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1
Simon, Marilyn K. "Alternative Curriculum and Assessment at an Alternative High School." Mathematics Teacher 85, no. 8 (November 1992): 671–74. http://dx.doi.org/10.5951/mt.85.8.0671.
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Academic decathlons and continuing education high schools seem an unlikely mixture, but not for students at Alta Vista High School, a continuing education school in Southern California for teenagers who have had difficulty in traditional high schools. The students made an impressive showing in the academic decathlon sponsored by the Orange County Department of Education. In keeping with the esprit de corps of the academic decathlon, teachers at Alta Vista High School created the Environmental Studies Academic Pentathlon (ESAP) for its students.
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Rainbolt, Stacey, Elizabeth Sutton Fowler, and Katherine Cumings Mansfield. "High School Teachers’ Perceptions of Restorative Discipline Practices." NASSP Bulletin 103, no. 2 (June 2019): 158–82. http://dx.doi.org/10.1177/0192636519853018.
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Disproportionality in school discipline is a serious and ongoing problem. Some schools are experimenting with alternative models to address persistent inequities. This article features one high school’s adoption of a restorative practices discipline program with a focus on teachers’ perceptions of their experiences and the efficacy of the program. Findings indicate that restorative practices can be a powerful means to strengthen relationships and reduce the number of students receiving exclusionary consequences.
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Acheampong, Richard, Eric Appiah-Twumasi, Daniel Nti, and James Osei Kwabena. "Senior High School Integrated Science Teachers’ Perceptions of Classroom Assessment Practices in Selected Senior High Schools in Ghana." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 1, no. 3 (December 27, 2020): 172–76. http://dx.doi.org/10.46606/eajess2020v01i03.0056.
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The study investigated senior high school Integrated Science teachers’ perception of classroom assessment practises. The study employed a descriptive survey research designed to collect data from 20 Integrated Science teachers in a Municipality and a District in the Bono Region of Ghana. A questionnaire was used to collect quantitative data on teachers’ perception of classroom assessment in Science. The data collected were computed into means, standard deviations and percentages. The study revealed that Integrated Science teachers selected for the study have positive perceptions towards classroom assessment. It also revealed that teachers perceived classroom assessment as tests that teachers give to their students at specific time intervals. While the teachers perceived classroom assessment as tests positively, they showed limited ability to use different methods and tools to assess their students’ for teaching. The most frequent methods the teachers used to assess their students’ learning were summative, formative and portfolio assessment. The study recommended that the support of stake-holders be sought to foster alternative assessment approaches in Senior High Schools in the study area. In addition, to help Integrated Science teachers develop positive perceptions towards classroom assessment in Science, it is recommended that in-service programmes should be organised for the teachers in the study area periodically.
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Anderson, Luke. "“I’m Known”: Building Relationships and Helping Students Construct Counternarratives on the West Side of Chicago." ANNALS of the American Academy of Political and Social Science 673, no. 1 (September 2017): 98–115. http://dx.doi.org/10.1177/0002716217723613.
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In discussing the intersection of education and poverty, we often lose sight of what it is actually like to teach or study in an urban school. What drives our most disadvantaged students? How can teachers measure success when schools lack the resources necessary to make lasting change in the community? From the perspective of an English teacher at a public charter high school in Chicago, I explore what it means to be a student and an educator in one of the most racially segregated and violent urban communities in the country. I argue that students’ identities must be understood and affirmed before learning can occur. Educators who love students unconditionally and establish trust can help them to construct counternarratives about themselves and their communities to help them succeed in school. The neglect, violence, and social isolation experienced by children in many high poverty neighborhoods in Chicago pose a unique challenge for educators. Schools lack adequate resources to help the majority of their students succeed academically. Given the inequitable distribution of resources among schools in a state like Illinois, some teachers must find alternative paths to show students that they have value and can use their education to empower themselves.
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Ariyani, Farida, Taras Nayana, Antomi Saregar, Yuberti Yuberti, and Agitha Pricilia. "Development of Photonovela with Character Education: As an Alternative of Physics Learning Media." Jurnal Ilmiah Pendidikan Fisika Al-Biruni 7, no. 2 (October 29, 2018): 227. http://dx.doi.org/10.24042/jipfalbiruni.v7i2.3072.
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The internalization of character education in science learning through a variety of learning media has been researched recently, one of which is through the photonovela media which is the medium of insertion of character values in learning material. The focus of this research is; 1) developing photonovela learning media with character education on work material and energy, 2) knowing photonovela media feasibility as a supplement to physics learning with character education on work material and energy 3) knowing the response of students to photonovela media with character education in an energy material. This research is a Research and Development study adopted the development of Borg and Gall with the subject of junior high school students. The research instruments used were questionnaires by material experts, media experts, and junior high school physics teachers and questionnaires for students' responses in the three schools. The results of the assessment by material experts obtained a percentage of 85%, the assessment of media experts was 90%, and the assessment of junior high school teachers was 84.16%, while the response of students in three junior high schools was 87.6%, 94%, and 93.6%. In conclusion, this study produced a product in the form of appropriate photonovela media as a supplement to physics learning with character education on business material and energy
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Kamundi, Shadrack. "Determinants of Teacher and Student Retention in Secondary Schools of Seventh-day Adventist Church in East Kenya union Conference." African Journal of Empirical Research 2, no. 2 (April 12, 2021): 26–53. http://dx.doi.org/10.51867/ajer.v2i2.21.
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The study aimed at establishing the factors which influence low retention of teachers and students in secondary schools of the SDA Church in EKUC. It employed a concurrent mixed methods research design and adopted an exploratory approach using a descriptive survey. This was to investigate the factors which influenced the retention of teachers and students in EKUC schools. Out of the twenty secondary schools in the Union, the researcher targeted eleven which sat for the national exams since 2008. The subjects of the study included teachers, students, principals, the Conferences/Field Education Directors and the BoM chairpersons. The study was based on expectancy theory of motivation which states that certain behavior leads to expected outcome. In the research, certain behaviors by the relevant authorities should lead to high retention of students and teachers. Teachers should be availed bursary funds for career advancement, given incentives for motivation and be made to believe that they are appreciated by the school administration. The administration should assist the needy students to get financial support. The findings showed that two independent variables (school administration and motivation strategies) commonly contributed to retention of teachers and students. School administration was the most common factor which contributed to low retention, among the two groups. It was found important to carry out exhaustive studies on each of the study variables for comparative purposes in public schools and undertake exploratory and in-depth studies on the same.
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Jones, Brett D., and Robert J. Egley. "Voices from the Frontlines:Teachers' Perceptions of High-Stakes Testing." education policy analysis archives 12 (August 9, 2004): 39. http://dx.doi.org/10.14507/epaa.v12n39.2004.
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The purpose of this study was to investigate whether teachers perceived Florida’s high-stakes testing program to be taking public schools in the right direction. More importantly, we sought to understand why teachers perceived the tests to be taking schools in the right or wrong direction. Based on the survey results of 708 teachers, we categorized their concerns and praises of high-stakes testing into ten themes. Most of the teachers believed that the testing program was not taking schools in the right direction. They commented that the test was used improperly and that the one-time test scores were not an accurate assessment of students’ learning and development. In addition, they cited negative effects on the curriculum, teaching and learning, and student and teacher motivation. The positive effects cited were much fewer in number and included the fact that the testing held students, educators, and parents accountable for their actions. Interestingly, teachers were not opposed to accountability, but rather, opposed the manner in which it was currently implemented. Only by understanding these positive and negative effects of the testing program can policymakers hope to improve upon it. To this end, we discuss several implications of these findings, including: limiting the use of test scores, changing the school grading criteria, using alternative assessments, modifying the curriculum, and taking steps to reduce teaching to the test.
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Suryanto, Bradhiansyah Tri. "How to Teach Listening in Senior High School." International Journal of English Education and Linguistics (IJoEEL) 1, no. 1 (June 30, 2019): 42–48. http://dx.doi.org/10.33650/ijoeel.v1i1.962.
