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Journal articles on the topic 'Group string teaching'
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Culver, Robert. "What we know Today! Group Process String Teaching." American String Teacher 53, no. 1 (February 2003): 29–34. http://dx.doi.org/10.1177/000313130305300104.
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Ashton, Graham R., and Christopher J. Klopper. "Got ’em on a string: The skills, knowledge and attributes of group string teachers in Queensland." International Journal of Music Education 36, no. 1 (February 18, 2017): 58–68. http://dx.doi.org/10.1177/0255761417689922.
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There appear to be considerable differences in the outcomes of group string teaching programs in Queensland. Some teachers appear to be able to generate, manage, and administrate highly efficacious programs; others seem to experience difficulty transferring the knowledge and skills required for students to become successful string players. As a case study with multiple participants, this investigation set out to document the reflections of mid-career group string teachers, observe the outcomes of their programs and teaching methods, and establish a preliminary collective profile of skills, knowledge, and attributes. Key findings include a high degree of overlap in the participant profiles, and the potential for further research into undergraduate training and post-tertiary supervision of group string teachers entering the workforce. Implications of the study include the need to appraise current undergraduate programs preparing group instrumental teachers in Australia, and the necessity for developing strategies to mentor these graduates in their early teaching years.
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Hopkins, Michael T. "Teachers’ Practices and Beliefs Regarding Teaching Tuning in Elementary and Middle School Group String Classes." Journal of Research in Music Education 61, no. 1 (February 28, 2013): 97–114. http://dx.doi.org/10.1177/0022429412473607.
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The purpose of this study was to examine teachers’ practices and beliefs related to the teaching of stringed instrument tuning in elementary and middle school group classes. The aspects examined included the following: (a) teachers’ beliefs about teaching tuning in their string classes, (b) activities teachers used when teaching tuning in string classes, (c) methods for assessing students’ tuning skills, (d) the grade level that tuning instruction begins, (e) the amount of instructional time used for teaching tuning, (f) teachers’ goals for students’ tuning independence, and (g) teacher, program, or school characteristics that affect how and when tuning is taught. Participants ( N = 139) reported that the average time required to develop tuning independence is 4.5 years. The amount of instructional time available and the level of students’ aural skills were the greatest perceived obstacles to developing tuning independence. Significant differences were found in tuning activities, beliefs about students’ tuning abilities, and assessment procedures and were based on participants’ age, teaching experience, and grade levels taught. The findings indicate a need for further development of tuning pedagogy and greater use of formal assessment to determine if students have developed the prerequisite skills for tuning.
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Sabri, Shafizan Bin. "Implication of an Objectivist-Constructivist Blended Approach on Students’ Achievement and Satisfaction in University-Level Beginner String Technique Classes." Journal of Education and Culture Studies 2, no. 3 (August 10, 2018): 173. http://dx.doi.org/10.22158/jecs.v2n3p173.
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<p><em>Teaching music generally implicates multidimensional process whereby an assortment of approaches should be incorporated in order to provide the right and proper ambience for teaching and learning process. The need to explore and further understand the complexity in teaching beginner string technique class instigates the study which explore the implication of an objectivist-constructivist blended approach for teaching beginners string technique class. This paper explores the impact of blended-approach teaching on students’ achievement and satisfaction in Malaysian university-level beginner string technique classes. Using a quasi-experimental non-equivalent control group post-test only design, students (N = 40) from two local public universities were assigned to one of two treatment condition: experimental group, where students were presented with blended approach instructional material, and control group, where students were presented with conventional instructional material. Students completed the course of 14 weeks. The implementation results revealed that the proposed blended approach contributes to meaningful and efficient learning.</em></p>
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Kai-Wen Cheng, Evangeline, and Colin Durrant. "An investigation into effective string teaching in a variety of learning contexts: a single case study." British Journal of Music Education 24, no. 2 (July 2007): 191–205. http://dx.doi.org/10.1017/s0265051707007413.
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This study aims to explore and investigate the factors that contribute to effective instrumental teaching and to understand the interdependence and interactions between these factors. The study obtained data using qualitative research tools from a series of individual and group instrumental teaching observations and a semi-structured interview with an instrumental teacher operating in a variety of teaching contexts. Findings from the study suggest that a great number of factors are required for instrumental teaching and learning to be effective. These factors interweave with each other and form a creative teaching style for the subject. The research indicated that it is helpful for the teachers to focus on pupils' learning processes rather than only on their learning outcomes. When real learning occurs, it is a positive experience for both teachers and pupils with long-term benefits in other areas of learning.
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Pellegrino, Kristen. "Examining the Intersections of Music Making and Teaching for Four String Teachers." Journal of Research in Music Education 62, no. 2 (May 20, 2014): 128–47. http://dx.doi.org/10.1177/0022429414530433.
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The purpose of this phenomenological case study was to examine the intersections of music making and teaching for four string teachers. Data included background surveys, three interviews per participant, videotaped classroom observations (jointly viewed during the second interview), and a focus group interview that included music making. Findings revealed that the meanings participants attributed to their past music-making experiences mirrored their beliefs about why their students make music and informed their content knowledge. Music making outside the classroom had personal and professional benefits; participants described music making as something that provided renewed excitement and inspiration, increased compassion toward students as musical learners, was a catalyst for solving pedagogical problems, and maintained their ability to model for their students. Participants’ music making inside the classroom helped them to be more present in their teaching. They also used music making to inspire their students and themselves, to bring students’ attention to the teacher and the music, to gain credibility, to model technique and musicality, and to create a culture based on the love of making music.
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Smith, Camille M. "The Status of Undergraduate String Teacher Education in American Colleges and Universities." Journal of Research in Music Education 43, no. 2 (July 1995): 139–55. http://dx.doi.org/10.2307/3345675.
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This study is an examination of undergraduate string teacher education in American colleges and universities. A random sample of 180 NASM-accredited teacher training institutions was selected from the six MENC divisions, each of which represents a large geographical region of the United States. Specific research questions posed were (a) What types of string education courses are required for undergraduate music education majors? (b) What content is included in these courses? (c) How does string teacher education vary in different regions of the country? and (d) How well are undergraduate students being prepared to function as future public school string teachers? Statistically significant findings were obtained for the different regions of the country, with institutions in the North Central Division requiring the greatest number of separate string techniques and string methods courses for all music education majors. Institutions in this region also require the most contact hours per week per course, have the largest number of string education specialists teaching the courses, and taken as a group, do a significantly better job of preparing students to meet specific string teacher competencies than do institutions in other regions of the country.
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Bergonzi, Louis. "Effects of Finger Markers and Harmonic Context on Performance of Beginning String Students." Journal of Research in Music Education 45, no. 2 (July 1997): 197–211. http://dx.doi.org/10.2307/3345580.
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This study is an investigation of the effects of finger placement markers (FPMs) and I harmonic context on the left-hand technique, intonation performance skills, and overall musical performance skills of sixth-grade beginning string students. Central to this study was the question of how a tactile/visual reference and an aural reference influence the development of string intonation performance skills. Subjects were assigned to research conditions in a 2 ? 2 factorial design (FPMs by harmonic context). Students received 90 minutes of weekly, heterogeneous-group instruction from the same teacher and used researcher-prepared audio home practice tapes to accentuate their class experience. Subjects with FPMs played significantly more in tune than those who did not have FPMs. Students whose instruction and practice were accompanied by harmonic background demonstrated a higher degree of overall musical performance ability. Differences were significant even after adjusting for musical aptitude. There were no differences in left-hand technique. Results of this study endorse the theoretical and practical support for the use of these teaching techniques in beginning string instruction.
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Russell, Joshua A. "A Discriminant Analysis of the Factors Associated With the Career Plans of String Music Educators." Journal of Research in Music Education 56, no. 3 (October 2008): 204–19. http://dx.doi.org/10.1177/0022429408326762.
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The purpose of this study was to explore factors that may affect string teachers' career decisions. Six hundred string teachers were mailed a questionnaire designed to elicit responses about multiple factors and projected career plans in 1 year and in 5 years, and 304 teachers responded. The majority of teachers planned to remain in their positions the following year, whereas only half planned to remain in their positions in 5 years. Analyses indicated that work culture, perceptions about music's importance in the curriculum, satisfaction with student characteristics, psychological factors, and teacher socioeconomic background may affect immediate career plans. Further analyses indicated that work culture, satisfaction with student characteristics, psychological factors, and teaching experience were related to long-term career plans. In the Year 1 discriminant analysis, Stayers was the only group adequately classified. In the Year 5 analysis, Stayers were classified most accurately. Migrators and Leavers were classified slightly above the level of chance.
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Yang, Kai, Shumin Liu, Huanqin Li, Na Du, Jing Yao, Qiuyue He, and Yan Du. "NDM-1-Positive K. pneumoniae at a Teaching Hospital in Southwestern China: Clinical Characteristics, Antimicrobial Resistance, Molecular Characterization, Biofilm Assay, and Virulence." Canadian Journal of Infectious Diseases and Medical Microbiology 2020 (October 9, 2020): 1–9. http://dx.doi.org/10.1155/2020/9091360.
