Elementary

THE ELEMENTARY DICTIONARY;
LUGANDA-ENGLISH-ARABIC

المعجم اللوغندي- الإنجليزي - العربي
للناشئين
Kirembwe Rashid Abdul Hamed
Mohammad Najib Bin Jaffar
Hishomudin Bin Ahmad

Penulis: Kirembwe Rashid Abdul Hamed  I  Mohammad Najib Jaafar  I  Hishomudin Ahmad
e-ISBN: 978-967-440-089-7.
• Publisher: Penerbit USIM; http://mybookstore.usim.edu.my/index.php?route=product/product&product_id=373&search=LUGANDA
• Product Code: 9789674400897
DVD - e-Book format in PDF

This dictionary is composed of 13992 commonly used Luganda words. It is consisted of three important sections i) General Introduction to the Conceptual Framework, Techniques and guidelines of using this dictionary; ii) Main Section of the Dictionary; iii) Conclusion and Two Appendixes.
This dictionary uses three categories of words origins; 1) Words exist in Luganda language with Arabic origin that never changed; 2) Words exist in Luganda language with Arabic origin that changed and 3) Typical Luganda words.
The uniqueness of this dictionary is manifested in using: multilingual wordlists (Luganda- Arabic-English); Islamization of Luganda language by using necessary Islamic instances for word usage; Internationalization of Luganda language though Luganda Arabic and English combination and being an (e-book) it is accessible anytime and anyplace.

The Institute of Education Sciences (IES) publishes practice guides in education to bring the best available evidence and expertise to bear on current challenges in education. Authors of practice guides combine their expertise with the available findings of rigorous research to develop specific recommendations for addressing these challenges. The authors rate the strength of the research evidence supporting each of their recommendations. See Appendix A for a full description of practice guides.

Nations cannot be developed without investing in education. Education is a multidimensional process, on one side, it enhances the economic growth and on the other side, it reduces the poverty by increasing the productivity. Poverty has strong linkages with education and economic growth. This study utilizes time series data on education, poverty, physical capital and economic growth for the span of 1971-72 to 2009-10 in case of Pakistan. The results of ARDL model confirm that both the short-run and long-run affect of physical capital on economic growth have been found to be positive and significant. Education affects economic growth positively and significantly only in the long-run. In the long-run, poverty and economic growth are inversely and significantly related. The results of Toda-Yamamoto Augmented Granger Causality (TYAGC) Test confirm bi-directional causality between education and economic growth, between economic growth and poverty and between poverty and education. Poverty reduction and education enhancing strategies must be adopted to accelerate the process of economic growth of the country. The study also recommends propoor growth and education in Pakistan.

This report aimed to measure the impact of a unique professional development program entitled Project ASTER III (Active Science Teaching Encourages Reform) on teachers' self-efficacy and perceptions about inquiry-based science teaching. Project ASTER III enabled teachers to explore inquiry-based science teaching through exhibit-based hands-on/ minds-on investigations at a science museum and to develop a science curriculum aligned with museum exhibits and state and national science education standards. Quantitative data indicated that teacher beliefs were positively and significantly impacted by the professional development program and confirmed that programs like ASTER III are effective but need to be provided on a continuous basis to reinforce these beliefs in the teachers. Finally, three themes emerged from the analysis of the qualitative data from the participant journals: (1) impact on teacher understanding of inquiry, (2) increased confidence about science teaching, and (3) benefits of collaboration.

The purpose of the study was to investigate the effect of creative and critical thinking based laboratory method on prospective primary teachers' science process skills and academic achievement. This research was conducted with 94 prospective elementary teachers who were enrolled in two classes of education faculty in the spring semester of the 2004-2005 academic year. While the creative and critical thinking based laboratory applications were conducted in the experimental group, traditional laboratory applications were conducted in the control group. As a result of the investigation, it was determined that the experimental group was successful than the control group in terms of the science process skills and academic achievement. Implications for science education at the teacher education level were discussed.

Science educationhas an important place in the development and economic growth of countries. Therefore, many researches have been realized to increase the quality of science education, and curricula have been renewed continuously in the light of contemporary approachesin our country as well. The purpose of the study was to evaluate the historical development of elementary fourth and fifth grade science curricula from the foundation of Turkish Republic to the present day according to the main components of curricula. The evaluations were carried out by document analysis technique in terms of curriculum dimensions such as aim, content, teaching-learning process and assessment. The obtained data were classified under the curricula components considering the historical process. According to the outputs of the study, the most important progress within the components has been occurred especially in the learning-teaching and assessment processes. It can be said that failing and deficiency features of the curricula generally arise in the implementation processes.