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Many teachers considered that listening is the most important skill of any other language skills(Aziez & Alwasilah, 1996). Moreover, the discussion of an issue about the use of authentic listening material is just fierce in listening as it is in reading(Harmer, 2001). However, the teacher should have to look for the simplest method of teaching listening to overcome its difficulties; to teach it effectively; and to achieve the goals of teaching listening successfully, such as teaching students to acquire vocabularies, grammatical understanding, and good pronunciation.The Purposes of the study are to overcome the difficulties in teaching listening; to improve teacher’s creativity in teaching listening; and to provide the teacher with some alternative methods of teaching listening.Based on the study it can be concluded that, first, the effective listening will produce successful listening. Second, the reason of using listening in the classroom is to let the students to hear different varieties and accent of English instead of the voices of their teacher which may be full of idiosyncrasies. Third, the listening materials are geared with the students’ needs, levels, and interests. Fourth, there six principles for listening; Encourage students to listen as often and as much as possible, help students prepare to listen, once may not be enough, encourage students to respond to the content of a listening, not just to the language, different listening stages demand different listening tasks, and good teachers exploit listening texts to the full.
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Swanson, Elise, and Gary Ritter. "Using Classroom Observations and Student Surveys to Evaluate Alternatively Certified Teachers." Journal of School Leadership 28, no. 5 (September 2018): 642–70. http://dx.doi.org/10.1177/105268461802800504.
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One of the greatest challenges faced by school leaders across the United States is the recruitment of high-quality educators, and many programs have been developed to address this problem. This study evaluates one such program. We evaluate the Arkansas Teacher Corps (ATC), an alternative teacher certification program that places teachers in high-needs schools in Arkansas. We measure teacher effectiveness through classroom observations and student surveys. We form our comparison group by matching ATC Fellows with 1–2 similar teachers in the same school who were not certified through ATC. We use multivariate regression to examine differences between ATC Fellows and comparison teachers on multiple dimensions of teaching. Students rate ATC teachers as significantly more effective on teacher-student relationships in class, teacher-student relationships out of class, and class engagement. Third-party observers detect no significant differences.
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Hamra, Arifuddin, and Eny Syatriana. "DEVELOPING A MODEL OF TEACHING READING COMPREHENSION FOR EFL STUDENTS." TEFLIN Journal - A publication on the teaching and learning of English 21, no. 1 (August 29, 2015): 27. http://dx.doi.org/10.15639/teflinjournal.v21i1/27-40.
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This study aimed at designing a model of teaching reading comprehension based on the objectives of teaching reading at the senior high school and the teachers’ understanding of the school curriculum and to describe the implementation of the model. The subject consisted of 24 teachers, 167 students of five SMAs (senior high schools) in South Sulawesi, Indonesia. This developmental study had five steps: analysis, design, development, implementation, and evaluation. The result indicates that the model significantly increases the reading comprehension of EFL students (M= -14.43114), t(166) = -16.155, p <.05. The teachers and students stated that the learning condition, teaching and learning process, reading comprehension, instructional reading materials, and teachers’ teaching performance were well established. This interactive model improved the reading comprehension of the students significantly. Thus, it is an alternative model of teaching reading for EFL students.
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Wahyuni, Sri. "Islamic Junior High School Teachers’ Perceptions, Practices and Problems in Conducting Classroom Action Research." Didaktika Religia 8, no. 1 (June 17, 2020): 78–96. http://dx.doi.org/10.30762/didaktika.v8i1.2188.
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This article aims at investigating teachers’ perception, practices and problems in conducting classroom action research (CAR). This study employed a descriptive quantitative research design using a survey. Forty-five teachers from two different State Islamic Junior High Schools in Kediri are randomly selected. To collect the data, an open-ended questionnaire is used as the instruments. To analyze the data, descriptive statistics analysis is used. The finding shows that the teachers have a good perception of CAR. Almost of them agreed that it could improve the quality of their teaching and learning process, improve students’ motivation and achievement and improve their professional rank. Their good perception of CAR can be seen from their practice in conducting CAR. Majority of them have experience in conducting CAR; however, some of them still get difficulty in making the report. The teachers also face some problems in conducting CAR. Those are time, reporting system, in-existence of the supervisor, lack of understanding of research, insufficient references, research budget, and incomplete facilities. The alternative solution is by conducting the research collaboratively with their colleagues in the same subject. It is recommended for the school stakeholder to consider this finding in making the school policy, especially in increasing teacher professionalism.
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Fatmawati, Fatmawati. "Curriculum Implementation of Sou (School of Universe) in Bogor." Budapest International Research and Critics Institute (BIRCI-Journal) : Humanities and Social Sciences 2, no. 2 (May 15, 2019): 293–98. http://dx.doi.org/10.33258/birci.v2i2.262.
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The emergence of natural schools is considered capable of being an alternative in improving the quality of education. This study aims to describe the curriculum used in the Sougogors natural school and examine the structure listed in the natural school. The method used in this study is a qualitative method with a type of descriptive research. Data collection techniques used are observation and interviews. The subjects in this study are supervisors, principals, teachers, school committees and some high-class students. The results showes that the curriculum used in the SoUbogor natural school was called AKAR ALAM. AKAR ALAM have four concepts, namely 1) moral curriculum; 2) leadership curriculum; 3) logic curriculum; 4) business curriculum. Of the four curriculum concepts, AKAR ALAM has similarities with the structure of the National curriculum. Kurikuum natural school is considered able to improve education quality because it is expected that other schools can make the curriculum a reference in learning.
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Mulyani, Isni, and Ratna Wilis. "Inhibitors in Building Students’ Islamic Characters of Halal Tourism Destination at State Senior High School in East Lombok Regency." Sumatra Journal of Disaster, Geography and Geography Education 2, no. 1 (June 6, 2018): 162. http://dx.doi.org/10.24036/sjdgge.v2i1.107.
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This research was aimed to identify inhibiting factors of students' islamic character building at a senior high school in halal tourism destination area in East Lombok. The researcher used a Mix Method research for investigating the inhibitors. Then the priority of those factors were determined by using Urgency Seriousness Growth (USG) technique. To decide alternative solution of the factors the researcher employed Mc Namara which was used on the results obtained from Focus Group Discussion (FGD). The research population was SMA Negeri 1 Sembalun which is located in an area recognized as World's Best Halal Honeymoon Destination by World Halal Tourism Awards in 2016.The sample of qualitative research was chosen through snowball sampling technique on students of senior high schools in East Lombok. Meanwhile, the quantitative research population was all schools 'teachers and the head masters and the sample was chosen by using purposive sampling technique. The qualitative sample generalized the inhibiting factors and provided alternative solutions of the problems. This research can be source information and suggestion in building students' Islamic character especially in areas with halal tourism potentials. As for teachers it can be a reference and additional knowledge especially in solving the problems in building the characters. Furthermore, it also becomes a consideration to help improving the quality of geography learning especially for the sake of student's Islamic character building.
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Kamundi, Shadrack. "Student Retention in secondary schools of Seventh-day Adventist Church in East Kenya Union Conference." African Journal of Empirical Research 2, no. 2 (April 10, 2021): 1–12. http://dx.doi.org/10.51867/ajer.v2i2.19.
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The study assessed students’ retention in secondary schools of the SDA Church in EKUC. It employed a concurrent mixed methods research design and adopted an exploratory approach using a descriptive survey. The subjects of the study included students, principals, the Conferences/Field Education Directors and the Board of Management (BoM) chairpersons. Based on expectancy theory of motivation, the study adopted the concurrent mixed methods research design. The target population was the twenty Seventh-day Adventist Church maintained Secondary Schools in EKUC. The unit of analysis was eleven secondary school principals, five education directors and, eleven chairpersons of the school boards of management (BOM) and 335 students. Cluster sampling technique was used to get the samples. The target population was divided into five clusters (principals, students, education directors and, board chairpersons). Samples were obtained from each of these clusters. The instruments used for data collection were questionnaires for students. Interview schedules were organized for education directors, the school BoM chairpersons and the principals for triangulation. Observation schedule was also organized. This targeted the school infrastructure and generally all what goes on in the school. The school learning facilities and the behavior of teachers in school was also captured here. The other instrument used was the tool for document analysis to collect data for 8 years. Students (335) were required to fill the provided questionnaire, but the eleven principals, five education directions and eleven BoM chairpersons were subjected to interviews. Documentary analysis method was used to get information on KCSE performance for the same period of eight years. The data collected was analyzed using descriptive statistics such as frequencies, percentages, means and standard deviations. Documentary analysis was done on records about teacher retention. Content analysis was done on responses from interviews and in open-ended questions. The findings show that there were high numbers of students in Form 2 and 3 who dropped within the year and those who joined. Students were being replaced as they dropped out in some of the years. All in all, there were high annual turnover rates. This could affect the learning processes as well as students’ academic performance. The study recommends the need for schools to put in place strategies for ensuring that students learning facilities were available. Students should also be motivated to remain in school. Bursaries and sponsorships for students from poor backgrounds should be availed. Spiritual guidance, work programs and flexible fees payment mechanisms should also be instituted so as to support children from poor background to remain in school.