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Background. The emergence of the NDM-1-positive Klebsiella pneumoniae (K. pneumoniae) strains has led to limited therapeutic options for clinical treatment. Understanding the clinical characteristics, antimicrobial resistance, biofilm assay, and the virulence genes of these isolated strains is of great significance. Methods. The polymerase chain reaction (PCR) was used to screen isolated NDM-1-positive K. pneumoniae. The clinical information of the patients was collected from medical records. The NDM-1-positive K. pneumoniae isolates were subjected to antimicrobial susceptibility testing and multilocus sequence typing. Sixty strains of NDM-1-negative K. pneumoniae isolated during the same period were collected as the control group for the virulence analysis. The virulence phenotype of the strains was preliminarily evaluated by the string test and crystal violet semiquantitative biofilm formation experiment. PCR combined with gene sequencing was used to detect common high toxicity capsule genes (K1, K2, K5, K20, K54, and K57) and common virulence-related genes (entB, ybtS, ureA, ycf, WabG, FimH, uge, iutA, KfuB, aerobactin, rmpA, magA, Alls, IrnN, and VatD). Results. In the 30 nonduplicated NDM-1-positive K. pneumoniae isolates, 43.33% (13/30) of the patients had a history of a stay in the neonatal intensive care unit (NICU). All of the isolates exhibited multidrug resistance. Nine STs were identified, 77% (10/13) strains from the NICU were ST11. The NDM-1-positive K. pneumoniae string tests were all negative, and 35% (21/60) NDM-1-negative K. pneumoniae were positive. The ratios of NDM-1-positive K. pneumoniae isolates biofilm formation ability according to strong, medium, and weak classification were 67%, 23%, and 10%, respectively. NDM-1-negative K. pneumoniae isolates were 60%, 25%, and 15%, respectively. There was no statistical difference between the two groups (t = 0.61, P=0.2723). The virulence-associated genes with more than 80% of detection rates among the 30 NDM-1-positive K. pneumoniae isolates included entB (100%, 30/30), ybtS (93.33%, 28/30), ureA (90%, 27/30), ycf (83.33%, 25/30), and wabG (90%, 27/30). KfuB and iutA were detected at prevalence of 3.33% and 13.33%. vatD, allS, iroN, aerobactin, and rmpA were not detected. In the NDM-1-negative K. pneumoniae, all other 14 virulence genes except VatD were detected. After statistical analysis, FimH, WabG, ycf, iutA, kfuB, aerobactin, rmpA, and Alls virulence genes, P<0.005, there was a statistical difference. Conclusion. NDM-1-positive K. pneumoniae exhibited multidrug resistance, MLST typing is mainly ST11, there is small clonal dissemination in the NICU in the hospital, and the NDM-1-positive K. pneumoniae virulence genes carrier rate is lower than the NDM-1-negative K. pneumoniae virulence genes carrier rate.
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Shanavas, Aswathy, Sujamol Jacob, and Nirmala Chellamma. "Outcome of immediate postpartum intrauterine contraceptive device in caesarean versus vaginal insertion: a comparative study." International Journal of Reproduction, Contraception, Obstetrics and Gynecology 6, no. 2 (January 31, 2017): 694. http://dx.doi.org/10.18203/2320-1770.ijrcog20170407.
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Background: Immediate Postpartum Intrauterine Contraceptive device is a novel approach to contraception which integrates Maternal - Child health and family planning services. It is a postpartum method which provides long term reversible contraception to women before discharge from the delivery setting. More research is needed in the field of PPIUCD to enhance awareness and acceptance in the community. This study is designed to compare the safety and efficacy of PPIUCD inserted at cesarean versus vaginal delivery.Methods: This is a prospective study conducted at Sree Avittom Thirunal Hospital, Govt. Medical College, and Kerala – A tertiary care teaching institution. A total of 126 patients with cesarean or vaginal deliveries had PPIUCD insertions and they were followed up for a period of one year. The outcome measures analyzed were safety measures – menstrual irregularities, vaginal discharge, pelvic infection and perforation and efficacy measures - failure, expulsion and removal. Data are expressed in frequency and percentage. Chi square test was used for comparison and P value <0.05 was considered significant.Results: The study shows that PPIUCD is an effective intervention in both cesarean and vaginal delivery with no significant differences in safety and efficacy depending on the route of insertion. There was no case of perforation or failure and no significant risk of infection in either group. Spontaneous expulsion occurred in two cases inserted by vaginal route. Missing string incidence is high in the cesarean group compared to vaginal insertion.Conclusions: PPIUCD is a safe effective and convenient method of contraception and should be encouraged in both vaginal and cesarean deliveries.
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Ninama, Shilpa N., Tejas A. Shah, and Mayur R. Gandhi. "Prospective study on outcome of post-partum intrauterine contraceptive device insertion at tertiary level rural health institute of Gujarat, India." International Journal of Reproduction, Contraception, Obstetrics and Gynecology 8, no. 6 (May 28, 2019): 2275. http://dx.doi.org/10.18203/2320-1770.ijrcog20192417.
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Background: This study was conducted to evaluate the acceptance, safety, efficacy, complications and expulsion rate of post-partum intrauterine contraceptive device (PPIUCD) insertion among post-partum pregnant women in a rural tertiary care center. Objective of this study was assessment of the efficacy and safety of post-partum IUCD insertion. Comparing the complications and client satisfaction in both groups (intra caesarean insertion versus vaginal route of insertion).Methods: This is a prospective study conducted at one of the rural tertiary care teaching institution. A total of 150 patients with caesarean or vaginal deliveries had PPIUCD insertions and they were followed up for a period of one year. The outcome measures analyzed were menstrual irregularities, vaginal discharge, pelvic infection and perforation and efficacy measures - failure, expulsion and removal. Data are expressed in frequency and percentage. Chi square test was used for comparison and P value <0.05 was considered significant.Results: The study shows that PPIUCD is an effective intervention in both caesarean and vaginal delivery with non-significant differences in safety and efficacy depending on the route of insertion. There was no case of perforation and no significant risk of infection in either caesareans or delivery. Spontaneous expulsion occurred in two cases inserted by vaginal route. Missing string incidence is high in the caesarean group compared to vaginal insertion.Conclusions: PPIUCD is a safe, effective and long term reversible method of contraception and should be encouraged by public awareness and community acceptance.
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Lederman, Richard J. "Drummers’ Dystonia." Medical Problems of Performing Artists 19, no. 2 (June 1, 2004): 70–74. http://dx.doi.org/10.21091/mppa.2004.2011.
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Several reviews involving large numbers of instrumental musicians with focal dystonia from centers in the United States and Europe are available in the performing arts medicine literature, but only a relatively few percussionists have been included. This article describes 6 percussion instrumentalists, out of a total of 139 musicians with dystonia, seen in the Cleveland Clinic Medical Center for Performing Artists. The five men and one woman ranged in age from 21 to 51 years at the onset of dystonia; four were playing professionally, and two were students. Duration of symptoms at the time of evaluation ranged from 1 to 10 years, although five of six were seen 3 years or less after onset. Three were primarily classical percussionists, two played mainly jazz or rock, and one played country music. Two of the six were left-handed; dystonia affected the right arm in three, the left in two, and the left more than the right in one. The nondominant limb was affected solely or predominantly in five of six. Dystonia affected primarily the forearm and wrist, rather than the digits, in contrast to most keyboard, string, and woodwind instrumentalists, presumably reflecting the relative stresses of repetitive movements in this group. A variety of treatment modalities were used before and after evaluation. Of the three musicians still actively playing, one uses anticholinergic medication before each performance, one has restricted her playing to mallet instruments, and one has had a favorable response to limb immobilization. Two others remain in music, teaching or conducting; one has been lost to follow-up.
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Bergee, Martin J. "Faculty Interjudge Reliability of Music Performance Evaluation." Journal of Research in Music Education 51, no. 2 (July 2003): 137–50. http://dx.doi.org/10.2307/3345847.
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Assessment of music performance in authentic contexts remains an underinvestigated area of research. This study is an examination of one such context, the inter-judge reliability of faculty evaluation of end-of-semester applied music performances. Brass (n = 4), percussion (n = 2), woodwind (n = 5), voice (n = 5), piano (n = 3), and string (n = 5) instructors evaluating a recent semester's applied music juries at a large university participated in the study. Each evaluator completed a criterion-specific rating scale for each performer and assigned each performance a global letter grade not shared with other evaluators or with the performer. Interjudge reliability was determined for each group's rating scale total scores, subscale scores, and the letter-grade assessment. All possible permutations of two, three, and four were examined for interjudge reliability, and averaged correlations, standard deviations, and ranges were determined. Full-panel interjudge reliability was consistently good regardless of panel size. All total score reliability coefficients were statistically significant, as were all coefficients for the global letter-grade assessment. All subscale reliabilities for all groups except Percussion (which, with an n of 2, had a stringent significance criterion) were statistically significant, with the exception of the Suitability subscale in Voice. For larger panels (ns of 4 and 5), rating scale total score reliability was consistently but not greatly higher than reliability for the letter-grade assessment. There was no decrease of average reliability as group size incrementally decreased. Permutations of two and three evaluators, however, tended on average to exhibit more variability, greater range, and less uniformity than did groups of four and five. No differences in reliability were noted among levels of experience or between teaching assistants and faculty members. Use of a minimum of five adjudicators for performance evaluation in this context was recommended.
