerged such as high rates of unplanned teen pregnancy, high rates of transmission of Sexually Transmitted Infections including HIV/AIDS, and a general lack of understanding regarding sex. These aspects reveal a lack of an adequate Sexual and Reproductive Health Education program institutionalised across schools of Indonesia.
This Field Study focuses on the school environment as one institution in society that has the opportunity to reach a large proportion of Indonesia’s youth. While a significant number of Indonesia’s youth lie outside the reach of educational bodies (either in the workforce or on the streets), schools have a great role to play in protecting today’s youth – with knowledge. However, it is evident that few schools are taking advantage of this opportunity and most are providing limited Sexual and Reproductive Health Education. With little support or guidance from the government, schools provide
what information they see fit, largely influenced by the religious and societal norms surrounding the school. As a result, Sex Education in Indonesia is limited, with a focus on the biological side of reproductive health, and Abstinence-Only focused lessons.
The process of researching this field study revealed a number of approaches to Sex Education. In some schools, Sexual and Reproductive Health Education was quite limited, while others utilised community resources such as the services of NGO’s to provide a fuller and more rounded program to students. Students today are, in general, supportive of Sex Education. While significantly more Westernised than their parent’s generation, Indonesian youth of today still hold religious values quite highly. In relation to Sexual and Reproductive Health, the students researched in this field study were keen to have more access to knowledge, provided by schools as a trusted source of information and provided in such a way as to be in harmony with their religious values. If such information was unavailable in schools, youth were likely to go to the mass media (especially the internet and various popular pornographic materials) for such information. The topic of sex in general is still regarded as somewhat taboo in Indonesia, and is not generally discussed in clear terms. This is an attitude that is changing with time. However, it did hamper my efforts to research this field, as respondents were often nervous or uncomfortable discussing a sex-related topic. Language and other cultural barriers provided challenges to the research of this very brief account of Sex Education in Yogyakarta.
full text Download File
This Field Study focuses on the school environment as one institution in society that has the opportunity to reach a large proportion of Indonesia’s youth. While a significant number of Indonesia’s youth lie outside the reach of educational bodies (either in the workforce or on the streets), schools have a great role to play in protecting today’s youth – with knowledge. However, it is evident that few schools are taking advantage of this opportunity and most are providing limited Sexual and Reproductive Health Education. With little support or guidance from the government, schools provide
what information they see fit, largely influenced by the religious and societal norms surrounding the school. As a result, Sex Education in Indonesia is limited, with a focus on the biological side of reproductive health, and Abstinence-Only focused lessons.
The process of researching this field study revealed a number of approaches to Sex Education. In some schools, Sexual and Reproductive Health Education was quite limited, while others utilised community resources such as the services of NGO’s to provide a fuller and more rounded program to students. Students today are, in general, supportive of Sex Education. While significantly more Westernised than their parent’s generation, Indonesian youth of today still hold religious values quite highly. In relation to Sexual and Reproductive Health, the students researched in this field study were keen to have more access to knowledge, provided by schools as a trusted source of information and provided in such a way as to be in harmony with their religious values. If such information was unavailable in schools, youth were likely to go to the mass media (especially the internet and various popular pornographic materials) for such information. The topic of sex in general is still regarded as somewhat taboo in Indonesia, and is not generally discussed in clear terms. This is an attitude that is changing with time. However, it did hamper my efforts to research this field, as respondents were often nervous or uncomfortable discussing a sex-related topic. Language and other cultural barriers provided challenges to the research of this very brief account of Sex Education in Yogyakarta.
full text Download File
sex education for child
Sex Education In Early Childhood
Provide Sex Education in Early Childhood
Does your child begin to ask you about sex? If so, then baby is ready to be taught sex education right now. In addition to parents at home who can provide sex education to children, teachers at school also has a big share to equip students children about sex education. According A.T. Meilandari, S.sn, marketing communications Indonesian Carpediem School, said the introduction of inappropriate sex given to children aged under five as long as the content is not excessive, and still refers to the simple things.