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Sanoff, Henry. "Research Based Design of an Eelementary School." Open House International 34, no. 1 (March 1, 2009): 9–16. http://dx.doi.org/10.1108/ohi-01-2009-b0002.
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The aim of this paper was to examine current learning styles and teaching methods in order to suggest a new form of learning environment for young students. Features such as different activity settings and small group activities aimed at enhancing learning resulted from the participation of students, teachers and parents in the design of the Gibsonville Elementary School. Teachers, working in small groups, compared different classroom arrangements along with criteria to compare and evaluate each alternative and unanimously selected an “L” shape classroom, which became the basis for the design of the school. Another critical design feature that emerged from the teacher workshop was direct access from each classroom to the outdoors, allowing teachers to create outdoor classrooms that could enhance student's ecological awareness. The final design featured four academic houses of six L shaped classrooms each around an open courtyard to provide a resource for students, parents, and teachers to collectively explore and maintain outdoor environmental themes. A post occupancy evaluation was conducted several months after completion of construction and revealed a high level of satisfaction; however, the findings pointed to the need for a subsequent workshop to focus on the effective arrangement of furniture in L shaped classrooms. The participatory process was identified by the students and teachers as the key factor contributing to the design, which of one of the first schools of its type in the United States.
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Bills, Andrew, and Nigel Howard. "Social inclusion education policy in South Australia: What can we learn?" Australian Journal of Education 61, no. 1 (February 3, 2017): 54–74. http://dx.doi.org/10.1177/0004944116689165.
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In this article, we interrogate the policy assumptions underlying a significant South Australian public education re-engagement initiative called Flexible Learning Options, formulated within South Australia’s social inclusion policy agenda, beginning in 2006. To this end, we applied Baachi’s ‘What’s the Problem Represented to be?’ policy analysis framework to a historical range of departmental Flexible Learning Options policy documents and evaluations to uncover how Flexible Learning Options (1) understands the problem of early school leaving, (2) defines the notion of being an ‘at risk’ young person and (3) interprets and enacts the intervention process for young people identified as ‘at risk’ of early school leaving. Our policy analysis indicates re-engagement in learning – as measured by improved retention – to be the key Flexible Learning Options policy driver, with schools ‘silently’ positioned as a significant part of the retention in learning problem. The Flexible Learning Options engagement in learning intervention directed at ‘high-risk’ students’ works to remove them from schools into places where personalised support and an alternative curriculum are made available. ‘Lower risk’ students are given a combination of in-school and off-school learning options. Our What’s the Problem Represented to be? analysis also reveals that (1) the notion of ‘risk’ is embodied within the young person and is presented as the predominant cause of early school leaving; (2) how the educational marketplace could work to promote Flexible Learning Options enrolment growth has not been considered; (3) schools are sidelined as first choice engagement options for ‘high-risk’ young people, (4) secondary school redesign and family intervention as alternative reengagement strategies have largely been ignored and (5) through withdrawal from conventional schooling, the access of many Flexible Learning Options to students to an expansive curriculum delivered by teachers within well-resourced school learning architectures has been constrained.
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Gahungu, Athanase. "A Survey of School Discipline Gatekeepers about the Implementation of the Non-Exclusionary Discipline Practices Reform in Illinois Schools." International Journal on Studies in Education 1, no. 1 (February 20, 2020): 1–10. http://dx.doi.org/10.46328/ijonse.1.
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Two years after the State of Illinois enacted an extensive non-exclusionary discipline reform in schools, 322 key discipline gatekeepers in schools were surveyed about the extent and impact of its implementation. The results showed that a number of core provisions of the reform had not been fully implemented or addressed through professional development. Creating re-entry plans for students with long suspensions, eliminating zero tolerance policies, and limiting disciplinary transfers to alternative schools were the least implemented provisions. Furthermore, contrary to principals’ wishful and embellished self-reporting, large proportions of school personnel still had not received required professional development in key topics such as adverse consequences of school exclusion and justice-system involvement, culturally responsive discipline, and developmentally appropriate disciplinary methods that promote positive and healthy school climate. Finally, sharp differences were found between principals and teachers and support personnel about the continuing prevalence and high frequency of discipline incidents, and about improvement in the overall school climate. If the reform is going to be impactful, it was recommended that more emphasis be placed on ensuring that teachers and support personnel receive adequate and timely professional development on the provisions of the policies.
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Nurhidayah, Latifah, Riandi Riandi, and Rini Solihat. "Identifikasi miskonsepsi siswa SMA pada topik ekosistem." Assimilation: Indonesian Journal of Biology Education 3, no. 1 (March 31, 2020): 12–17. http://dx.doi.org/10.17509/aijbe.v3i1.23303.
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This study aims to obtain information about the misconception of high school students on ecosystem topic. The method that used in this research is descriptive method, and this research takes two schools in Bandung city as sample of the research. Selected schools are schools with high grade passes and low grade passes in Bandung. This study uses three-tier problem as a research instrument combined with CRI method that has been modified. In addition, teacher and student interviews were conducted to obtain information on learning activities that were thought to be factors of misconception. The result of research shows that student has misconception in all concepts that was tested to. In particular, the school with high passing grade has misconception in 12 concept from 27 conception tested. The concept with the highest percentage of students is found in the concept of food webs in context the definition of food web. While the students in schools with low-grade passing experience misconceptions as many as 17 concepts with each context from the 27 concepts tested. The concept that has the highest percentage is concept about energy flow with the context of energy flow sequence. Based on the results of the interviews, it was found that learning was conducted by using lecture method and used the power-point presentation as the only media in learning. With this kind of learning, students with misconceptions are mostly bored with learning, and lose interest in caring for teachers. In addition, most students admitted that the students do not understand the explanation given by the teacher, so look for alternative sources of referral of learning such as textbooks, worksheets, and reference sources from the internet.
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Sari, Vita Fitria, Mayar Afriyenti, and Ade Elsa Betavia. "Drill and Practice Sebagai Metode Pembelajaran Alternatif Untuk Mata Pelajaran Pratikum Akuntansi Manufaktur di Sekolah Menengah Kejuruan." Wahana Riset Akuntansi 7, no. 2 (December 9, 2019): 1541. http://dx.doi.org/10.24036/wra.v7i2.106937.
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This study aims to explain the readiness of teachers in teaching the subject of "manufacturing accounting practicum" in vocational high schools majoring in accounting and explaining whether drill and practice is a learning method that can be used for subjects "manufacturing accounting practices". The subject of "manufacturing accounting practicum" is a new subject taught in vocational high schools since the 2017 curriculum revision where the main competency expected from this subject is students being able to compile the financial statements of manufacturing companies. This research is classified as a descriptive study with participants as many as 35 accounting teachers in vocational high schools in West Sumatra. The results of this study indicate that the readiness of vocational high school accounting teachers in teaching manufacturing accounting practicum subjects is still limited. However, participants in this study believe that drill and practice learning is the right learning method for "manufacturing accounting practicum" subjects. Therefore there is no doubt making drill and practice as an alternative learning method for manufacturing accounting practicum subjects in vocational high schools.Keywords: drill and practice, learning method, manufacturing accounting practicum vocational teachers, vocational schools
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Nasir, Na'Ilah Suad, Kihana Miraya Ross, Maxine Mckinney de Royston, Jarvis Givens, and Jalessa Bryant. "Dirt on My Record: Rethinking Disciplinary Practices in an All-Black, All-Male Alternative Class." Harvard Educational Review 83, no. 3 (September 1, 2013): 489–512. http://dx.doi.org/10.17763/haer.83.3.t56958753811p56t.