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Clark, Margaret. "Muraling the invisible strings: Collective memory work from an educator inquiry group." Journal of Childhood, Education & Society 1, no. 1 (February 17, 2020): 19–28. http://dx.doi.org/10.37291/2717638x.20201127.
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In this qualitative study of a year-long educator inquiry workshop, nine early childhood educators engaged in the process of collective memory work to critically reflect on how their past experiences as young learners relates to their current teaching practices. Through an iterative analysis of the participants’ discussions and writings, this paper highlights how a group of educators shifted their way of thinking about teaching from a series of damage-based memories of restrictive learning environments towards a focus on desire-based stories of transformational and expansive learning experiences. For this group of teachers, this shift became an essential component to identifying how they could begin to work to create liberatory learning experiences and spaces for all students.
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Voon, Chai Yem. "Some Observations on Flute Playing in Malaysia." ASIAN-EUROPEAN MUSIC RESEARCH JOURNAL 6 (December 4, 2020): 60–80. http://dx.doi.org/10.30819/aemr.6-5.
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Surviving in an environment that seems to be not encouraging music performances for entertainment or for mental contemplation, Malaysian musicians have to strive very hard in order to earn a living. The situation gets worse when it comes to a particular group of musicians who have no choice but share the similar job opportunities. Apparently, the market is not offering enough opportunities for flautists compared to pianists and string instrument players. This eventually leads to a very competitive situation in both the performing and teaching scene. The time frame of this observation reaches back to the time between 2011 and 2016, a cut in cultural market matters caused by the last general election. By and large, watching pure instrumental performances is yet a new controversy for local audiences. This is the major reason stopping potential sponsors to support local arts though musicians have no way to showcase their passion for music without funding. The situation is more frustrating when focussing on flute performance alone as there is no commonly organised major flute event in Kuala Lumpur. For instance, "The Flute Festival in Malaysia" in 2007 was the first and only flute festival so far, in Malaysia. It was organized by the Japan Foundation, Kuala Lumpur (JFKL) together with The Kuala Lumpur Performing Arts Centre (KLPac), the Embassy of Japan and the Flute Festival in Malaysia Organizing Committee. The flute festival opened the eyes and ears of the local flute lovers by giving flute masterclasses, bringing in different kinds of flute brands and models for free trials on the spot and having a flute orchestra to perform. It consisted of 60 professional and amateur musicians from Malaysia, Japan and other countries, who came hoping to inspire each other and to purely enjoy flute music. Not to forget the famous saxophone ensemble from Japan, the “Mi-bemol Saxophone Ensemble” that gave a marvellous performance which was greatly inspiring Malaysian audiences of wind instruments. However, this also shows that flute performances alone might not get to stand resolutely in the local market.
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Hashemi, Ali, and Omid Ghalkhani. "The Impact of Different Teaching Strategies on Teaching Spelling to Kindergarten Children." Journal of Language Teaching and Research 7, no. 4 (July 1, 2016): 730. http://dx.doi.org/10.17507/jltr.0704.13.
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Many specialists in the field of foreign language teaching consider spelling as an important and perhaps necessary part in language teaching, and observe that spelling is a significant concern among both the language arts community and the public. The teaching of spelling is an issue that provokes strong feelings and attitudes in teachers, students, and parents as well, and those involved have strong opinions about the importance of correct spelling at school. A close look at the role of spelling in the general language curriculum, makes it known that learning to write and read in the whole language can benefit greatly from teaching spelling. Searching the Net under the keywords ‘spelling’ and ‘teaching spelling’ reveals many studies on spelling and the interest of the readers. In this study, we made use of two techniques to teach spelling, which included “the Personalized Instruction Technique”, or simply the PI technique, and “the Detection Technique” or the D technique. Meanwhile, a control group was included to make up for and take into account any possible background differences.82 kindergarten children, studying at three kindergartens in Tarom, Zanjan, took part in the study. They were randomly assigned to three groups: one control group and two experimental groups. The PI group consisted of 28 kindergarten students both boys and girls, and the Group comprised 27kindergarten students, both boys and girls. The control group, too, contained 27 kindergarten students, both boys and girls. The findings indicated that both the experimental groups that used the spelling techniques performed significantly better than the control group. Meanwhile, the PI group exceeded the DT group.
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Aini Indriasih. "PENERAPAN QUANTUM TEACHING MELALUI STRATEGI GROUP STUDY BERBANTUAN MODUL." Jurnal Pendidikan 12, no. 1 (September 29, 2011): 21–32. http://dx.doi.org/10.33830/jp.v12i1.480.2011.
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In the teaching and learning process there is a strong interrelationship of teachers, students, curiculum, equipment and infrastructure. The teacher is to select models and media which are appropriate to the learning material and hopefully this will stimulate students interest in learning. This study of modular quantum teaching is an experimental research as an alternative to overcome teachersproblems in achieveing the learning objectives, especially in the learning of social science in elementary schools. Study was done in the Elementary Schools 06 of Cendono Kudus in 2010. The samples were taken through a cluster sampling technique and assigned into an experimental group and a control group. The data of activeness and process skills were taken through observation and achievement test. The obtained data were descriptively presented and analyzed through variant analysis. The study showed that the learning activeness of modular quantum teaching group was categorized as learning active. Meanwhile the process skills and learning activeness of expository group were categorized as skilful. Based on the test of influence, process skills, motivation and students activeness of modular quantum teaching group had 4.9% of influence and other factors had 95.1% of influence. The t-test showed different learning achievement of the two groups. The mean score of experimental group was higher than that of control group.
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Hashemi, Ali, and Samran Daneshfar. "The Impact of Different Teaching Strategies on Teaching Grammar to College Students." Theory and Practice in Language Studies 8, no. 3 (March 1, 2018): 340. http://dx.doi.org/10.17507/tpls.0803.10.
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Grammar is considered critical to the ability to use language. Grammar teaching is an issue that provokes strong feelings and attitudes. Grammar teaching is particularly prominent in English as a foreign language (EFL) settings as it is perceived that without a good grammar knowledge, language development will be seriously inhibited. In the current study, we used three grammar instruction techniques including “the Deductive Technique”, “the Inductive Technique”, and “the Implicit Technique”. 80 college students, studying different fields in Abbar, Zanjan, participated in the study. They were assigned to three experimental groups for each of the three teaching techniques. The Deductive group consisted of 31 law students, both boys and girls, the Inductive group comprised 27 boy and girl accounting students, and there were 28 IT students in the Implicit group. The results of data analysis indicated that these groups performed differentially in certain respect. Meanwhile, the Inductive group exceeded the other groups in their performance.
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Al khateeb, Mohammad Ahmad, and Ahmed Mohammad Alduwairi. "Effect of Teaching Geometry by Slow-Motion Videos on the 8th Graders' Achievement." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 18 (November 10, 2020): 57. http://dx.doi.org/10.3991/ijim.v14i18.12985.
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<p>This study aims to investigate the effect of slow-motion videos use on the 8<sup>th</sup> graders' achievement in geometry, and identify the students' views about the slow-motion. The study was carried out in a quasi experimental environment on 74 eighth graders of two different classes. One of the classes was designated as the experimental group (n=38). The other class (n=36) were designated as the control group,. The results showed that the achievement level of the students who attended the geometry lessons using the slow-motion mode was higher than those who attended the traditional method lessons. Furthermore, the results showed that the experimental group students found that learning through slow-motion was: information, Easy understandable,<strong> </strong>Beneficial,<strong> </strong>instructive,<strong> </strong>Stimulating, enjoyable,<strong> </strong>Very creative .</p>
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., Suparmi. "Engaging Students Through Multimodal Learning Environments: An Indonesian Context." KnE Social Sciences 1, no. 3 (April 13, 2017): 202. http://dx.doi.org/10.18502/kss.v1i3.740.