Through sex education in schools, it supplies more mature children about sexuality and very useful in the future. Children also get the knowledge when the act, such as what should be done and that should not be done. Given several events irregularities frequently occur in society, sex education early in children to enable them to protect themselves from acts that are not good.
Teach the child to say NO in adults can be an unknown / foreign. It became one of effective prevention to prevent sexual harassment and other matters that are not desired.
Methods in schools to educate the students pre-school and kindergarten about sex education, it can be done by:
* 1 year
Introduce children to the parts of his body sendiri.Di this age, children need to be introduced to members of the body. Introduce the name of the body, as well as differences and functions, while you're bathing or shower with the children. You can also use books and props, human doll for example. Do not forget to remain calm when you have to be naked in front of the child while bathing or changing clothes.
* 2 years
Can recognize and name parts of the body At the age of 2 years, children generally can mention parts of his body smoothly, such as eyes, nose, ears, hands, and feet. To make it more familiar with other body parts, you can also make this activity more fun. Pack in the form of the game. Indicate the body (you just say it anyway), such as ear, then invite your child to be holding his ears. So also in other body parts you mentioned.
* 3 years
Know the difference if your child is able to recognize his own body parts, it's time to introduce the gender differences. Introduce the two categories of male and female sexes. Explain also male genitalia is a penis and women is the vagina, as well as differences of form and function. By introducing the parts of the body and the difference, the child will have a favorable view of the body.
* 4 years
Keeping yourself When children are getting bigger, teach that part of her genitals-not-be held by any person, except by the mother (while bathing) and doctors (when I'm sick). They must immediately report directly to parents or teachers when there are other people who touched her private parts. Aside from being a form of sex education to keep the private parts of her body, it can make a child protected from sexual violence.
* 5 years
Orderly and Caring Ourselves Along with the development of age, at this stage the child get used to urinating in the right place. Familiarize him urinate in the toilet, not in trees, bushes, or public places that are open. To change her clothes as well get used to looking for a room or toilet and not do it in public. Teach your children and get used to clean the genitals properly, especially after bladder / bowel movements. Do not forget to teach him always wash hands after bladder / bowel movement, and explain that the germs can enter through the vagina / penis and anal.
Beyond all that, parents and teachers is the best place to ask for the child. Make sex as something natural and personal part of health. Sex is not something that is wrong, dirty, dirty, or shameful because it is part of normal growth, so no need to worry about. So it's not a day longer respond to early sex education is taboo for your baby.
Do and Do not
In providing sex education to children, do not match when you teach in adults. Need to be careful and simple language, the most important is a concrete example for baby's easy to understand for your explanation. Here are tips for you:
1. May
- Give a demonstration-a demonstration of interest in clarifying the notion of
sex.
- Use examples of people, like my mother / father, friends, or people
the nearest known and your child.
- Give an explanation with the words that are easy to understand / very simple.
- Emphasize the baby, though different gender but can not distinguish
each other.
2. No
- Never give an explanation with the new words children hear,
especially difficult terms.
- Do not give meaning to the very vulgar.
- Do not give an explanation with so seriously that make children
confused
Provide Sex Education in Early Childhood
Does your child begin to ask you about sex? If so, then baby is ready to be taught sex education right now. In addition to parents at home who can provide sex education to children, teachers at school also has a big share to equip students children about sex education. According A.T. Meilandari, S.sn, marketing communications Indonesian Carpediem School, said the introduction of inappropriate sex given to children aged under five as long as the content is not excessive, and still refers to the simple things.
Through sex education in schools, it supplies more mature children about sexuality and very useful in the future. Children also get the knowledge when the act, such as what should be done and that should not be done. Given several events irregularities frequently occur in society, sex education early in children to enable them to protect themselves from acts that are not good.
Teach the child to say NO in adults can be an unknown / foreign. It became one of effective prevention to prevent sexual harassment and other matters that are not desired.