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In this empirical study, the authors draw on classroom observations and interviews with twenty-three Black male ninth graders in an urban district to focus on the nature of disciplinary practices in an all-Black, all-male manhood development class. While scholars have identified the “discipline gap” as a salient aspect of the experience of Black male students in schools, few studies offer insight into the nature of disciplinary practices in spaces that Black male students view as supportive and positive. Existing studies also rarely capture African American male student perceptions of classroom and school discipline at the high school level. Utilizing Althusser (1971) and Leonardo (2005) to theorize about the racialized nature of discipline in schools, the authors find that a reframing of discipline within this alternative setting provides a counternarrative to how Black male students are typically perceived to respond to school discipline. The authors argue that, led by a “hero teacher,” the manhood development class functions as an example of “transformative resistance” (Giroux, 2001), changing how Black male students perceive themselves.
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Mason-Williams, Loretta, Elizabeth Bettini, David Peyton, Alexandria Harvey, Michael Rosenberg, and Paul T. Sindelar. "Rethinking Shortages in Special Education: Making Good on the Promise of an Equal Opportunity for Students With Disabilities." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 43, no. 1 (December 17, 2019): 45–62. http://dx.doi.org/10.1177/0888406419880352.
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In this article, the authors describe the complexity of special education teacher (SET) shortage, how shortage undermines equal educational opportunity, and strategies that school districts and state and federal governments have used to combat them. The authors consider the economic consequences of shortage and describe how school budgets are burdened by turnover and, in some cases, litigation. The authors consider specific aspects of SET shortages, including the problems of staffing high-poverty urban and rural schools, recruiting and retaining teachers of color, and staffing alternative educational placements. The authors then consider more general factors related to shortage, including the valence of teaching as a profession, attrition, working conditions, and compensation. The authors describe how broad policy-based interventions, such as federal spending on personnel preparation and alternative route entrées to teaching, have largely failed to remedy SET shortage. Finally, the authors posit that SET shortage cannot be addressed successfully without improving working conditions and differentiating compensation for shortage area teachers and teachers working with struggling students. Although special education cannot achieve such sweeping change alone, the time seems ripe for moving forward on this important agenda.
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Bent-Cunningham, Claudine, and Daniel Allida. "Lived Experience of Literacy Coaches in the Technology-based Classrooms to improve Students’ Literacy among Non-traditional High Schools in Jamaica." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES, Issue 2 (April to June 2021) (April 16, 2021): 7–16. http://dx.doi.org/10.46606/eajess2021v02i02.0071.
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Purpose of the study: This research sought to investigate the extent to which the Alternative Pathways to Secondary Education (APSE) program implemented in Jamaica to address deficits in literacy has worked in addressing the apparent achievement gap which is so evident among students in Non- traditional High schools. The research also sought to determine what kind of support is needed for Literacy coaches and literacy teachers to maximize these students’ learning opportunities. This qualitative phenomenological study employed the thematic text analysis approach. This study selected pathway /literacy coaches based on the Secondary school/ Non- traditional high schools selected for the study. The research attempted to investigate the challenges that these seven coaches experienced in integrating technology in their guiding of the Apse program in improving students learning challenges in Literacy. The research found that students in the Apse program were mainly at-risk children who came from low-income homes and who were predominantly boys who had learning difficulties. It was concluded that more technological resources were needed in Non- traditional schools. The Alternative Pathways to Secondary Education (APSE) program has a high accountability measure which helped to improve students’ performance in Literacy. The researcher recommends increased personnel in guidance departments to stem behavioral issues, policy development for increased technological integration in schools, and more accountability measures for students.
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Salmadhia, Farah, Heni Rusnayati, and Winny Liliawati. "Five-Tier Geometrical Optics Test Feasibility to Identify Misconception and the Causes in High School Students." Berkala Ilmiah Pendidikan Fisika 9, no. 2 (July 9, 2021): 141. http://dx.doi.org/10.20527/bipf.v9i2.8874.
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This research aimed to test the feasibility of a geometrical optics instrument to identify the misconception and its causes. The instruments used in this research were question validation sheet and five-tier geometrical optics test (FIGOT) with 14 items of questions and consisted of 48 concepts tested. FIGOT obtained from the existing four-tier test research before which was then modified by adding one more tier about the causes of misconception. FIGOT validated by six experts, in which one the aspect assessed was the suitability of the items with alternative conceptions. The analysis of construct validity tested using CVR (almost all items have a CVRAverage value of ≥ 0.67) and the reliability was using Cronbach’s Alpha (r ≥ 0.62 for each or both tier). The identification results processed using CDQ (Confidence Discrimination Quotient). The study was conducted in two public high schools located in Bandung and two public high schools located in Jakarta with 109 students (34 males and 75 females). The result showed that most senior high school students still experienced misconceptions related to the topic of geometrical optics, 17 misconceptions from 48 concepts about geometrical optics. The biggest percentage was 81% and CPM (Confidence of Percentage Misconception) was 4,75 about plane mirror. The most dominant causes of misconception in the material of geometrical optics were due to teachers, school books, and internet. The results of the FIGOT feasibility test showed that the items of questions were possible to use to identify misconceptions and the causes of misconceptions on optical geometry.
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Pamungkas, Stephanus Fajar, Indah Widiastuti, and Suharno Suharno. "KOLB’S EXPERIENTIAL LEARNING AS AN EFFECTIVE LEARNING MODEL IN CREATIVE PRODUCT AND ENTREPRENEURSHIP SUBJECTS." Journal of Mechanical Engineering and Vocational Education (JoMEVE) 2, no. 1 (July 3, 2019): 27. http://dx.doi.org/10.20961/jomeve.v2i1.28352.
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<span>Student learning outcomes are influenced by the ability of students to understand and the ability of teachers to deliver subject matter. In the delivery of subject matter, appropriate and effective learning models are needed to improve student understanding. This article presents an effective learning model for Creative Products and Entrepreneurship subjects in Vocational School. The aim of this subject is to form students to have the character, skills, and understanding as an entrepreneur, and to be able to bring up quality young entrepreneurs. To achieve the learning goal, learning activities must involve students directly. The experiential learning model emphasizes the role of active student experience and involvement. Through practice-based learning experiences, students feel more confident in handling jobs in real work. Learning through this model is able to facilitate students in learning so that it could improve student learning outcomes. Therefore, experiential learning is one alternative solution in the Creative Products and Entrepreneurship learning process. The research method used is a review literature by analyzing various relevant sources related to the importance of experiential learning and the challenges of its implementation. Creative Products and Entrepreneurship learning in Vocational Schools is implemented in various forms of production and business-based learning which is a real practice. Through experiential learning, it is expected that entrepreneurial learning objectives could be achieved and young entrepreneurs from Vocational Schools could increase significantly. This is in accordance with the concept of work, continuing study, and entrepreneurship for vocational high school graduates. In addition, it also supports the Entrepreneurial School program as an effort of the government to achieve the vocational high school revitalization target, while at the same time reducing the unemployment rate of vocational high school graduates.</span>
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Ribeiro, G. A. F., L. E. Pereira, and G. C. Costa. "DNA Fingerprint: a Lab Protocol for High School Students." Revista de Ensino de Bioquímica 17 (September 13, 2019): 111. http://dx.doi.org/10.16923/reb.v17i0.891.
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INTRODUCTION. The amount of new discoveries in molecular biology as well as the speed with which technological advances have been occurring and presented to students increases the complexity, the dynamics and the fluidity of the school environment. However, the approaching methods and the teaching resources used in classroom remains the most traditional ever. Therefore, the development of alternative methodologies which can overcome the deficiencies in schooling-learning process and motivate students for science field is needed. OBJECTIVE. Thus, we aimed to standardize a laboratorial protocol for simulate DNA fingerprint technique directed for high school students. MATHERIAL AND METHODS. Once the original protocol with DNA samples requires expensive reagents and equipment, practical activities were performed with protein samples. Protein extraction protocols used for seven distinct samples were tested: food supplements; milk serum; blood serum; powdered milk; animal; plant; rice bran. Each protocol efficacy was tested in SDS-PAGE electrophoresis. RESULTS AND DISCUSSION. Best samples were chosen for simulate the band patterns in an electrophoresis gel ordinarily found in DNA fingerprint methods. COMCLUSIONS. Therefore, such results may be used for forensic and paternity tests simulations in an alternative teaching activity for high school students, which could arise the opportunity to approach the basics principles of science technology and research. However, more tests are required in order to reproduce the results with cheaper protocols and make its viability in the class. Nonetheless, results accomplished in this work may be reproduced by school teachers in a partnership with academy labs in order to bring biotechnology resources to students life.