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<p>A critical issue regarding the English language teaching in the Asian context particularly in Indonesia is that the teaching and learning methods used are still far from being sufficient and effective to help students improve their language skill at the expected rate. This is a pilot study investigating the effects of multimodal learning environment on students’ learning outcomes connected to students’ writing performance. To find out the answers to the research problems, 60 students taking English for Specific Purposes at State Islamic University of Malang – Indonesia participated in this study. They were randomly selected and randomly assigned into the experimental group and the control group. The multimodal environment was provided to the experimental group whereas the control group was not. The results of the study indicated that the students in the experimental group had better writing performance. In addition, the contribution of this study is two folds; as a contribution to references on innovative and creative pedagogy in the classroom and to support the progress of the teaching and learning English.</p><p> </p><p><strong>Keywords: </strong><em>multimodal learning environments, video, the teaching of EFL writing, writing performance<strong></strong></em></p>
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Rao, Honghua, Heming Jia, Di Wu, Changsheng Wen, Shanglong Li, Qingxin Liu, and Laith Abualigah. "A Modified Group Teaching Optimization Algorithm for Solving Constrained Engineering Optimization Problems." Mathematics 10, no. 20 (October 12, 2022): 3765. http://dx.doi.org/10.3390/math10203765.
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The group teaching optimization algorithm (GTOA) is a meta heuristic optimization algorithm simulating the group teaching mechanism. The inspiration of GTOA comes from the group teaching mechanism. Each student will learn the knowledge obtained in the teacher phase, but each student’s autonomy is weak. This paper considers that each student has different learning motivations. Elite students have strong self-learning ability, while ordinary students have general self-learning motivation. To solve this problem, this paper proposes a learning motivation strategy and adds random opposition-based learning and restart strategy to enhance the global performance of the optimization algorithm (MGTOA). In order to verify the optimization effect of MGTOA, 23 standard benchmark functions and 30 test functions of IEEE Evolutionary Computation 2014 (CEC2014) are adopted to verify the performance of the proposed MGTOA. In addition, MGTOA is also applied to six engineering problems for practical testing and achieved good results.
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Nijemčević-Perović, Marija. "The contribution of theatre pedagogy to the social and individual development of students in teaching German as a foreign language." Nastava i vaspitanje 70, no. 1 (2021): 87–104. http://dx.doi.org/10.5937/nasvas2101087n.
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The aim of the research presented in this paper was to study the contribution of theatre pedagogy to the social and individual development of students in the teaching of German as a foreign language. The target group included respondents of majority Serbian nationality and minority ethnic Roma. Semi-structured group discussions were used as an interactive data collection technique in qualitative research. The results suggest that directed theatre pedagogy activities contribute to a reduction in the level of social distance in an ethnically heterogeneous group, and that intergroup contacts in this type of activity stimulate peer interaction and a sense of unity regardless of individual differences. Social development has also affected individual development on three levels: conative, cognitive and affective. In view of the fact that supradisciplinary collaboration between theatrology, pedagogy and language teaching methodology is conducive to the creation of a context of active collaborative learning, the concepts of theatre pedagogy should be integrated into curricular and/or extracurricular activities. In this way, students from deprived groups and from the majority population would be motivated to enrich intergroup relationships in the system of formal education with their talents and abilities, which is a precondition for developing intercultural education and awareness of its importance.
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Achmad, Syarifuddin. "Developing Writing Skill of Language Students by Applying Innovative Teaching Strategy Model Based on Social and Local Wisdom Contexts." Journal of Arts and Humanities 6, no. 12 (December 21, 2017): 01. http://dx.doi.org/10.18533/journal.v6i12.1309.
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<p>The aim of this study is to build up students’ writing skills through Innovation Teaching Strategy Model (ITSM). This study was conducted in Letters and Culture Faculty of Universitas Negeri Gorontalo (UNG), with the students of English and Indonesian department as the participants. The current study is based on the social culture and local wisdom context utilizing Information Computer Technology (ICT). This model supports the students to have a high level of thinking and performance in writing skills in English and Indonesian language. This study utilized Research and Development (R &D) approach using Focus Group Discussion (FGD) and Reflection method with the strategy of one group pre-test and post-test design. This study reaches two target achievements; <strong><em>firstly</em></strong> creating the effective innovation teaching strategy model after statistic examining through one group pre-test and post-test design, and <strong><em>secondly </em></strong>improving the students’ competencies and writing skill through learning and teaching process treatment of writing course as an effect of applying Innovation teaching strategy model application. </p>
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Fitria, Nila, Astri Lestari, and Nurfadilah Nurfadilah. "Analisis Keterampilan Mengajar Mahasiswa Pendidikan Guru Pendidikan Anak Usia Dini Pada Program Kampus Mengajar." JURNAL Al-AZHAR INDONESIA SERI HUMANIORA 7, no. 2 (July 13, 2022): 89. http://dx.doi.org/10.36722/sh.v7i2.1046.
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<p><strong>Kampus Mengajar Program is one of Merdeka Belajar Kampus Merdeka (MBKM)'s program which gives university student one semester opportunity in helping elementary and junior high school teachers and head master to hold teaching and learning activity affected by pandemic covid 19. The campus teaching program provides opportunities for PG PAUD students to implement teaching skills as a provision to become teachers that have been obtained in college. The research method used is descriptive with a qualitative approach which aims to analyze the teaching skills possessed by PG PAUD students during the campus teaching program. The results showed that the campus teaching program became a space for PG PAUD students to implement and develop their teaching skills. Three PG PAUD students who participated in the campus teaching program (100%) were placed in grade 1, two students (66.7%) in grade 6 and one student (33.3%) in grade 4. PG PAUD students were skilled in applying various teaching skills such as questioning skills, reinforcement skills, variation skills, explaining skills, opening and closing lessons, small group guiding skills and classroom management skills. However, students need to improve their teaching skills in managing classes and guiding small group discussions. As well as the need for coordination between students and campus teaching partners (schools) regarding cooperation to apply classroom management skills.</strong></p><p><strong><em>Keywords </em></strong>– <em>Kampus Mengajar Program, PG PAUD Students, Teaching Skil.</em></p>
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Riogi, Bahaty, Ronald Wasike, and Hassan Saidi. "Effect of a breast navigation programme in a teaching hospital in Africa." South African Journal of Oncology 1 (October 31, 2017): 6. http://dx.doi.org/10.4102/sajo.v1i0.30.
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<strong>Background:</strong> Breast cancer screening programmes have been developed in few developing countries to aid curb the increasing burden. However, breast cancer is still being detected in late stage, attributed to barriers in health care. Patient navigation programmes have been implemented in developed countries to help patients overcome these barriers, and they have been associated with early detection and timely diagnosis. Despite the consistent positive effects of breast navigation programmes, there are no studies conducted to show its effect in Africa where the needs are enormous.<br /><strong>Aim:</strong> To evaluate the effect of patient navigation programme on patient return after an abnormal clinical breast cancer screening examination finding at Aga Khan University Hospital, Nairobi(AKUH-N).<br /><strong>Setting:</strong> Women presenting for breast screening.<br /><strong>Methods:</strong> This was a before-and-after study conducted on 76 patients before and after the implementation of the navigation programme. They were followed up for 30 days. Measures included proportion of patient return and time to return.<br /><strong>Results:</strong> The proportion of return of patients in the navigated and non-navigated group was 57.9% and 23.7%, respectively (odds ratio [OR]: 4.43 [95% confidence interval, CI: 1.54– 12.78]; <em>p</em> = 0.0026).The proportion of timely return in the navigated group was 90.1% and 77.8% for the non-navigated group (OR: 2.85 [95% CI: 0.34–24.30], <em>p</em> = 0.34). The mean time to return in the non-navigated and navigated group was 7.33 days and 8.33 days, respectively (<em>p</em> = 0.67).<br /><strong>Conclusion:</strong> There was an increase in the proportion of patients who returned for follow-up following abnormal clinical breast examination finding after implementation of the breast navigation programme at AKUH-N.
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James, Bawo Onesirosan, Joyce Ohiole Omoaregba, George Eze, and Olufemi Morakinyo. "Depression among patients with diabetes mellitus in a Nigerian teaching hospital." South African Journal of Psychiatry 16, no. 2 (April 1, 2010): 4. http://dx.doi.org/10.4102/sajpsychiatry.v16i2.232.
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<p><strong>Objectives.</strong> Depression is associated with diabetes mellitus and affects treatment goals negatively. We aimed to determine the prevalence of depression and identify its socio-demographic or clinical correlates among patients with diabetes mellitus attending an out-patient clinic in Nigeria.</p><p><strong>Methods.</strong> Two hundred consecutively recruited diabetes patients (index group) were compared with a similar number of apparently healthy controls in a cross-sectional survey. In both groups, in addition to obtaining socio-demographic details, depression was diagnosed using the Schedule for the Clinical Assessment in Neuropsychiatry (SCAN), while the Beck Depression Inventory (BDI) was used to assess depression symptom severity. <strong></strong></p><p><strong>Results.</strong> Sixty (30%) diabetes patients met a SCAN diagnosis for clinical depression, compared with 19 (9.5%) in the control group. Having a smaller income and more children were significantly correlated with higher depression symptoms on the BDI.</p><p><strong>Conclusion.</strong> Depression is highly co-morbid with diabetes mellitus. The care of individuals with diabetes mellitus should include the screening and possible treatment for depression in order to achieve and sustain treatment goals.</p>
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Griffin, M., DJ Jordan, and A. El Gawad. "Teaching Evidence Based Medicine in Surgical Education; the Challenges and Techniques in Training." Open Medicine Journal 3, no. 1 (December 27, 2016): 337–45. http://dx.doi.org/10.2174/1874220301603010337.