Methods in schools to educate the students pre-school and kindergarten about sex education, it can be done by:
* 1 year
Introduce children to the parts of his body sendiri.Di this age, children need to be introduced to members of the body. Introduce the name of the body, as well as differences and functions, while you're bathing or shower with the children. You can also use books and props, human doll for example. Do not forget to remain calm when you have to be naked in front of the child while bathing or changing clothes.
* 2 years
Can recognize and name parts of the body At the age of 2 years, children generally can mention parts of his body smoothly, such as eyes, nose, ears, hands, and feet. To make it more familiar with other body parts, you can also make this activity more fun. Pack in the form of the game. Indicate the body (you just say it anyway), such as ear, then invite your child to be holding his ears. So also in other body parts you mentioned.
* 3 years
Know the difference if your child is able to recognize his own body parts, it's time to introduce the gender differences. Introduce the two categories of male and female sexes. Explain also male genitalia is a penis and women is the vagina, as well as differences of form and function. By introducing the parts of the body and the difference, the child will have a favorable view of the body.
* 4 years
Keeping yourself When children are getting bigger, teach that part of her genitals-not-be held by any person, except by the mother (while bathing) and doctors (when I'm sick). They must immediately report directly to parents or teachers when there are other people who touched her private parts. Aside from being a form of sex education to keep the private parts of her body, it can make a child protected from sexual violence.
* 5 years
Orderly and Caring Ourselves Along with the development of age, at this stage the child get used to urinating in the right place. Familiarize him urinate in the toilet, not in trees, bushes, or public places that are open. To change her clothes as well get used to looking for a room or toilet and not do it in public. Teach your children and get used to clean the genitals properly, especially after bladder / bowel movements. Do not forget to teach him always wash hands after bladder / bowel movement, and explain that the germs can enter through the vagina / penis and anal.
Beyond all that, parents and teachers is the best place to ask for the child. Make sex as something natural and personal part of health. Sex is not something that is wrong, dirty, dirty, or shameful because it is part of normal growth, so no need to worry about. So it's not a day longer respond to early sex education is taboo for your baby.
Do and Do not
In providing sex education to children, do not match when you teach in adults. Need to be careful and simple language, the most important is a concrete example for baby's easy to understand for your explanation. Here are tips for you:
1. May
- Give a demonstration-a demonstration of interest in clarifying the notion of
sex.
- Use examples of people, like my mother / father, friends, or people
the nearest known and your child.
- Give an explanation with the words that are easy to understand / very simple.
- Emphasize the baby, though different gender but can not distinguish
each other.
2. No
- Never give an explanation with the new words children hear,
especially difficult terms.
- Do not give meaning to the very vulgar.
- Do not give an explanation with so seriously that make children
confused
Perpectives in human biology
diasari, RITA
Review of Perpectives in Human Biology,volum:Issue 1,the perpective of international roster of those proffesionally involved in the study of human evolution.Howhere is this more evident than in the first lead articles,where the two lead articles.
Review of Perpectives in Human Biology,volum:Issue 1,the perpective of international roster of those proffesionally involved in the study of human evolution.Howhere is this more evident than in the first lead articles,where the two lead articles.
The Issue of Perpective in Human Biology under consideration is not quite.The outlook of evolunionary Biology is largely missing or unused. To be sure,the field of Human Biology has been able to function effectively without much money to reference the evolution of theory for a long time ago.
The Volume under review represent the roster of paper presented at the joint conferent of The Australasion Society for Human Biology (AHSB) and The Commision of Human Ecology of The International Union of Antropological and Ethnological Science (IUAES) held in Adelaide,December 1-5,1997.There are 26 countributions from five of the nine sessions.
Two of the papers in the first session and one in the third were designated Keynote Addresses.The first of these setting The Evolutionary Scene is the paper by Colin P. Groves.He provide an interesting survey of the consequences of domistication in a comprehensive roster of animals with full domentation.(except for any mention of the pioneering work of Charles Darwin).
EFFECTIVE TEACHER COMMUNICATION SKILLS AND TEACHER QUALITY
By
Kevin John Loy, B.S., M.S., M.A.