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Tsakiris, A., M. Iordanidou, E. Paraskakis, A. Tsalkidis, A. Rigas, S. Zimeras, C. Katsardis, and A. Chatzimichael. "The Presence of Asthma, the Use of Inhaled Steroids, and Parental Education Level Affect School Performance in Children." BioMed Research International 2013 (2013): 1–7. http://dx.doi.org/10.1155/2013/762805.
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Objective. Childhood asthma is a frequent cause of absenteeism that affects school performance. We aimed to investigate the impact of asthma on absenteeism and school performance level of elementary and high school students.Methods. Data about sociodemographics, absenteeism, and academic achievement were obtained from 1539 students attending 98 schools in Greece. School performance was assessed for the last two years of school attendance using parents’ and teachers’ reports and grade point average promotion.Results. The mean of the days of absence of students with asthma was higher compared to the healthy students (6.2 ± 11.7 versus 0.3 ± 3.1, resp.,P<0.001). Students with reduced healthcare use presented less absenteeism than those with increased healthcare use for asthma (4.3 ± 8.6 versus 12.4 ± 17.0 days, resp.,P<0.001). Asthma and healthcare use for asthma accounted for an overall estimated variability in absence days of 13.8% and 9%, respectively. Absenteeism was associated with poor school performance for the last two years of school (P=0.002) and with lower grade point promotion in elementary school students (P=0.001) but not in high school students (P=0.316). Higher level of parental education was associated with better school performance (P<0.001). Asthma was associated with a decreased possibility for excellent performance (OR = 0.64,P=0.049, 95%CI = 0.41–1.00) in elementary students. Students with asthma using inhalers were four times more likely to perform excellently in elementary school (OR = 4.3,P=0.028, 95%CI = 1.17–15.95) than their asthmatic peers with alternative asthma treatments.Conclusions. Asthma and increased healthcare use enhance school absenteeism. Inhaled steroid use and the higher parental education level were the most important predicting factors for good school performance in elementary school asthmatic children.
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Stallard, Paul, and Rhiannon Buck. "Preventing depression and promoting resilience: feasibility study of a school-based cognitive-behavioural intervention." British Journal of Psychiatry 202, s54 (January 2013): s18—s23. http://dx.doi.org/10.1192/bjp.bp.112.119172.
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BackgroundThe limited reach and effectiveness of psychological treatments for adolescent depression have fuelled interest in alternative approaches designed to promote resilience. Schools offer a convenient location for the widespread delivery of depression prevention programmes, although little research has evaluated the feasibility of delivering interventions in this setting.AimsTo investigate the feasibility of delivering and evaluating a universal school-based depression prevention programme for children aged 12-16 years.MethodA three-arm pilot study was conducted in one UK secondary SChOOl (n = 834).ResultsInterventions had good reach (96%), with high rates of consent (89%) and reasonable retention (78%). The majority of intervention sessions were delivered as intended, with 85% of students attending seven or more sessions. The programme was acceptable to students and teachers, with the specific content of the active intervention being rated differently from the control programmes.ConclusionsDelivering and undertaking methodologically robust evaluations of universal school-based depression programmes is feasible.
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Wiyaka, Entika Fani Prastikawati, and Jafar Sodiq. "ALTERNATIVE ASSESSMENTS FOR READING IN SENIOR HIGH SCHOOLS: A Guide for Classroom Practices." Celt: A Journal of Culture, English Language Teaching & Literature 16, no. 1 (July 20, 2016): 49. http://dx.doi.org/10.24167/celt.v16i1.565.
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One significant difference characterizing the 2013 Curriculum from the former one is the use of authentic assessment to measure the students expected learning outcomes. The old-fashioned mode of assessments such as multiple choice, or completion is regarded insufficient to capture the language skills mastery of the students. Students' demonstration of the mastery of various domains of learning objectives has not necessarily equated with a demonstration of their capacities in real-world settings. Ideally, what is tested should mirror what really is required outside the classroom. So far reading mastery is always tested through traditional mode of assessment like multiple choices (MC). The new curriculum recommends a different perspective of assessment which is called alternative assessment. However, the shift from the traditional assessments to authentic assessments seems to challenge some constraints on the part of the teachers. Many teachers are not quite familiar with the new concepts andpractices within the emerging paradigm. It is due to the absenceof a clear guideline for doing such assessments. The goal of this paper is to propose a theoretically grounded method to conduct alternative assessments which are developed from a pair of standard competences listedin theEnglish syllabus for Senior High School level
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Вукић, Тамара, and Марија Јовановић. "ОЦЕЊИВАЊЕ УЧЕНИКА У АЛТЕРНАТИВНИМ ШКОЛАМА." ГОДИШЊАК ЗА ПЕДАГОГИЈУ 2, no. 1 (December 15, 2020): 51–60. http://dx.doi.org/10.46630/gped.2.2020.04.
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The main prerequisites for ensuring the quality of education and the teaching process are the qualitative features of the assessment process and its efficiency. In order to show the benefits, role and importance of assessment characteristics that have been significantly neglected or completely absent in the formal education system, this paper presents an overview of alternative schools in which the evaluation and assessment process is based on such qualitative approaches. The paper presents the general characteristics of the education activities of the Waldorf School, Montessori School and Freinet’s School, with particular reference to the assessment and evaluation process. Based on the assessment characteristics in the abovementioned alternative schools, it can be concluded that this process is characterized by: a holistic approach; high level of individualization; motivation in place of categorization; collaboration and shared responsibility of teachers, students and parents; timely feedback as the foundation for self-evaluation and the absence of repressive effect of evaluation. The identified characteristics provide an opportunity to create innovative assessment techniques and mechanisms that can ensure the quality and efficiency of the assessment process in the formal education system and serve as the foundation for creating individualized assessment procedures which the teachers-practitioners can use to significantly improve their teaching skills and use assessment more as a tool for student development.
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Rahmatina, Desi, and Norasykin Mohd Zaid. "Perceptions of teachers, principals and school supervisors on students' skills using ICT in learning in the Senior High School." Malikussaleh Journal of Mathematics Learning (MJML) 2, no. 1 (May 30, 2019): 19. http://dx.doi.org/10.29103/mjml.v2i1.610.
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This study examined on status of school (public and private school) differences for the perceptions of participats (teachers,principals and school supervisors ) in eleven senior high school on the students skills of Information and Communication Technology (ICT) in Tanjungpinang city, Kepulauan Riau Province,Indonesia. Data was taken by the use of online survey in 2016 who conducted by the Directorate General of Primary and Secondary Education of the Republic of Indonesia. We accumulate data from 310 respondents, they are 11 principals, 9 supervisors and 290 teachers on the eleven senior high school of Tanjungpinang district, Kepulauan Riau Province, Indonesia. Data analysis was done using quantitative analysis, the first using descriptive statistics mainly percentages perceptions of the principal, supervisor and teachers toward skill’s students using ICT in learning, the second to inferential statistical analysis of non parametric statistics Mann Whitney to test alternative hypothesis that there are significant difference skill’s students among public school and private school. SPSS software was used to analyze data.The results of the study shown that no different significantly on the students skill on use of computer in learning between public and private school (sig = 0.057), and there are different significantly on the students skill on use of mobile phone in learning between public and private school (sig = 0.001) and last result showed that there are different significantly on the students skill on use of internet in learning between public and private school (sig = 0.026).
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Chong, Oi Min, and Mohammad Tahir Mapa. "MANAGEMENT OF SOLID WASTE THROUGH RECYCLING IN SECONDARY SCHOOLS IN PENAMPANG DISTRICT." International Journal of Education, Psychology and Counseling 4, no. 33 (December 15, 2019): 192–208. http://dx.doi.org/10.35631/ijepc.4330016.