Digital and mass media play a significant role in the development of children's understanding of people around the world. Specific instructional practices using media can help combat negative stereotypes and increase knowledge, tolerance and acceptance of the peoples and cultures of the Middle East. Media literacy education includes activities that involve both critical analysis and media production. In one U.S. school, elementary school children interacted with young adults in Kuwait by creating simple videos and using an online communication tool. Evidence shows that both students and teachers decreased their reliance on cultural stereotypes.

This study empirically assessed the relationship between school size and academic achievement of elementary school students in Ontario, Canada. Utilizing data from the Ontario provincial standardized test, the Educational Quality and Accountability Office (EQAO), the results of 541 schools from ten school boards, were studied. A One-way Analysis of Variance (ANOVA) indicated that overall, there was no statistically significant correlation between school size and student achievement. However, there were significant correlations with respect to levels of performance in both Grades three and six in some curricular areas. Also, further analysis at each independent achievement level revealed that the mean percentage of students achieving at stipulated provincial standards in Grade three writing and in Grade six reading, writing and mathematics were highest in large-sized schools (schools with more than 420 students). Results further indicated that the mean percentage of students performing above provincial standards in Grade six reading and writing was also highest in large schools. Students in medium sized schools (between 246 and 420 students) also had the highest mean percentage of students performing above provincial standards in Grade three writing and in Grade six mathematics. The limitations and implications of the results are discussed, and relevant suggestions made.

The GeoLiteracy for English language learners (ELLs) program is a curriculum that enhances reading and writing skills while teaching geography content for US students in kindergarten through eighth grades. The program includes 85 lesson plans that address all US national geography standards, a quarter of which address environmental issues. The program also includes methodology and materials aimed at meeting the academic needs of the growing population of ELLs in the United States. This article describes a study conducted in three US states that examined the effects of GeoLiteracy for English Language Learners on reading comprehension of third to eighth grade students. The findings reveal that reading comprehension achievement of students, especially ELLs, who used GeoLiteracy improved or maintained. Thus, offering geography education to ELLs not only promotes the discipline but also improves reading comprehension. This study uncovered a number of bureaucratic, political and philosophical issues related to the education of ELLs in the state of Arizona, which could mirror issues in other US states.

In this study, it is aimed to determine whether the view points of pre-service teachers, studying at Uludag University, Primary School Teaching Programme, on "Drama in Primary School" course show a significant difference according to gender or not, and to state the contribution of the creative drama course on their personal and professional development through their own point of views. As a result of this study, the analysis of the data was revealed that there was not a significant difference according to gender.The pre-service teachers stated the necessity of "Drama in Primary School" course.

Nations cannot be developed without investing in education. Education is a multidimensional process, on one side, it enhances the economic growth and on the other side, it reduces the poverty by increasing the productivity. Poverty has strong linkages with education and economic growth. This study utilizes time series data on education, poverty, physical capital and economic growth for the span of 1971-72 to 2009-10 in case of Pakistan. The results of ARDL model confirm that both the short-run and long-run affect of physical capital on economic growth have been found to be positive and significant. Education affects economic growth positively and significantly only in the long-run. In the long-run, poverty and economic growth are inversely and significantly related. The results of Toda-Yamamoto Augmented Granger Causality (TYAGC) Test confirm bi-directional causality between education and economic growth, between economic growth and poverty and between poverty and education. Poverty reduction and education enhancing strategies must be adopted to accelerate the process of economic growth of the country. The study also recommends propoor growth and education in Pakistan.

The aim of this research is to evaluate preschool candidates’ attitudes towards computers and attitudes towards use of computer assisted instruction. The sample of this study includes 481 early childhood education students who attended Dokuz Eylül University’s department of Early Childhood Education. Data were collected by using “Scale of Computer Assisted Instruction Attitudes” developed by the Arslan (2006), “Computer Attitudes Scale” developed by Çelik & Bindak (2005) and “General Information Form” by the authors. One-way Anova and t-test was used for analyzing data. The findings of this study showed that computer attitudes and computer assisted instruction attitudes are positive. Furthermore computer assisted instruction attitudes are related to computer attitudes on pozitive way.

Teacher misconceptions about the nature and intent of Technology and Science education (henceforth, Technology & Science) in school sectors is of concern. Research suggests that teachers too often do not have a basic grasp of the central tenants associated with Technology and how it differs from Science. Moreover, research has found that teacher educators too often design Technology lessons with a linear problem solving approach, and, when it comes to Science, consider rote learning and rigid dogmatic thinking as characteristics essential for success leaving little opportunity for student creativity and imagination. Using a large sample of Initial Teacher Education (ITE) students (N = 830) this study found that students agreed that Technology was mostly about creativity, design, and showing others your ideas. However, compared to B.Ed students, the graduate diploma early childhood educators group tended not to agree quite so highly with the notion. The study also assessed the degree to which ITEs thought that creativity was relevant to Technology and Science. Overall, students thought that creativity was more applicable to Technology, although students aged 37-and-over and males thought that creativity was more relevant to both subjects. Implications for policy and practice in higher education are discussed.