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Evidence Based Medicine integrates clinical expertise, best available clinical evidence, as well as patient’s values and preferences to manage the care of patients. Surgeons have traditionally performed surgery according to their mentor teachings, these techniques being passed down through several generations. Current surgeon culture must evolve to integrate EBM into their clinical practice. The knowledge and skills required for searching and appraising critical literature needs to be taught to enable surgeons to implement it effectively. Evidence based surgery (EBS) will encourage surgeons to apply the best up-to-date knowledge to find the most effective surgical management plan for their patients. Several methods of teaching EBS to surgical trainees have shown to be effective including workshops, small group discussions, lecture style teaching and courses involving a combination of techniques. Journal clubs have gained in popularity and provided excellent teaching environments for surgeons to learn critical appraisal. Recently EBM has been introduced into the undergraduate programme to provide young medical practitioners with a strong foundation in EBM competency, and a positive attitude towards applying EBM to clinical practice. In this review, we aim to provide an overview of the principles of EBM and the success and challenges of teaching methods to deliver EBM for the surgical field.
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Nurlia, Ratna, and Fitri Arini. "Effect Of Bringing Local Culture In English Language Teaching On Students’ Writing Achievement." KnE Social Sciences 1, no. 3 (April 13, 2017): 187. http://dx.doi.org/10.18502/kss.v1i3.738.
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<p>The use of local culture in the teaching of English as a foreign language in Indonesia may lead into consideration since language and culture are interrelated. Local culture in English language teaching enables students to learn English skills well because students are asked to discuss or describe something they know very well. This paper reports the results of an experimental study which was concerned with how well bringing local culture in English Language Teaching could affect students’ writing achievement. Quasi-experimental research applying non-randomized pretest-posttest design was used in this study. The subjects of the study were the students of English Department of College of Teacher Training and Education in Blitar. Class A, which consisted of 23 students, was taught using local culture strategy, and was the experimental group, while class B, which consisted of 25 students was taught without using local culture, and was the control group. The results showed that bringing local culture in English language teaching produced better achievement of the students’ writing skill.</p><p> </p><p><strong>Keywords: </strong><em>local culture; writing achievement, English language teaching<strong></strong></em></p>
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Centellas, Miguel, and Gregory J. Love. "“We're Off to Replace the Wizard”: Lessons from a Collaborative Group Project Assignment." PS: Political Science & Politics 45, no. 03 (June 12, 2012): 506–12. http://dx.doi.org/10.1017/s1049096512000388.
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AbstractThis article examines the effectiveness of a collaborative group learning project for teaching a core competency in comparative politics: constitutional structures. We use a quasi-experimental design and propensity score matching to assess the value of a constitutional writing group project and presentation. The results provide strong evidence that these learning tools are highly valuable for teaching abstract concepts. Students who participated in the project scored significantly higher on a short series of questions in final exams given several weeks after the completion of the group project. Somewhat paradoxically, the project increased competency but did not affect student self-reported interest in the subject matter. The challenges and improvements that can be made for the use these types of learning tools concludes the article.
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Raja, Farhan Uddin, and Najmonnisa Khan. "Comparing Traditional Teaching Method and Experiential Teaching Method using Experimental Research." Journal of Education and Educational Development 5, no. 2 (December 13, 2018): 276. http://dx.doi.org/10.22555/joeed.v5i2.1816.
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<p>The modern time is shaping a world of opportunities that has glorified the role<br />and functions of multinational organizations across the globe. An individual has<br />become a global citizen, who explores employment opportunities in different<br />countries of the world. This has signified the importance of interpersonal skills that allow individuals to connect with people from different cultures. As a result, the role of business communication instructors has become vital because they impart the skills of communication among their students. For this, instructors’ sensitivity towards the teaching methods used in classrooms are of prime significance. These methods determine the interest level and motivation of students towards learning and acquisition of communication skills. Therefore, this study aims to compare experiential learning method and traditional learning method to explore which method inculcates and improves the communication skills of business administration students of a private sector university. The study was conducted in a quantitative paradigm using an experimental research design. The sample size comprised 60 BBA students from two different sections of business communication courses. The data were collected using a pretest and posttest. For the pretest, communication skills were imparted to both the groups using the traditional teaching method that heavily employed lecturing. For the posttest, the controlled group was taught using the same traditional teaching method while the treatment group was taught using the experiential learning method. Mean scores 20.46 & 19.90 with a significant value of 0.375 for the pretest established identical nature of both groups. Mean scores 27.80 & 30.36 with a significant value of .002 of posttest showed that the two groups under study had different identities in scores, which proved that experiential learning method improves students’ communication skills better than traditional communication skills.</p><p><strong>Keywords:</strong> business communication, experiential learning, experimental research, traditional learning</p>
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Febriyanti, Rina Husnaini. "The Effectiveness of Cooperative Language Learning on Teaching Grammar." Scope : Journal of English Language Teaching 2, no. 02 (March 3, 2018): 171. http://dx.doi.org/10.30998/scope.v2i02.2458.
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<p><strong>ABSTRACT</strong></p><p><em>The aim of this research study is to investigate the significant difference in English grammar achievement scores of the students taught through cooperative learning and those taught by whole class traditional method. The participants were the students of Indraprasta PGRI University who took Grammar subject on the fifth semester that was split into two groups those are the control group (non-cooperative learning) and experiment group (cooperative learning). The number of the participants in the control group (non-cooperative learning) is 25 participants and the experiment group (cooperative learning) is 25 participants too. The method used is a quantitative experiment method using True Experimental Design specifically on Posttest-Only Control Design and the data is tested by t-test. The result of data analysis shows the differences on average (Mean) the control group (non-cooperative learning) is 63, 52; analyzed case as amount is 25; Standard Deviation is 19.194 ,and average (Mean) the experiment group (cooperative learning) is 79,20; analyzed case as amount is 25; Standard Deviation is 12,111. The T- Test shows that </em><em>the Sig (2-tailed) is 0,001 <0, 05 means Ho is rejected and Ha is accepted. In conclusion, </em><em>there is a significant difference in English grammar achievement scores of the students taught through cooperative language learning.</em></p>
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Varma, Arvind, and Sushobhan Dasgupta. "Functional outcome of endoscopic and external dacrocystorhinostomy in a teaching hospital." International Journal of Otorhinolaryngology and Head and Neck Surgery 5, no. 2 (February 23, 2019): 358. http://dx.doi.org/10.18203/issn.2454-5929.ijohns20190102.
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<p class="abstract"><strong>Background:</strong> The objective of the study was to compare & analyse the results of two different techniques of dacrocystorhinostomy (endonasal and external) in different etiological groups.</p><p class="abstract"><strong>Methods:</strong> This prospective study was carried out for nasolacrimal duct obstruction from October 2016 to October 2018 who underwent dacrocystorhinostomy by two different methods. The patient was divided into two groups one who underwent endonasal DCR (n=55) and another group who underwent external DCR (n=55). In each group they were subdivided into 3 groups on the basis of aetiology into idiopathic, post traumatic and revision cases. The results were evaluated in follow up period of 6 months. At the end of the study, decoding of the groups was done and the results were analysed statistically, using Chi Square test and student t-test, using SSPS III software. P value of less than 0.05 was considered statistically significant.</p><p class="abstract"><strong>Results:</strong> The success rate in endonasal DCR and external DCR was almost same in all the three groups (p>0.05).</p><p class="abstract"><strong>Conclusions:</strong> This prospective study shows that both the methods have almost same success rate. This study also emphasises proper case selection and interdepartmental cooperation for optimum results.</p>
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Mavoori, Archana, Deepthi Sriram, Sneha Pamar, and Sudha Bala. "An epidemiological study of pattern of dermatoses in paediatric age group at a tertiary care teaching hospital in South India." International Journal of Research in Dermatology 6, no. 3 (April 21, 2020): 392. http://dx.doi.org/10.18203/issn.2455-4529.intjresdermatol20201077.