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Rapid urban development resulted in an increase in the role and number of inhabitants. One critical issue now is to increase the amount of solid waste that is becoming more serious in all schools. Various ways have been and are being implemented at the national and global levels. However, each of these ways must be criticized in several aspects including high management costs and the impact on the environment cleanliness. However, so far the best way to reduce the amount of solid waste through recycling methods. Recycling has been demonstrated between the best way to manage solid waste. Although criticized for his failure to realize the truth of the findings but for most researchers now it still is the best alternative for managing solid waste in school. This study attempts to explain and identify areas to be key elements in managing the recycling of the involvement of students, teachers, administrators, staff, cleaners and local communities in recycling projects. In this study, some elements are seen in analyzing the involvement and awareness in the success of students in school recycling project with Dick and Reiser model. The respondents for this study consisted of students and teachers in two schools in Penampang, Sabah. Researchers have used the design metolodogi phenomenological qualitative kind to examine in depth about the effectiveness of this model. Method interviews and observations have been used to obtain research data with deeply. With awareness and involvement in recycling projects, we can see the amount of litter in the school has been reduced because most of the students have been practicing recycling.
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Karala, Halit, and Ugur Dogan. "Teacher Perception on Educational Informatics Network: A Qualitative Study of a Turkish Anatolian High School." International Education Studies 10, no. 4 (March 30, 2017): 101. http://dx.doi.org/10.5539/ies.v10n4p101.
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FATIH Project carried out by the Turkish government is one of the comprehensive technology integration project in the World. With this project, interactive boards, tablets and multifunctional printers have been distributed to schools and Internet infrastructure of schools improved. EIN (Educational Informatics Network) platform, known as EBA (Egitim Bilisim Agi) in Turkey, has been established to access the digital content to be used in conjunction with this technology. In this qualitative study, the process of using EBA was examined by benefiting from teachers’ opinions and experiences; and it was aimed at revealing the problems experienced by teachers while using EBA and opinions regarding the alternatives for existing problems. Based on the content analysis of teachers’ answers, it was concluded that problematic conditions as insufficient systematic structure and content of EBA, inappropriate content for students’ needs and grade level, incompatibility with the changes in instructional programs, central exams pressure, and students’ concentration on teacher-oriented approach had negative impacts on teachers unwilling and/or insufficient EBA use. Therefore, a model was presented to include teachers’ recommendations which are composed of three strategies for the solution of the problems they experienced while using EBA.
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Jatmiko, M. A., T. Herman, and J. A. Dahlan. "Students’ Learning Obstacles and Alternative Solution in Counting Rules Learning Levels Senior High School." International Journal of Science and Applied Science: Conference Series 2, no. 1 (December 10, 2017): 227. http://dx.doi.org/10.20961/ijsascs.v2i1.16716.
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<p class="Abstract">The counting rules is a topic in mathematics senior high school. In the learning process, teachers often find students who have difficulties in learning this topic. Knowing the characteristics of students' learning difficulties and analyzing the causes is important for the teacher, as an effort in trying to reflect the learning process and as a reference in constructing alternative learning solutions which appropriate to anticipate students’ learning obstacles. This study uses qualitative methods and involves 70 students of class XII as research subjects. The data collection techniques used in this study is diagnostic test instrument about learning difficulties in counting rules, observation, and interview. The data used to know the learning difficulties experienced by students, the causes of learning difficulties, and to develop alternative learning solutions. From the results of data analysis, the results of diagnostic tests researcher found some obstacles faced by students, such as students get confused in describing the definition, students difficulties in understanding the procedure of solving multiplication rules. Based on those problems, researcher analyzed the causes of these difficulties and make hypothetical learning trajectory as an alternative solution in counting rules learning.</p>
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Clune, William H. "The Best Path to Systemic Educational Policy: Standard/Centralized or Differentiated/Decentralized?" Educational Evaluation and Policy Analysis 15, no. 3 (September 1993): 233–54. http://dx.doi.org/10.3102/01623737015003233.
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Systemic educational policy recommends creating more ambitious instruction in schools through a centralized strategy of mandatory curriculum frameworks, high-stakes student assessments, and coordinated teacher training. This article suggests serious problems with such a strategy and recommends a decentralized alternative involving local choice of curricula, technical assistance, and professional development. Arguments for, problems with, and alternatives to the centralized strategy are examined in eight dimensions of educational policy: curriculum development, curriculum stratification, educational indicators, high-stakes examinations for students, school improvement, educational finance, educational governance, and teacher training. The article concludes with recommendations for policy and research.
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de Castro, Rosa, and Dora Pereira. "Education and Attachment: Guidelines to Prevent School Failure." Multimodal Technologies and Interaction 3, no. 1 (February 20, 2019): 10. http://dx.doi.org/10.3390/mti3010010.
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Portuguese schools have high student failure and early school leaving rates (Pordata, 2017) giving rise to a number of initiatives aimed at their reduction. The “Alternative Curricular Course” (ACC) promotes the learning of basic skills, specifically in Portuguese language and Mathematics, to support logical reasoning and artistic, vocational, and professional development. Its main goal is the fulfilment of compulsory schooling and the reduction of academic failure. Research based on attachment theory (Bowlby, 1969) suggests that different internal working models of attachment are associated with different characteristics of social, academic, emotional, and behavioural competencies that may interfere in the quality of relationships that young people establish in school, especially with teachers, and also influence their academic performance. This study evaluates the relationship between internal working models of students, their perceptions of the quality of their relationships with teachers, and their academic performance using three measures: (i) the “Inventory of Attachment in Childhood and Adolescence” (IACA) measure, (ii) the “Inventory of Parent and Peer Attachment” (IPPA) measure—concerning the attachment to teacher”, and (iii) a socio-demographic questionnaire on a sample of 305 students from the 8th grade of regular education (RE) and the ACC. The results reveal that students on the ACC exhibit a less secure internal working model than students in RE, and that the perception of the quality of the student-teacher relationship, regarding the dimension of acceptance and understanding by the teachers, is associated with a better academic performance. These results align with those of other recent studies in support of the conclusion that the process of attachment has a significant influence on educational contexts, consistent with attachment and related theories.
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Gahungu, Athanase. "Adopting Non-Exclusionary Discipline Practices: The First Steps Are the Most Confusing." International Journal on Social and Education Sciences 3, no. 2 (April 25, 2021): 379–93. http://dx.doi.org/10.46328/ijonses.72.
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Two years after the State of Illinois enacted an extensive non-exclusionary discipline reform in schools, 322 key discipline gatekeepers were surveyed about the extent and impact of the new state policy. The results showed that several core provisions of the reform had not been fully implemented or addressed through professional development. Creating re-entry plans for students with long suspensions, eliminating zero tolerance policies, and limiting disciplinary transfers to alternative schools were the least implemented provisions. Furthermore, contrary to principals’ conservative self-reporting, large proportions of school personnel still had not received required professional development in key topics such as (a) adverse consequences of school exclusion and justice-system involvement, (b) culturally responsive discipline, and (c) developmentally appropriate disciplinary methods that promote positive and healthy school climate. Finally, differences were revealed between principals and other gatekeepers regarding satisfaction with, and impact of the implementation. Sharp differences were found between principals, on one hand, and teachers and support personnel, on the other hand, about the continuing prevalence and high frequency of discipline incidents, and about improvement in the overall school climate. If the reform is going to be impactful, it was recommended that more emphasis be placed on ensuring that teachers and support personnel receive adequate and timely professional development on the provisions of the policies.
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Rahman, Adi. "RANCANG BANGUN APLIKASI BELAJAR ONLINE BERBASIS WEB SEBAGAI OPTIMALISASI PEMBELAJARAN UNTUK SISWA SMK." Risenologi : Jurnal Sains, Teknologi, Sosial, Pendidikan, dan Bahasa 4, no. 2 (October 29, 2019): 46–58. http://dx.doi.org/10.47028/j.risenologi.2019.42.51.