The purpose of this study was to investigate agression and interpersonal problem solving in terms of gender, and to investigate relationship between agression and interpersonal problem solving of adolescents. The study was in survey model and participants were 483 (180 female and 303 male) adolescents. T test, Pearson product-moment correlation coefficients and multiple regression analysis were determined. In study it was found that average agression of adolescent in terms of gender were significantly. As a result of the study it was found that there was a positive relationship between agression with approaching problems in a negative way, lack of self confidence, unwillingness to take responsibility and a negative relationship between agression with constructive problem solving and insisting-preserving approach. Besides, it was found that constructive problem solving and ınsistent-preserving approach explain aggression.

This study examined parent involvement in children’s education among the Israeli Arab population and the degree of influence of various background fac-tors on their involvement. The correlations between parent involvement and pupil achievement were examined in relation to the characteristics of the pu-pils (i.e., age, gender). About 400 parents participated in this research, and a parent involvement questionnaire was used to measure the degree of involve-ment. It was found that parents of girls participated and were involved in their daughters ’ studies more than parents of boys. It was also found that the more parents supported and believed in the importance of learning, the higher their children’s achievement was. Regarding age level, it was found that parents of children in elementary schools participated and were more involved in the edu-cation of their child than parents of children in secondary schools.

The present study investigated the effect of using computer software on the improvement of elementary EFL students' listening comprehension. Based on a listening pretest, 40 participants out of 64 were randomly selected to form the experimental and control groups of the study. The same instructor taught the listening skill to both groups using computer software for the experimental group and the traditional method for the control group. The two groups were posttested after the instruction. The results of the study indicated that there was a statistically significance difference at p<0.05 between the two groups. Therefore, it was concluded that the use of computer software could improve the students' listening skill.

The de-valuing of social studies is becoming prevalent as schools shift emphasis to other subjects addressing national and state accountability. The teacher candidate perspective is presented from an original study regarding the de-emphasis of social studies in elementary schools (Rock, Heafner, O‟Connor, Passe, Oldendorf, Good, & Byrd, 2006). Teacher candidates gathered data Current Issues in Education Vol. 13 No. 4 2 during their clinical experiences, from five teacher preparation programs in North Carolina. Teacher candidates recognized difficulty in finding instructional time for the entire curriculum, conveyed social studies is de-valued in the elementary curriculum, stated integration is important to social studies instruction, and recognized it is their responsibility social studies is taught.

The purpose of this study was to investigate agression and interpersonal problem solving in terms of gender, and to investigate relationship between agression and interpersonal problem solving of adolescents. The study was in survey model and participants were 483 (180 female and 303 male) adolescents. T test, Pearson product-moment correlation coefficients and multiple regression analysis were determined. In study it was found that average agression of adolescent in terms of gender were significantly. As a result of the study it was found that there was a positive relationship between agression with approaching problems in a negative way, lack of self confidence, unwillingness to take responsibility and a negative relationship between agression with constructive problem solving and insisting-preserving approach. Besides, it was found that constructive problem solving and ınsistent-preserving approach explain aggression.

The purpose of the study was to investigate the effect of creative and critical thinking based laboratory method on prospective primary teachers' science process skills and academic achievement. This research was conducted with 94 prospective elementary teachers who were enrolled in two classes of education faculty in the spring semester of the 2004-2005 academic year. While the creative and critical thinking based laboratory applications were conducted in the experimental group, traditional laboratory applications were conducted in the control group. As a result of the investigation, it was determined that the experimental group was successful than the control group in terms of the science process skills and academic achievement. Implications for science education at the teacher education level were discussed.

Abstract:
Cinematic fictions during the last two decades have privileged more overt and performative illustrations of cognitive processes, using devices such as the « progress case board » – a panel or wall covered with texts and images – as an ideal means to project the inner « thinking mind ». At the crossroads of different visual cultures including tackboards, collages, mindmaps, storyboards, and digital screens, the wall projects the cognitive process at work – literally and metaphorically. The progress case board thus functions as both a screen on which the protagonist’s mind is projected and a metafilmic device projecting the television and cinema creation.