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<p class="abstract"><strong>Background:</strong> Various dermatoses like infections and infestations and other non-infective dermatoses like atopic eczema, pigmentary disorders, papulo-squamous disorders, hair disorders, genetic disorders, hemangiomas etc. affect children causing significant morbidity. The pattern of dermatoses varies from place to place due to differences in geography, climate, culture and socio-economic background. Prevalence of pediatric dermatoses in India are around 9% to 35%. This study is undertaken to know the pattern, incidence, prevalence, contributing factors and prognosis of dermatoses affecting paediatric age group attending Dermatology outpatient department in tertiary health teaching hospital in South India.</p><p class="abstract"><strong>Methods:</strong> This is a prospective study; various skin disorders were studied in 1360 paediatric patients up to 18 years of age were studied for a period of 12 months from September 2017 to October 2018. Demographic data, general, systemic and cutaneous examination findings were recorded in a proforma for analysis and interpretation of data.<strong></strong></p><p class="abstract"><strong>Results:</strong> There were 762 boys and 598 girls in total 1360 study population. The most common dermatoses were eczematous eruptions and dermatitis (22.57%), infections and infestations (20.8%%), infestations (18.96%), hypersensitivity disorders (6.91%). The study showed no statistical differences between sex and age.</p><p class="abstract"><strong>Conclusions:</strong> This study on epidemiological and clinical patterns emphasizes the need on training the management of common paediatric dermatoses to dermatologists, paediatricians for early treatment. Proper implementation of child health programmes and awareness programmes can be done based on such data or to treat them appropriately.</p><p class="abstract"> </p>
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Abdolrezapour, Parisa. "An Investigation into the Impact of Reflective Teaching on EFL Learners’ Autonomy and Intrinsic Motivation." Cypriot Journal of Educational Sciences 10, no. 4 (December 30, 2015): 305. http://dx.doi.org/10.18844/cjes.v10i4.116.
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<p>This study sought to explore the effect of reflective teaching on learner autonomy and intrinsic motivation of Iranian upper-intermediate female learners. The subjects included 60 adult upper-intermediate EFL learners chosen out of ninety based on the scores obtained through administration of the TOEFL exam. They were randomly assigned to two groups: a) the experimental group- taught by a reflective teacher- and b) the control group instructed by an unreflective teacher. The motivation questionnaire and the autonomy questionnaire were administered to both groups to make sure that two groups were not significantly different in terms of the level of motivation and autonomy. Then, the experimental group was taught by the reflective teacher and the control group was taught by the unreflective teacher who adopted no tangible reflective actions. Finally, both groups sat for motivation and autonomy questionnaires. The results indicated that reflective teaching led to the enhancement of both learners’ autonomy and intrinsic motivation level.</p><p><strong>Key Words:</strong> Reflective Teaching; Intrinsic Motivation; Learner Autonomy</p>
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Guruprasad, K. Y., Mohammed Waseem Javed, C. Roopa, Humera Ansari, and A. A. Takalkar. "Clinico-epidemiological study of dermatophytosis in teaching hospital of North Karnataka." International Journal of Research in Dermatology 5, no. 1 (January 25, 2019): 106. http://dx.doi.org/10.18203/issn.2455-4529.intjresdermatol20190100.
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<p class="abstract"><strong>Background:</strong> Although fungi are worldwide, only few of them are considered pathogenic. The pathogenic fungi may give rise to infections in animals and human beings. Skin infection due to dermatophytes has become a significant health problem of late equally affecting children, adolescents and adults. Depending on the climate and culture, the clinical picture can vary enormously. The objective of the study was to study the clinical and diagnostic spectrum of dermatophytosis at Dermatology OPD of KBNIMS, Kalaburagi.</p><p class="abstract"><strong>Methods:</strong> The present descriptive study was conducted in Dermatology OPD in teaching Hospital of North Karnataka.<strong></strong></p><p class="abstract"><strong>Results:</strong> Majority of the subjects were from 21 to 40 years age group i.e. 44.58% followed by 36.4% from 0 to 20 years age group. Out of 250 patients, majority were males i.e. 70.4% whereas 29.6% were females. More than half i.e. 174 (69.6%) out of 250 patients were KOH positive. Prevalence of culture positive specimen was found to be 40%. <em>T. cruris</em> (35%) and <em>corporis </em>(32%) were most common infections in our study. 31% of cases <em>T. mentagrophyte</em> was observed as most common isolate on culture..</p><p class="abstract"><strong>Conclusions:</strong> In our study, most common dermatophytic infection was <em>T. cruris</em> (35%). Only 40% were culture positive and among which <em>Trichophton mentagrophyte</em> was commonly seen isolate. Low socioeconomic status, overcrowding and compromised personal hygiene with tropical climate are prevalent factors in our study.</p><p> </p>
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Styati, Erlik Widiyani. "Digital Photographs As Authentic Materials In Teaching Writing." KnE Social Sciences 1, no. 3 (April 13, 2017): 70. http://dx.doi.org/10.18502/kss.v1i3.726.
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<p>Digital photograph is one of the authentic materials which can be used in the classroom. It is the genuine material designed to help the students in writing process. It is not in the form of printed photograph but in the electronic form. In this study, digital photographs were used to help the students in writing paragraph. It aimed at investigating the use of digital photographs in paragraph writing on the students’ writing quality. The research was conducted by using quasi-experimental design. The students were given the treatment by using digital photographs and the other group was not given the treatment by using digital photographs. The subjects of the research were the second semester students of the English Department, IKIP PGRI Madiun. The students in the experimental group were assigned to write a paragraph by using digital photographs, while those in the control group were assigned to write a paragraph without digital photograph. The data were analyzed by utilizing t-test. The result of the study showed that there was a significant difference between the students who wrote paragraph supplied with the digital photographs and those who wrote paragraph without using digital photographs. It could be shown that digital photographs had a significant effect on writing quality.</p><p> </p><strong>Keywords: </strong><em>writing, authentic materials, digital photographs.</em>
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Espada, Janet P. "The Native Language In Teaching Kindergarten Mathematics." Journal of International Education Research (JIER) 8, no. 4 (September 20, 2012): 359–66. http://dx.doi.org/10.19030/jier.v8i4.7282.
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The use of the native language as a medium of instruction is believed to be the fastest and most natural route towards developing a strong foundation in mathematics literacy (Mimaropa, In D.O.No. 74, s.2009). This study examined the effect of using the native language in the teaching of kindergarten mathematics. A total of 34 five to six year old children went through a pretest-posttest, quasi-experimental study with 17 participants in each of the control or English group and the native language (Waray) or experimental group, respectively. It was assumed that the use of the native language would increase academic performance in mathematics. Findings revealed a highly significant difference between the mean gain of the control and experimental groups (p-value=.000) indicating that the level of mathematics performance of the experimental group was significantly higher than that of the control group. The result implies that the kindergarten pupils exposed to the native language performed better in mathematics than those who were exposed to English. The study concludes that the use of the native language in teaching kindergarten mathematics results in a higher mathematics performance than the use of a foreign language as a medium of instruction.
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Kusumawati, Debi Debora, and Joko Prihanto. "Aspek-aspek dalam Menyusun Bahan Ajar Komsel: Suatu Usulan bagi Gereja Penyebaran Injil Majalengka." SANCTUM DOMINE: JURNAL TEOLOGI 11, no. 1 (December 15, 2021): 19–36. http://dx.doi.org/10.46495/sdjt.v11i1.109.
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Cell group is one of the most basic forms of service that must be developed by the church in helping the congregation it serves so that it becomes more mature and grows in the knowledge of God. In addition to praise, prayer, and worship, teaching is an important thing in the conduct of cell groups. In connection with teaching, the church must prepare teaching materials that are relevant to the needs of cell grup members. The goal is to make cell grup members more interested in participating in cell groups, and to become more mature in God and able to face the challenges of life that they are facing.The research method used is library research. This method collects data and information in the form of documents, data archives and other literature information. This paper is expected to help churches in developing cell group's services so that the church has a strong concept in compiling teaching materials that are relevant to cell group's members. This paper will discuss the nature of cell group, the importance of teaching materials relevant to cell group members, the biblical basis of teaching materials relevant to cell group members, and ends with concepts in compiling teaching materials in cell group.
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Hanifatulloh, Bayu Alif Ahmad Yasin. "Moderasi Pendidikan Islam dan Tantangan Masa Depan." Tsamratul Fikri | Jurnal Studi Islam 14, no. 2 (February 8, 2021): 137. http://dx.doi.org/10.36667/tf.v14i2.529.
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This study aims to elaborate on the moderation of education and the challenges of education in the future. This study uses literature study method. The results of the study show that students are a group that is very vulnerable to being carried away by the flow of religious radicalism. A very young age and considered to be unstable, with a passionate spirit, and a strong desire to enforce religious teachings more comprehensively makes this young group who is within the scope of an educational institution to become the most vulnerable social group to be infiltrated and become the target of radical groups that convey religious understandings and attitudes that are rigid and tend to be superficial. On the other hand, new challenges have begun to emerge, such as advances in science and technology, democratization, and moral decadence that have surrounded human life in this era. So a special strategy is needed to be able to instill moderate Islamic values in students by utilizing teaching and learning activities and parenting patterns that exist in the community or in educational institutions. Because Islamic educational institutions have a moral and social burden to participate in finding the right solution or solution in order to prepare superior human resources who have strong competitiveness for the advancement and harmony of religion, nation and state.
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Fang, Ruoyi. "Behind ‘mansplain’: The Challenging of Colonialism in Girls’ Response in a Chat Group." International Journal of Languages, Literature and Linguistics 8, no. 3 (September 2022): 204–7. http://dx.doi.org/10.18178/ijlll.2022.8.3.349.