As we move into the Twenty-First Century the education profession and politicians continue to grapple with the expectation of better or higher test scores from society. The National Council of Teachers in Mathematics (NCTM) considers communication so important that they list it as one of the principles of the NCTM Principles and Standards for the School Mathematics (NCTM, 2000).
The overarching strategy of this research is to gain an understanding of the relationship between communication skills and student achievement. It is conjectured that there is a relationship between the ability of an individual to effectively communicate their thought or idea and the success that individual will meet in the classroom as an instructor. The theoretical framework is based in the social constructivist theory of learning of Lev Vygotsky. The literature showed that effective communication is important in the learning theory of social constructivism. The literature also showed that the ability to communicate and the ability to pose questions are important attributes of an effective teacher. A survey of one school district’s fourth grade teachers was conducted and the student achievement scores of their students were tied to their respective teacher’s response. The instrument was developed by Plumeus to measure the communication skills across several sub-scales to include listening, and ability to deliver a concept or idea. This instrument was modified for this research as the sub-scales were initially dependent. Three models were developed from these sub-scales and demographic variables. About two-thirds of the teachers that responded have earned an advanced degree. The research found that teachers with less experience scored somewhat higher on reported communication skills than those teachers with more years of service. The research also found no difference between female and male teachers for self-reported communication skills. The ability to get the message across was significant in explaining the variances for the dependent variable citizenship. Also possessing an advanced degree added about 9 points to the mean student achievement score for citizenship. As for other variables not addressed in the research questions, it appears that female teachers add about 11 points to the mean student achievement scores for Science. Finally the sub-scale that was comparable between the large population of the company and the sub-scale that was significant in explaining the variance of the citizenship achievement scores was bility toget the message across. This was the one sub-scale that was connected to the larger population and the teacher population plus it was significant for the teacher population in explaining variance.
Identification of Quality Indicators of Visual-based Learning Material in Technology Education Programs for Grades 7-12.
The purpose of this study was to identify the quality indicators of visual-based learning material in technology education for grades 7-12. A three-round modified Delphi method was used to answer the following research questions: RQ1: What indicators should quality visual-based learning material in technology education have to be effective and efficient in transmitting information for grades 7-12? RQ2: What are the indicators of the learner’s characteristics that impact the selection of visual-based learning material in
technology education for grades 7-12? The quality indicators were determined by consensus reached by a panel of 21 educational experts randomly selected from participants in two NSF funded projects that piloted and field-tested visual learning material in technology education courses. The two funded projects were VisTE and TECH-Know. In the first round, the panel was provided with examples of quality indicators. The example indicators in the first round instrument derived from the literature review. The first round of the modified Delphi method used an open-ended questionnaire format in which the experts were asked to keep, reject, modify or add a new characteristic. The responses generated by the first round contributed to the development of the Round II instrument. In the second round, panelists were asked to value and rank from lowest to highest the items identified on Round I on a 5 point Likertscale. In Round III the experts’ panel was asked to accept or reject the quality indicators derived by the second round. Based on an analysis of data collected on Rounds I, II and III conclusions were drawn and 18 quality indicators were found.
TEACHERS’, PARENTS’, AND STUDENTS’ PERCEPTIONS OF EFFECTIVE SCHOOL CHARACTERISTICS OF TWO TEXAS URBAN EXEMPLARY OPEN-ENROLLMENT CHARTER SCHOOLS
by
DeEADRA ALBERT-GREEN
The primary purpose of this study was to examine how teachers, parents, and students viewed their charter school as effective when effectiveness was defined by the following 11 characteristics: (a) instructional leadership, (b) clear mission, (c) safe and orderly environment, (d) positive school climate, (e) high expectations, (f) frequent monitoring, (g) basic skills, (h) opportunities for learning, (i) parent and community
involvement, (j) professional development and (k) teacher involvement.