Résumé:
Le « mur d’images » – une paroi ou un panneau recouvert de données visuelles et textuelles – est devenu en l’espace de deux décennies un motif privilégié propre au petit et au grand écran permettant de projeter littéralement et métaphoriquement le travail d’enquête ou de résolution de problèmes. À la croisée de différentes cultures de visualisation, telles que les panneaux d’affichage, collages, cartes heuristiques, story-boards ou écrans d’ordinateurs, le dispositif sert d’écran sur lequel projeter le processus de réflexion mentale des protagonistes et constitue un outil de mise en abyme de la création cinématographique et télévisuelle.

This project was developed to provide homework assistance for teachers/ students and parents. Many parents and teachers are not communicating for various reasons and the homework is not getting completed. The homework handbook is divided into three sessions. The first section provides assistance for the classroom teacher in the area of reading. The teacher is provided with homework assistance, assessment forms, comprehension ideas, homework contracts, book reports, and reading strategy forms. Section two helps students with motivation, setting goals, comprehending what is read, self evaluations, and homework assignments. Section three provides simple step by steps for the parent to help their child with homework, reading verification forms, book logs, reading strategies, and comprehension questions to ask the child.

Background:Monitoring respiratory rate (RR) is an important task for medical diagnosis that is neglected due to complexities in performing it. Current methods require the sensing device to be attached to the subjects' body thereby constraining or causing them discomfort and thus potentially affecting the breathing rate. We have developed a noncontact method for RR monitoring using a thermal camera.Method:Algorithms to capture images and detect the location of the face in each image were developed. The amount of emitted infrared radiation was then determined and signal processing techniques were then utilised to obtain the respiration rate in real time. A FLIR A40 thermal camera was used in this study. The evaluations were conducted against five existing contact based methods.Results:Tests were conducted on 51 adults (mean age 35.7) and 20 children (mean age 6.4 years). Mean RR (thermal imaging) 14.8 per minute; (chest and abdominal band) 14.8 per minute in adults. The correlation coefficient was 0.88-0.998 in adults and 0.578-0.999 in children depending on the method used. Figure 1 shows a respiration signal for a child obtained during the evaluation. Conclusion:A reliable non-contact method of measuring respiratory rate is needed to improve assessment of acutely unwell children and will potentially enable earlier detection of clinical deterioration. The thermal imaging method is accurate, however further evaluation in children is required.

The de-valuing of social studies is becoming prevalent as schools shift emphasis to other subjects addressing national and state accountability. The teacher candidate perspective is presented from an original study regarding the de-emphasis of social studies in elementary schools (Rock, Heafner, O‟Connor, Passe, Oldendorf, Good, & Byrd, 2006). Teacher candidates gathered data Current Issues in Education Vol. 13 No. 4 2 during their clinical experiences, from five teacher preparation programs in North Carolina. Teacher candidates recognized difficulty in finding instructional time for the entire curriculum, conveyed social studies is de-valued in the elementary curriculum, stated integration is important to social studies instruction, and recognized it is their responsibility social studies is taught.

As the Hispanic population in the United States increases, English language education for Hispanic students becomes a vital issue. Numerous factors can affect an individual&#x27;s acquisition of a second language. This study analyzed the effects of media exposure to, interaction in, and ...

Elementary Teacher Perceptions Regarding the Use of Kinesthetic Learning Strategies by Heidi Christine Erickson MA, California State University, Chico, 2006 BA, California State University, Chico 2000 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Walden University August 2017 Abstract Researchers have shown that movement increases brain function, improves mental health, supports cognitive development for students, and reduces sedentary time, all which can influence overall health. Research concerning learning with intentional movement is limited. In the United States, Common Core State Standards (CCSS) are being mandated, and teachers are challenged to teach the standards creatively and to maximize time used for instruction. The purpose of this qualitative study was to explore the lived experiences and perceptions of elementary general education (GE) teachers who taught CCSS using a kinesthetic learning plan (KLP)....

This chapter maps the relationship between young citizens, the news, and the public sphere, exploring what role news has in young people&#x27;s lives. Using audience research in Cardiff, Glasgow, Coleraine and Bournemouth, the chapter discusses the importance of including ...

This study was conducted to examine the effectiveness of the GK-12: Lowcountry Partners for Inquiry program that included an emphasis on constructivist teaching methods for science teachers and science graduate students. The goal was to monitor middle school teachers' use of constructivist practices in their classrooms two years after their last program experience. Classroom observations, Constructivist Learning Environment Surveys (CLES), and interviews were conducted to assess their use of constructivist practices. Data suggest that teachers' use of constructivist practices increased following completion of the GK-12 program. Scores in each of the five CLES categories were significantly higher two years post program involvement than at the end of the program (p < 0.05). Teachers reported that they not only continued but also increased their use of constructivist practices because of the increased achievement and improved critical thinking skills of their students.