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In this paper, I look at how the intersectionality of feminism and colonialism on Tinder – one of the biggest dating Apps – contributes to the production and circulation of gender tensions in modern China. To do so, I have been staying in a particular chat group for half a year, created by a female Tinder user who shows strong dissatisfaction with Chinese men on Tinder and now includes more than 300 women holding similar values. They frequently share experiences of using Tinder characterized by taunting, complaining, and swearing towards a particular type of male Tinder users who were “typical Chinese men” in their eyes. During this time, I collected various data: the male profiles, chat records on Tinder and in the group, how and why females rename themselves mockingly targeting such males. I adopt Linguistic Ethnography to analyze the emerging discourses that shape the large gender tensions. I aim to show that the logic underlying why the mocking is always related to western culture. These men are annoyed about Chinese females getting in touch with western men, calling them “easy girl” and teaching women patronizingly. However, they simultaneously use profiles with foreigners, western education backgrounds and introduce themselves in English to show off their charm to win the woman's attention. In response, girls sometimes deliberately provoke these men by praising western men and comment on the resulted conversations in the chat group. Based on this analysis, I argue that the patriotism enacted by these men is challenged by the group whose mocking as a discursive practice, although on the surface aligned with colonialism (e.g., praising western males), constitutes a form of anticolonialism potentially advancing the ongoing gender movement in China. Furthermore, this group's practice points to further research on dating platforms and females on the frontline of gender tension.
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Wijayanti, Lina, and Marsigit Marsigit. "PENGEMBANGAN PERANGKAT PEMBELAJARAN MATERI PECAHAN BERBASIS TEORI BRUNER DI KELAS IV SD LABSCHOOL UNESA." Jurnal Prima Edukasia 3, no. 2 (July 1, 2015): 143. http://dx.doi.org/10.21831/jpe.v3i2.6460.
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<p class="E-JOURNALAbstractBody">Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran pada materi pecahan tema 3 berbasis teori Bruner ditinjau dari kualitas produk secara umum (kevalidan, kepraktisan, dan keefektifan) dan dalam peningkatan kemampuan pemecahan masalah dan prestasi belajar peserta didik di kelas IV SD <em>Labschool</em> Unesa. Penelitian ini termasuk penelitian dan pengembangan yang menggunakan model yang dikembangkan oleh Borg & Gall. Subjek penelitian dalam uji coba terbatas berjumlah 4 siswa, sedangkan dalam uji coba lapangan berjumlah 8 siswa. Subjek uji coba produk operasional pada kelas eksperimen sebanyak 17 siswa dan kelas kontrol sebanyak 18 siswa. Pengumpulan data dalam penelitian ini menggunakan lembar penilaian produk perangkat pembelajaran, lembar observasi guru, lembar observasi peserta didik, tes hasil belajar, angket respon guru, dan agket respon peserta didik. Analisis data menggunakan <em>independent sample t-test</em> dengan taraf signifikansi 0,05. Hasil penelitian menunjukkan bahwa perangkat pembelajaran hasil pengembangan dinyatakan valid dengan kategori sebagai berikut: silabus berkategori baik, RPP berkategori sangat baik, tes hasil belajar berkategori baik, dan media berkategori sangat baik, sehingga rerata hasil semua perangkat pembelajaran adalah berkategori baik. Penerapan perangkat pembelajaran secara umum dapat terlaksana dengan baik. Berdasarkan hasil uji coba kelas eksperimen dan kelas kontrol, terdapat perbedaan yang signifikan pada ketercapaian hasil belajar sehingga perangkat pembelajaran dikatakan efektif, sedangkan untuk kemampuan pemecahan masalah dan prestasi belajar siswa yang mengikuti pembelajaran menggunakan perangkat pembelajaran berbasis teori Bruner hasil pengembangan mengalami peningkatan.</p> <p class="StyleE-JournalKeywordsNotItalic"><strong>Kata Kunci:</strong> perangkat pembelajaran, teori Bruner, kemampuan pemecahan masalah, prestasi belajar</p> <p><strong> </strong></p> <p class="E-JOURNALTitleEnglish"><strong>DEVELOPING TEACHING KIT BASED ON THE THEORY OF BRUNER IN GRADE FOUR STUDENTS OF SD LABSCHOOL UNESA</strong></p> <p><strong> </strong><strong>Abstract</strong></p> <p><em>This study aims to develop a teaching kit on fractions of theme 3 based on the theory of Bruner in terms of product quality in general (validity, practicallity, and effectiveness) and in improving the problem solving ability and learning achievement of grade four students of SD Labschool Unesa. This research is research and development using the model developed by Borg & Gall. The research subjects in the preliminary field testing were 4 students, while in main field testing 8 students. The operational field testing subjects in the experimental group were 17 students and in the control group 18 students. The data collection used the product evaluation sheets of teaching, teacher observation sheets, student observation sheets, achievement test, teacher and student questionaires. The data were analyzed using an independent sample t-test with the significance level of 0.05. The results show that the teaching kit is valid in the following categories the syllabus is good, RPP is very good, achievement test is good, and learning media is very good. So that the average result of all teaching kit is categorized as good. The implementation of the teaching kit can generally be done well. Based on the test results of the experimental group and control group, there are significant differences in the learning achievement so that the teaching kit is effective, and at the same time, the problem solving ability and learning achievement of the students who take the lesson using the teaching kit based on theory of Bruner has increased.</em></p> <strong>Keywords:</strong> teaching kit, theory of Bruner, problem solving ability, academic achievement
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Worlitz, Jane, Anne Stabler, Stefan Peplowsky, and Ralf Woll. "Video Tutorials: An Appropriate Way of Teaching QM Tools Applied with Software." Quality Innovation Prosperity 20, no. 2 (December 31, 2016): 169. http://dx.doi.org/10.12776/qip.v20i2.754.
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<p><strong>Purpose:</strong> The aim of this research is to verify the applicability of video tutorials for the improvement of software skills.</p><p><strong>Methodology/Approach:</strong> Video tutorial prototypes were created according to design criteria found in literature and tested as teaching material of selforganized/self-regulated learning. 65 students were parted in two groups and asked to work on an assignment concerning the use of quality tools in Microsoft<br />Excel. One group used video tutorials and the other group was guided by a teacher. Before and after the assignment the students were asked to fill out a survey evaluating their software skills as well as the aid used during the test.</p><p><strong>Findings:</strong> The results of the survey do not show a significant difference between the evaluation of video tutorials and guidance of the teacher. Also the performance of both groups concerning the assignment was comparable. From these findings it can be concluded that video tutorials and classroom teaching are<br />equal ways of teaching in the investigated field.</p><p><strong>Research Limitation/implication:</strong> The suitability of video tutorials for the application of quality-tools with the use of appropriate software has been confirmed. The results do not show conclusions about the extent to which video tutorials can be suitable for the mediation of complex issues. Follow-up studies<br />are required for this purpose.</p><p><strong>Originality/Value of paper:</strong> The study demonstrates that video tutorials, as a form of self-organized/self-regulated learning, are suitable to improve skills in applying quality tools by using software.</p>
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Banerjee, Alpana, Abhijit Datta, and Shikha Das. "Histomorphological Spectrum of Splenectomy Specimens in a Tertiary Teaching Hospital:A Seven Year Study." International Journal of Medical and Dental Sciences 6, no. 2 (July 1, 2017): 1488. http://dx.doi.org/10.18311/ijmds/2017/18837.
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<p><strong>Background:</strong> Spleen is the largest organ of the mononuclear phagocytic system and is involved in all systemic inflammations, generalized hematopoietic disorders, and many metabolic disturbances. Splenectomy is frequently indicated where diagnosis is already established and the purpose of surgery being largely therapeutic in nature.</p><p><strong>Objectives:</strong> The study aims to highlight the histomorphological patterns in the surgically resected splenectomy specimens received in our centre and to correlate with the clinical indications.</p><p><strong>Materials and Methods:</strong> This was a seven year study of all splenectomy specimens received at histopathology section of Department of Pathology in a tertiary care hospital. All the histopathology slides were reviewed by the authors and the microscopic findings were studied and correlated with clinical data.</p><p><strong>Results:</strong> Twenty two (22) spleen samples were received during the study period with a M:F=1: 1.2 . The age range was 2 years to 60 years. The highest number of splenectomy cases was in the age group of 11-20 years followed by 0-10 years age group. The majority of the cases of splenectomy were indicated for thalassemia (14 cases, i.e. 63.64% of all cases), followed by traumatic rupture and secondary malignancy with 2 cases each (9.09% cases each), one case each for splenic infarct, myelofibrosis, ITP and splenic tuberculosis.</p><p><strong>Conclusion:</strong> Thalassemia was proved to be the commonest indication of splenectomy, followed by traumatic rupture and secondary malignancy in the spleen. Larger studies are needed for better understanding of this important organ and unnecessary splenectomies may thus be avoided.</p>
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Fokides, Emmanuel. "Tablets in Primary Schools." International Journal of Smart Education and Urban Society 9, no. 3 (July 2018): 1–16. http://dx.doi.org/10.4018/ijseus.2018070101.