Two exemplary open-enrollment charter schools in Texas were used in this study. All 24 teacher, parent, and student participants completed a questionnaire that
addressed characteristics analyzed for each group. The 72 participants in this quantitative study were randomly chosen to respond to items on the School Effectiveness Questionnaire developed by Baldwin, Freeman, Coney, Fading, and Thomas. Data from the completed questionnaires were reported using descriptive
statistics and frequency data. Major research findings for the study were as follows: 1. There was agreement among teachers, parents, and students regarding 5 characteristics. These characteristics were: (a) safe and orderly environment, (b) positive school climate, (c) high student expectations, (d) frequent student assessment, and (e) monitoring of achievement and basic skills. 2. Teachers and parents agreed their school demonstrated effective instructional leadership, a clear and focused mission, and a maximized opportunity for learning. On the other hand, students were uncertain their school provided maximum opportunities for learning. 3. Only parents and students were in agreement concerning the parental involvement in their school. In contrast, teachers were uncertain their school provided parent and community involvement. 4. Teachers were also uncertain their school provided strong professional development and included them in the decision-making process for the school.
Strong Leadership: The Starting Place for Effective Schooling
Leadership is considered to be vital to the functioning of many aspects of a school. To illustrate, the list below depicts only a few of the aspects of schooling that have been linked to leadership in a school building:
● Whether a school has a clear mission and goals (Bamburg & Andrews, 1990; Duke, 1982).
● The overall climate of the school and the climate in individual classrooms
(Brookover, Schweitzer, Schneider, Beady, Flood, & Wisenbaker, 1978; Brookover, Beady, Flood, Schweitzer, & Wisenbaker, 1979; Brookover & Lezotte, 1979;Griffith, 2000; Villani, 1996).
● The attitudes of teachers (Brookover & Lezotte, 1979; Oakes, 1989; Purkey &Smith, 1983; Rutter, Maughan, Mortimore, Ouston, & Smith, 1979).
● The classroom practices of teachers (Brookover et al., 1978; Brookover &
Lezotte, 1979; McDill, Rigsby, & Myers, 1969; Miller & Sayre, 1986).
● The organization of curriculum and instruction (Bossert, Dwyer, Rowan, & Lee, 1982; Cohen & Miller, 1980; Eberts & Stone, 1988; Glasman & Binianimov, 1981; Oakes, 1989).
● Students’ opportunity to learn (Duke & Canady, 1991; Dwyer, 1986; Murphy & Hallinger, 1989).
Given the perceived importance of leadership, it is no wonder that an effective principal is thought to be a necessary precondition for an effective school. A 1970 U.S. Senate Committee Report on Equal Educational Opportunity (U.S. Congress, 1970) identified the principal as the single most influential person in a school. Regardless of the perceived importance of principal leadership, the research base supporting it has been deemed equivocal. For example, at least one meta-analytic study (Witziers, Bosker, & Kruger, 2003) reported that the relationship between principal leadership and student achievement is nonexistent. As a result of their analyses of 37 studies conducted internationally on the relationship between building leadership and student achievement, Witziers et al. (2003) reported an average correlation of 0.02. Taken at face value, the findings from the Witziers et al. study would lead one to conclude that little
effort should be put into developing leaders at the school building level.
Even some of those who believe that principal leadership has a causal link with student achievement assert that the research provides little practical guidance. For example,Donmoyer (1985) noted: Recent studies of schools invariably identify the principal’s leadership as a significant
factor in school’s success. Unfortunately these studies provide only limited
insight into how principals contribute to their school’s achievements. (p. 31)
The perspective articulated above is in sharp contrast to that offered by Marzano,Waters, and McNulty (2005). After analyzing 69 studies representing research over the last 35 years, they computed an average correlation of 0.25 between principal leadership behavior and student academic achievement. This finding is quite discrepant from 598 Marzano
A COMPARISON OF THE EFFECT OF SINGLE-SEX VERSUS MIXED-SEX CLASSES ON MIDDLE SCHOOL STUDENT ACHIEVEMENT
Carol E. Thom, Ed.D.