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The spread of massive internet connectivity and penetration of smart devices is a supporting factor why the approach of educational technology is an appropriate step. Currently online learning applications themselves are used for the public both from the level, elementary, junior high, to high school that students get at school can be learned through this online learning application. Now the more widespread online learning applications in Indonesia and more and more people are taking the initiative in making online-based learning with more interesting and creative features. However, no one has specifically developed a specific online learning application for students in vocational high schools. Their existence seems to be marginalized due to the community paradigm which assumes that vocational school children do not need alternative tutoring apart from teachers at school. Though they also need the same thing with high school students and others. Based on this analysis, researchers wanted to create a web-based online learning application for vocational students. Achievement Jack is an online learning application based on learning management system that allows students to be able to do learning through videos delivered by tutors. This study uses the Software Development Life Cycle (SDLC) waterfall type method, or hereinafter referred to as the waterfall method. Based on the above calculation, from 3 testers who filled out the questionnaire stated that this learning application was running with the results of testing the user interface 98%, the basic functions of the system 100%, and 100% validation. In conclusion, this application runs very well.
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Namira, Fathia, Wan Azura, Ayu Miranda, Hamidatun Nisa, Saronom Silaban, Retno Dwi Suyanti, and Ayi Darmana. "Analysis of constraints and innovation of chemistry experiment implementation in high school in Deli Serdang, Indonesia." Jurnal Pendidikan Kimia 12, no. 3 (December 30, 2020): 106–15. http://dx.doi.org/10.24114/jpkim.v12i3.21159.
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Practical activities play an important role in science education. Through it, students develop a deeper understanding of standing theoretical concepts, skill, utilization of technology, and methods for investigation with direct manipulation of related materials. Effective use of laboratories is one of the requirements in learning chemistry, especially in experiment material. However, problems that are often encountered in learning in the laboratory are laboratory management which includes the procurement process, application process, and the maintenance process. The research method used was observation, document recording and interview with all chemistry teachers and students at Labuhan Deli Senior High School and Percut Sei Tuan Senior High School, District of Deli Serdang, Indonesia. Stages in the research of this are (1) observation based on National Education Standards, (2) observation of chemistry experiments implementation, (3) observation of constraint and problems laboratory at school, and (4) determine alternative solution. The result showed that area of chemistry laboratory has suitable with BSNP standart, but the standard of facilities and infrastructure category reference scale (PAP), showed less category results. So the settlement by researchers on this problem is to do a simple practicum that can be done in an open space or using the technology (virtual laboratory) to increase the students’ skill in industrial 4.0.
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Yusnaeni, Yusnaeni, Felanda Ratu, Mbing Maria Imaculata, and Sudirman Sudirman. "The scrapbook media quality and effectiveness: Motivation of biology students senior high school." JPBIO (Jurnal Pendidikan Biologi) 5, no. 2 (November 29, 2020): 166–75. http://dx.doi.org/10.31932/jpbio.v5i2.771.
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Motivation has an important role in improving learning quality. Scrapbook media can be an alternative learning media because it can be equipped with stimulus images that can attract interest and stimulate learning motivation. This research was a research development by adapting the ADDIE model. Scrapbook validity is measured from the results of expert and empirical validation. Expert validation includes media experts and material experts, while empirical validation by teacher and student. Product quality is the result of the implementation and the responses by students and teachers. Scrapbook effectiveness is seen from the increase in students' learning motivation when learning to use scrapbook. The instruments used were: teacher and student interview guidelines, material and media expert validation, field validation for teachers and students, and student motivation. Data were analyzed descriptively. The results showed that the quality of the scrapbook media was stated to be very valid with an average rating was 3.725 expert validators and the empirical validator was 3.45 with a valid category. The results of the implementation of the scrapbook media on total student learning motivation also increased by 24.80%, and the highest increase was in the aspect of initiative in learning which amounted to 33.40%.Keywords: Learning motivation, learning media, scrapbook
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Lea-Cox, John D., and Laurie F. Ruberg. "BioBLAST—A New Approach to Teach High School Biology." HortScience 31, no. 4 (August 1996): 589b—589. http://dx.doi.org/10.21273/hortsci.31.4.589b.
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BioBLAST is a NASA-funded multimedia curriculum supplement, targeted to enrich high school biology classes. It is modeled after the CELSS scenario and currently is being developed by the Classroom of the Future at Wheeling Jesuit College. Through innovative applications of educational technologies and interactions with active researchers in life sciences based at the various NASA centers and by incorporating alternative assessment measures, the BioBLAST project seeks to improve student learning and assist biology teachers. The studentsed life-support system, which uses biological processes to supply astronauts with recycled food, water, and oxygen. The students will be encouraged to formulate hypotheses, devise hands-on experiments to investigate key processes, and use computer simulations to investigate what systems are required to achieve stability of these life-support systems in a simulated lunar base. To succeed in their mission, students will learn basic principles in plant physiology, microbiology, human physiology, nutrition, and the interdependence of systems, and the impact of physical constraints such as temperature, light, and water availability on biological system functioning. BioBLAST will be supported by extensive interactive CD-ROM-based materials and World Wide Web and other internet resources, together with intelligent tutor, frequently asked question lists, and mentor networks that will include the ability to contact NASA and other scientists on-line. An early version of this software will be prototyped to selected schools throughout the United States in Fall 1996.
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Leal, Marisa Menezes, Bianca Motta Dolianitis, Jaqueline Rambo Anschau, Janessa Aline Zappe, Rosana Santos de Moraes, Marcelito Cavalheiro, Jean Carlos Robattini, Bruno Luan da Rosa Machado, Kelen Dal-Souto Frescura, and Viviane Da-Souto Frescura. "Uso de materiais recicláveis na implantação de hortas escolares." Ciência e Natura 42 (February 7, 2020): 46. http://dx.doi.org/10.5902/2179460x40656.
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The use of recyclable materials is an alternative for the preparation of school gardens and for the teaching of environmental education. In addition to being a facilitating tool for learning, the garden, when combined with the themes of environmental education, becomes fundamental for the formation of citizens aware that natural resources can be degraded or depleted. Thus, this study aimed to implement gardens with the use of recyclable material. The vegetable gardens were implemented in The Importance of Planning of Garden at School child education, elementary and high schools. The schools involved were Escola Municipal de Educação Infantil Sol Criança (Santiago-Rio Grande do Sul), Escola Estadual de Ensino Fundamental Bairro Carvalho (Cachoeira do Sul- Rio Grande do Sul), Colégio Estadual Cerro Branco (Cerro Branco- Rio Grande do Sul) e Colégio Totem (Cachoeira do Sul- Rio Grande do Sul). The recyclable materials used to prepare beds and support plants were pet bottles, tires, pallets and shingles. The activities were carried out by the members of the Living Garden Extension Project at School, together with the students and teachers of the schools. The garden space was used as an environment for teaching different subjects and allowed the development of playful and pleasurable activities.
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Setia, Ujang Cahya. "THE COMPARISON BETWEEN THE USE OF NHT TYPE AND STAD TYPE OF COOPERATIVE MODEL IN CONTEXTUAL APPROACH SETTING ON JUNIOR HIGH SCHOOL STUDENTS' MATHEMATICAL UNDERSTANDING." PRISMA 8, no. 1 (June 30, 2019): 48. http://dx.doi.org/10.35194/jp.v8i1.385.
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The low skill of students' mathematical understanding can affect the quality of students' learning which has an impact on the low achievement of students' in schools. One effort to improve the skill of understanding is by choosing and applying the model of learning that can enable students' eagerness to learn, namely cooperative learning model which can be used as an alternative learning model. Objectives to be gained in this study is to determine whether there is difference in the skill of mathematical understanding of junior high school students which use contextual approach setting cooperative learning model NHT type with STAD type on the subject of bangun ruang sisi datar. The method used in this research is subject experiments to students of SMP class VIII which is divided into two experimental groups, namely NHT type and STAD type. Teachers can develop cooperative learning model because it can improve students' learning outcomes. Teachers should experiment with learning methods more for the sake of the most appropriate and varied models selection. Key words: Mathematical understanding, Cooperative Learning, NHT, STAD
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Ward, Martin J., Donald Kester, and Kamiar Kouzekanani. "Using Preservice Teachers to Improve Computer Skills of At-Risk Alternative High School Students." Journal of Education for Students Placed at Risk (JESPAR) 14, no. 2 (April 29, 2009): 189–200. http://dx.doi.org/10.1080/10824660902854482.