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This article presents the results of a short project in which tablets were used for teaching the respiratory, circulatory, and digestive systems to 162 sixth-grade primary school students who were divided into three groups. The first group was taught conventionally using a textbook, while in the second a constructivist teaching method was applied and the teachers actively participated in the process. The third group was also taught using the same constructivist teaching method, but the instruction was technologically enhanced with tablets and an application with augmented reality features. Data was collected by means of evaluation sheets and a questionnaire. The results indicated that students in the third group outperformed students in the other two groups. As for students' misconceptions, the only notable difference was between the third and first group. These results can be attributed to students' strong positive attitude towards the use of tablets, motivation, and enjoyment, as well as to the teaching method. The study's implications are also discussed.
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S., Durgadevi, and Shridharan P. "Treatment of periungual warts: comparison of topical 5% 5-fluorouracil and intralesional purified protein derivative in a South Indian teaching hospital." International Journal of Research in Dermatology 4, no. 4 (October 25, 2018): 574. http://dx.doi.org/10.18203/issn.2455-4529.intjresdermatol20184464.
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<p class="abstract"><strong>Background:</strong> Verrucae or warts are common skin lesions caused by the human papilloma virus. Treatment of warts, particularly those in the periungual region is usually difficult, exhibiting resistance. Available conventional treatment modalities offer little hope in curing periungual warts. Thus, there is a need for a simple, reliable, non-expensive treatment for periungual warts. Aim was to determine and compare the efficacy of intralesional immunotherapy using purified protein derivative (PPD) and topical 5-fluorouracil (5-FU) under tape occlusion for the treatment of periungual warts.</p><p class="abstract"><strong>Methods:</strong> In this prospective comparative study, Group 1 (PPD) patients, intralesional injection of PPD is given in a randomly selected lesion every 3 weeks for a maximum of six sittings. For Group 2 (topical 5% 5-FU under tape occlusion), patients are advised to apply 5% 5-FU under occlusion on the lesion(s) selected for study during the night and left for 12 hours. This is done for 3 months. After completion of the treatment and after the declaration of the cure – follow-up is done for the next three months to look for recurrence.<strong></strong></p><p class="abstract"><strong>Results:</strong> Intralesional PPD had a significantly higher cure rate (88%) than that of topical 5-fluorouracil under occlusion (20%). The mean time taken for the resolution of the periungual warts was 6.6 weeks for intralesional PPD compared to 9.8 weeks for topical 5-fu under tape occlusion.</p><p class="abstract"><strong>Conclusions:</strong> The cure rate of intralesional PPD group (88%) was much higher than that of topical 5% 5-fluorouracil under tape occlusion group (20%). In the PPD group, the younger patients responded well and faster. There was no difference in cure rate among age groups in 5 FU group.</p>
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Lamba, H. S., Kulbir Kaur, Kulwant Kaur, and Amarjit Singh Vij. "Prevalence of Weak D (Du) in Blood Donors in a Referral Teaching Hospital." International Journal of Medical and Dental Sciences 6, no. 2 (July 1, 2017): 1509. http://dx.doi.org/10.18311/ijmds/2017/18841.
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<p><strong>Background:</strong> Rh D is the most important Blood Group antigen after ABO Blood group antigen for transfusion purpose. All negative blood units by routine methods must be tested to detect weak D using IAT method. When the test for D and D<sup>u</sup> is positive, the label should read Rh(D) Positive . When the test for D and D<sup>u</sup> is negative, the label should read Rh(D) Negative.</p><p><strong>Objective:</strong> To know the prevalence of weak D in the donor population. No study has been done in this part of the country earlier. It will help in the knowledge of weak D, which is very important for better patient care and prevent allo-immunzation in blood recipients.</p><p><strong>Materials and Methods:</strong> Blood samples were tested by ID Gel technique or by tube method with two anti D reagents - anti-D IgM monoclonal and blend of anti-D IgM&amp;IgG. All negative samples were further tested for weak D in IAT phase by LISS/Coombs' gel card.</p><p><strong>Results:</strong> A total of 13043 samples were tested from January 2011 to December 2013. 12196 were Rh positive and 847 were Rh D negative. Weak D was positive in 8 samples.</p><p><strong>Conclusion:</strong> The study shows the prevalence of weak D as 0.07% in blood donors who were primarily from in and around Jalandhar in Punjab. These donors may have posed problem to the recipients of blood and blood product and their detection prevented them from alloimunisation.</p>
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Whyte, Shona, Ciara R. Wigham, and Nathalie Younès. "Insights into Teacher Beliefs and Practice in Primary-School EFL in France." Languages 7, no. 3 (July 19, 2022): 185. http://dx.doi.org/10.3390/languages7030185.
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Teacher beliefs affect choices of methods, representations of learning, and classroom practice, and are important in understanding primary EFL teaching in France, where language teaching has been a compulsory subject entrusted to generalist class teachers for 20 years. This quantitative study explores questionnaire data from 254 primary teachers, associating teacher beliefs and classroom practice. With respect to views of language teaching and learning, the study reveals a three-way division of teachers between grammar-oriented teaching (PPP), communicative-language teaching (CLT), and ‘sceptical’ teachers. The PPP (n = 72) group employed the smallest range of teaching activities and rarely taught older pupils. The CLT group (n = 60) tended to have higher English proficiency and more in-service training and offered the widest range of oral activities. The sceptical group (n = 85) took no strong theoretical position, had lower English proficiency, and focused on listening and speaking skills. We found no correlation between teacher age and language learning beliefs or teaching practices. However, teachers who offered a wider range of activities in any of the five competences tended to have more in-service training and higher English proficiency. Further correlations were found between oral language teaching and technology integration, and written language teaching and teaching experience. The paper concludes with links to previous teacher cognition research and suggestions for teacher education.
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Sulaiman, Sulaiman. "The Use of List-Group-Label (LGL) Strategy in Teaching Vocabulary (A Pre-Experimental Research to the second semester Students of Islamic Education Department of Teacher Training and Education Faculty of IAIN Pontianak in the Academic Year of 2017/2018)." PHILOSOPHICA Jurnal Bahasa, Sastra, dan Budaya 2, no. 1 (June 28, 2019): 1. http://dx.doi.org/10.35473/po.v2i1.235.
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The aim of this research was to find out the effectiveness of List-Group-Label (LGL) strategy in teaching vocabulary and how significant the effect of List-Group-Label (LGL) strategy was in teaching vocabulary to the second semester Students of Islamic Education Department of Teacher Training and Education Faculty of IAIN Pontianak in the Academic Year of 2017/2018.The research design employs a pre-experimental research in form of one group Pretest- Posttest design and had no control group. The population of this research was all of the second semester Students of Islamic Education Department of Teacher Training and Education Faculty of IAIN Pontianak in the Academic Year of 2017/2018 consisted of 317 students and the chosen sample was class B. The sample was taken by apllying Cluster random sampling technique. The research was conducted at IAIN Pontianak.The technique of data collection in this research was measurement. The data were collected with essay test. The pre-test and post-test were distributed in order to get the data from the students. The data were analyzed by using t test. The result revealed that List-Group-Label (LGL) strategy was effective on students’ vocabulary mastery because the mean score in pretest and posttest were different and the difference were considered significant. The effect size calculation revealed that List-Group-Label (LGL) strategy gave strong effect to the students’ vocabulary mastery. It could be inferred that List-Group-Label (LGL) strategy was significantly effective in teaching vocabulary to the second semester Students of Islamic Education Department of Teacher Training and Education Faculty of IAIN Pontianak in the Academic Year of 2017/2018 and the treatments gave strong effect to the students in learning vocabulary. List-Group-Label (LGL) strategy can be implemented in teaching vocabulary in order to improve students’ vocabulary mastery.
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Komol, Tinutda, and Sasitorn Suwanphathama. "Students’ Perceptions and Attitudes Toward the Use of Communicative Language Teaching (CLT) to Improve English Listening and Speaking Skills." English Language and Literature Studies 10, no. 4 (November 13, 2020): 40. http://dx.doi.org/10.5539/ells.v10n4p40.
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This study aimed to investigate the students’ perceptions and attitudes toward the use of communicative language teaching to improve their English listening and speaking skills. 82 fourth-year students who enrolled in English in Media course were asked to give their perceptions and attitudes in learning from communicative language teaching (e.g., role-play, pair work, group work, group discussion and making a video). The Results showed that the students had strong positive perception toward the classroom activities suggested by the communicative teaching approach. It is suggested that using role-play, group discussion and video production can help increase the students’ confidence and improve their listening and speaking skills. Moreover, the students also strongly agreed that making an English short movie video allowed them to get much exposure to using English.