The purpose of this study was to compare the effect of single-sex versus mixedsex classes on middle school student achievement. It was a case study of Stonewall Jackson Middle School in Charleston, West Virginia, an inner-city school with approximately 600 students, of which 30% were minority (mostly black), 30% were special needs, and 70% were classified low socio-economic status (SES). Student WESTEST (West Virginia Educational Standards Test) scores in reading/language arts and math were collected and compared from the school years 2003-2004 and 2004-2005.
Each student’s scores from the first year were compared to that same student’s scores from the second year. Each student in the first year (2003-2004) was in mixed-sex classes and each student in the second year (2004-2005) was in single-sex classes. Two hundred seventy nine matched pairs of scores were compared. An alpha level of .05 was set as the criterion for the level of significance. A paired-samples T-test was used to determine whether the difference between the means was statistically significant. Student groups studied were male/female; black/white; low/high SES; and general education/special education. An analysis of variance (ANOVA) was used to determine whether there were differences between groups. A .01 level of significance was found for both reading/language arts and math between mixed-sex and single-sex classes. No significance was found for the between group improvement scores. Results of this study provide support for using single-sex classes to improve the academic achievement of middle school students.
EXPLOlUNG ENGLISE TEACHERS' CONCEPTIONS OF TEACEKTNG AND LEARNING IN ADULT EDUCATION CONTEX
Karen Mary Magro
The purpose of this study was to explore the conceptions of teachhg and learning of twelve adult educators who teach in a range of English programs in the public school system and at the cornmunity college level. Their perspectives on teaching and leaming as weil as their "personal philosophy of practice" were compared with the role of the educator and the process of learning, most notabiy described by Jack Mezirow ( 198 1; 1990; 1996) in his theory of transformational leaniing and Paulo Freire ( 1970) in his critical theory of adult leaniing. One of the theoretical models for understanding the different perspectives that the adult educators held was developed by Pratt and associates ( 1998).
Transfomative learning involves a process whereby individuals reflectively transfonn existing beliefs, attitudes, and emotional reactions that may be hindenng their ability to achieve their potential, personally, intellectually, and socially, Most of the educators did not refer to themselves as c'transfonnative educators" nor did they share a theoreticai understanding of Mezirow ' s transformative learning theory ; in this sense, theory is not dnving practice. However, significant parallels between some of the teachers' intentions, views on learning, curriculum orientation, and personai philosophy of practice were consistent with the role of the transfomative educator and the process of leaming described by theorists sucb as Mezirow (l981), Freire (l970), and Daloz (1986).
The teachers also held many reservations about the role of the teacher as "change agent;" rnany of the educators suggested that "transforrnative learning" rnay be a by-product of many factors (e.g. Iearners' beliefs and attitudes, content, context) in the leaming
environment rather than a result of a specific teaching behavior, attitude, or style. The practical realities of teaching in an inner city high school for addts and in a city community coliege also made it difficuit for the teachers to apply 'iransfonnative leaming" approaches. While a qualitative analysis of the data from three in depth interviews with the twelve teachers was a major part of the data collection, cross verifkation of the data also included the use of Kolb's (1985) Learning Style Inventoru, Zinn's (1994) Philosophy of
Adult Education Inventop, and Conti's(l990) Princi~leso f Adult Leamine Scale.
This study found that English teachers' personai philosophy of practice is intluenced by the values, beliefs, and ideals that they hoid. The perspectives on teaching and leaming that the educators in this study held developed over time and were influenced by factors such as family and educational experience, personality, past teaching
experiences the specific characteristics of their students, and the institution and department that they work in. Important concems and limitations of transfomative leming theory emerge out of this study. The findings of this study aiso have significant implications relating to the teacher education programs for adult educators, the professionai development of adult educators, and the importance of grounding theoreticai knowledge in teachers' and students' experiences.
This study examined the effects of a standards-based mathematics program, Mathscape, in one public middle school in Ohio
by
Mark C. Ault
This study examined the effects of a standards-based mathematics program, Mathscape, in one public middle school in Ohio. Achievement was measured using the Ohio Sixth Grade Mathematics Proficiency Test (OPT). Test performance was studied for three years prior to the implementation of the standardsbased program (2000-2002) and compared to test performance for three years immediately after the program was implemented (2003-2005).
Total raw scores from each group were compared as well as student responses to questions involving algebra, conceptual understanding, problem-solving, number relations. Sub-groups based on Terra Nova Achievement scores and gender were also used
when making comparisons. The implementation of the standards-based program, Mathscape, showed no significant positive effects on student achievement in any area or category in this study. One sub-group of students who scored in the 89th to 75th Terra Nova National
Percentile Rank had a significant difference in the area of number relations on the Ohio Proficiency Test. The students in this sub-group who were not taught using the Mathscape curriculum had a mean score that was 6.81% higher than the corresponding sub-group who were taught with the Mathscape program. This difference proved to be significant at p < .05 and the effect size of 0.395 was considered important. Further research is recommended to determine specifically why students in this particular sub-group who were taught with this standards-based program scored lower on problems in the number relations category and whether other standards-based
programs would produce similar results.
Emily E. Stitsinger. Elementary Principals’ Views on the Relationship between the School Library Media Center and Student Achievement
Evelyn Daniel
This study surveyed the opinions of principals on the relationship between the school library media center and student achievement. Principals from six local North Carolina school districts were invited to fill out a questionnaire online. Results were examined for correlations between principals’ opinions on student achievement as it related to several variables. Questionnaire statements pertaining to student achievement, funding, technology, and communication were each analyzed. The findings from this study reaffirm the need for increased communication between the school library media specialist, principal, and faculty. They also expose the same uncertainty unearthed by previous studies that principals display when it comes to the connection between the school library media center and student achievement. The small response size prohibited any conclusive findings but did highlight areas for further research. While survey results only reflect principal opinions rather than demonstrated causality, they still suggest a disparity between principals’ beliefs and current research in the field.
EXPLORING TEACHERS’ BELIEFS THROUGH COLLABORATIVE JOURNALING: A QUALITATIVE CASE STUDY OF JAPANESE PRESERVICE TEACHERS’ TRANSFORMATIVE DEVELOPMENT PROCESSES IN AN EFL TEACHER EDUCATION PROGRAM
Toshinobu Nagamine
This qualitative case study was implemented to describe, interpret, and document preservice EFL teachers’ learning processes through collaborative journaling and gained awareness for all participants (including myself as a participant-observer). Four preservice EFL teachers in Japan (two males and two females) participated in the study. At the time of the investigation, they were all undergraduate students studying in an EFL teacher education program at a Japanese university. To investigate their learning processes, a prime focus was placed on the participants’ beliefs about language learning and teaching. Thus, this study was to understand what it meant for the participants to learn how to teach through collaborative journaling in the setting studied and what it possibly meant for them to change (or not to change) their beliefs during the term of the investigation. The data collection was done over a nine-month period that covered the participants’ practicum. This study consisted of three research phases: pre-practicum phase, mid-practicum phase, and post-practicum phase. In the pre-practicum phase, I entered the participants’ community and asked the participants to form a collaborative-learning group and keep a collaborative journal. As a participant-observer, I kept the journal together and discussed what we had written in bi-weekly meetings. I used the collaborative journal for two purposes: (a) to collect the
phase, mid-practicum phase, and post-practicum phase. In the pre-practicum phase, I entered the participants’ community and asked the participants to form a collaborative-learning group and keep a collaborative journal. As a participant-observer, I kept the journal together and discussed what we had written in bi-weekly meetings. I used the collaborative journal for two purposes: (a) to collect theDoes it pay to go to school? The benefits of and participation in education of Indigenous Australians
Nicholas Grahame Biddle
Those who have finished high school and/or obtained non-school qualifications experience a range of positive outcomes throughout their lives. Despite these benefits being likely to apply to the Indigenous Australian population, current as well as pastparticipation in education is substantially lower than that of the non-Indigenouspopulation. Some reasons for this relatively low participation may be locational and monetary disadvantage, household overcrowding and a curriculum that is not always
relevant. How Indigenous Australians form their expectations about the benefits of education and what these expectations might be (accurate or otherwise) may also influence educational participation.
This thesis looks at the education outcomes of Indigenous Australians. There are two main research questions are examined. The first is what are the relative benefits of education for the Indigenous population? The main outcomes that are focussed on areemployment and income; however, there is also analysis of the extent to which those withhigher education levels report better health outcomes or more favourable health behaviour.
The second main research question is what factors are associated with the decision to attend high school? That is, does the Indigenous population respond to the economic incentives to undertake education as estimated in this thesis? In addition, other factors at the individual, household and area level are likely to influence the social costs and benefits of education, as well as geographic and financial access. The extent to which these are associated with high school participation is also examined
TEACHER UNIONS & STUDENT ACHIEVEMENT
The relationship between teacher unionization and student achievement is an important consideration in the overall debate about the nations education system. Past studies have shown mixed results as to whether unionization has a positive ornegative effect on student achievement. I examine this question using test scoresfrom the National Assessment of Educational Progress and data from the Schools and Staffing Survey and find that unions seem to have a negative and statistically significant effect on student achievement. While this effect is small for slight changes in unionization, a large shift leads to visibly negative results.
THE RELATIVE IMPACT OF PRINCIPAL MANAGERIAL, INSTRUCTIONAL, AND TRANSFORMATIONAL LEADERSHIP ON STUDENT ACHIEVEMENT IN MISSOURI MIDDLE LEVEL SCHOOLS
By
E. NYLE KLINGINSMITH
This study examined the relationship of three factors of principal leadership,
managerial, instructional, and transformational. A total of 133 middle level public schools in Missouri were included in the study. This study was part of a larger study of middle level education being conducted by the Middle Level Leadership Center at the University of Missouri-Columbia. Two survey forms were used to collect data for this study. A total of 849 teachers responded to a survey that collected data about their perceptions of principal effectiveness in one factor of principal managerial leadership and
two factors of principal instructional leadership. A total of 854 teachers responded to a survey that collected data about their perceptions of principal transformational leadership.
Data from the surveys were aggregated and analyzed using Pearson product-moment correlations, analyses of variance, and multiple regression equation estimates. Student achievement data were obtained from the spring 2006 administration of the Missouri Assessment Program (MAP) tests in Communication Arts and Mathematics. The study found significant correlations among all nine factors of principal leadership. There were significant differences in principal leadership factor ratings when schools were grouped by student achievement. School demographic factors for SES, attendance, enrollment, and FTE had significant correlations with student achievement.
Three measures of principal experience had significant correlations with student achievement. Seven of the nine factors of principal leadership correlated significantly with both subtests when controlling for SES. The two remaining factors had a significant correlation with one of the tests. The leadership factor, Instructional Improvement, appeared to have the greatest impact on student achievement. A model of the contextual elements of the role of principal and the relationship of school and principal demographic variables as well as principal leadership factors with student achievement in that larger context was developed, and implications for research, practice, policy, and the preparation of educational leaders was developed
THE DEVELOPMENT OF A MEANINGFUL TEACHER EVALUATION PROCESS IN A CATHOLIC ELEMENTARY SCHOOL
Jean R. Green
The process of teacher evaluation has often been less than satisfying for both teachers and administrators. Educational literature dealing with teacher evaluation shows that it is frequently a rote procedure with little or no benefit for the people involved. In this study, the researcher used the action research process to design, implement, and evaluate a new system of teacher evaluation and development in St. Anne’s Catholic School. Twenty teachers of the twenty-two member faculty participated in the two-year study. Together, the teachers and administrator examined the original system of evaluation and then devised a new system. They put the new process into effect, critiqued it, and revised it. The administration and faculty learned that teacher evaluation can be more meaningful if teachers are involved in its planning, given a choice of evaluative methods, and evaluated consistently throughout the school year.
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