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Noviani, Leny. "Economic Learning during The Covid-19 Pandemic in Indonesia: Problems and Solutions." Social, Humanities, and Educational Studies (SHEs): Conference Series 4, no. 3 (March 30, 2021): 89. http://dx.doi.org/10.20961/shes.v4i3.49976.
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<p><em>The purpose of this study is to provide alternative solutions to problems in implementing economic learning during the Covid-19 pandemic in Indonesia. This research uses a descriptive approach. Data collection was conducted through a survey of 296 economics teachers who teach in senior high school. Data analysis using descriptive analysis. The results showed the main problems faced by economics teachers during the pandemic were: unstable internet network quality, difficulties in preparing media, teaching materials, and developing assessments. Activities undertaken by the teacher to overcome these problems include: using the WhatsApp application for teaching, searching for teaching materials and media from internet sources, using student worksheets in student handbooks. Alternative solutions to overcome the constraints of implementing economic learning during the pandemic are: 1) designing combined online learning using a digital platform that is easily accessible to students, 2) developing media, teaching materials and evaluations that are in accordance with real conditions so that learning remains meaningful for students and can equip students with life skills, 3) optimization of teacher working groups in schools to develop learning strategies, media, teaching materials and evaluation.</em></p>
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Acilo, Jerwin E., and Esmen M. Cabal. "Canteen Management in Public Secondary High Schools of Zone Ii, Division of Zambales." International Journal of Management and Humanities 5, no. 11 (July 30, 2021): 8–19. http://dx.doi.org/10.35940/ijmh.k1345.0751121.
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The study was conducted to assess the School Canteen Management in Public Secondary High Schools of Zone II, Division of Zambales for the SY 2018-2019.The research utilized descriptive research design and questionnaire as the main instrument in gathering data supplemented by unstructured interviews from one hundred forty two students and one hundred seventeen faculty, parents and canteen operators who were randomly selected. The researcher found out that most of the teachers, parents and canteen owners are adults; female and married. Their monthly family income is meager. Generally they finished high school but majority of them have their BS degree with masteral units and doctorate degree. They belong to Roman Catholics as to their religious affiliation. The canteen owners and teachers have a enough number of experience in the operation of canteen. The student-respondent is generally male, a teenager in Grade 11 and have small amount of money for school daily allowance. The canteen operators and students assessed that on permit and clearance, personnel and staff, price and commodities, food security and standards, quality and quantity of food served, kinds of service render to the customer, transparency and accountability, sharing and proceeds and reports and documentation are evident. There is significant difference on the perceptions of the teachers, parents and canteen operators towards school canteen management as to the evidence of permit and clearance, canteen personnel and staff, quality and quantity of food served, kinds of services rendered to the customers, transparency and accountability when they are group as to type of canteen they operate, age and years on the operation of the canteen and their highest education attainment; significant to age , length of years and type of canteen operation towards price and commodities; however there is a significant difference on their perceptions when they are grouped as to their highest educational attainment and type of canteen operation towards sharing and proceeds; and significant to highest educational attainment, length of years in the canteen operation and type of canteen operation towards report and documentation. There is significant difference on the perception of the teachers, parents, and canteen operators when grouped according to sex on the assessment towards dimension of canteen management as to permit and clearance, personnel and staff, price and commodities, food security and standards, quality and quantity of food served, kinds of service render to the customer, transparency and accountability. There is a significant difference in the perceptions of the teachers, parents and canteen operators towards the evidence in the permit and clearance and food security standard when grouped according to the type of canteen There is a significant difference in the perceptions of teachers, parents and canteen operators towards management evidences in canteen personnel and staff, price and commodities, quality and quantity of food served, kind of services rendered, transparency and accountability and sharing of proceeds when respondents were grouped according to length of years in operation and type of canteen operation with the inclusion of highest educational attainment towards the parameter of sharing proceeds. There is moderate relationship between the perceptions toward management evidences on price and commodities and the quality and quantity of food served as assessed by teacher, parent and canteen operator and student respondents. Based on salient findings and conclusions arrived, the researcher offers the following recommendations that the school heads should prepare a workable and viable long range master plan on canteen operations and personnel functions; the conduct a regular check-up or ocular visits on school canteens particularly on the kitchen area to assure sanitation and cleanliness in food handling is strongly encouraged; that the school officials should be ready to entertain and provide immediate action on complaints against mishandling of food and other concerns related to canteen operation; to provide discounts, combo meals at cheaper price; that the personnel incharge in cooking should look for organic alternatives of seasoning rather than the use so much amount of glutamate monosodium which affects health and safety condition of the students; that the canteen operators/school management should provide continuous training for crews and staff particularly those newly hired to assure safety on food handling and preparation and finally, future researchers may conduct a similar or parallel study with in-depth and wider in scope so as to validate the findings obtained in the study.
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Endo, R. "The Narrative Experiences of Hmong American Adolescent Males Labeled Educationally “At Risk”." Education and Urban Society 49, no. 6 (April 15, 2016): 593–615. http://dx.doi.org/10.1177/0013124516644051.
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This article analyzes the narrative experiences of Hmong American adolescent males who were labeled at risk or high risk for academic failure or underperformance by their predominantly White school counselors and teachers. Additional data sources included classroom observations at two racially diverse public high schools and semi-structured interviews with two White American female classroom teachers to ascertain how the “at-risk” label manifested in everyday practices ranging from classroom management/discipline methods, instructional decisions, interpersonal interactions, referrals, and tracking practices. The findings will highlight how the “at-risk” label along with a range of other deficit-based expectations intersected with several problematic assumptions about Asian American masculinities and Hmong American culture that suggested that in general, White school personnel were not aware of how their understandings of racial deviance and difference shaped how they assessed, diagnosed, and interacted with these students. Critically, the “at-risk” label had direct implications for tracking the youth participants into non-college-preparatory tracks including pathways toward alternative, remedial, and special education, or in one case, juvenile detention. Implications are offered for practice and theory.
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Latip, Abdul, and Aristo Hardinata. "Implementation of STEM-Robotics as High School Intra-curricular." THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING 3, no. 1 (June 24, 2020): 11. http://dx.doi.org/10.21043/thabiea.v3i1.6770.
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The study aim to describe STEM-Robotic implementation as an intra-curricular in regular curriculum. STEM-Robotics is usually implemented as an extracurricular program in many schools. In the 2019/2020 school year, Edu Global Senior High School Bandung implemented STEM-Robotics as an intra-curricular for the ten-grade science program. STEM-Robotic implementation as an intra-curricular based on the challenges of 21st-century learning that lead to innovative creative learning and skills development. The method in this study is descriptive qualitative research method through the observations, questionnaires, and interview with teacher teams. The results of this study show that, 1) The implementation of STEM-Robotic as an intra-curricular has a curriculum that focuses about robots NXT and Arduino to provide the basics of engineering and technological skills in robotics and coding, while the concepts of science and mathematics have not been directly linked in STEM-Robotic, 2) The implementation of STEM-Robotic dominated by hands-on and mind-on activities in the learning process and its assessment. 3) Generally, students responded positively to the implementation of STEM-Robotics as an intra-curricular that makes learning more interesting, useful, fun, challenging, and develop engineering and technology skills. This result indicates that STEM-Robotic is an alternative subject or learning strategy in regular curriculum to accommodate science learning with educational robotics.
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Gimenes de Sena, Carla Cristina Reinaldo, and Barbara Gomes Flaire Jordão. "Evaluation of adapted books and the use of Tactile Cartography at public schools in the State of São Paulo, Brazil." Proceedings of the ICA 1 (May 16, 2018): 1–6. http://dx.doi.org/10.5194/ica-proc-1-47-2018.
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Brazil adopts an educational inclusion policy, which is based on the insertion of students with special needs in the elementary and high school. In the State of São Paulo, Brazil, visually impaired students, who attend public schools, receive books adapted for blind and low sighted individuals, so they can participate on Geography classes. This paper presents the results of the analysis of the enlarged material adapted to braille used at the elementary school. The analysis was based on the principle of the graphical semiology developed by ALMEIDA (2015), which discusses the use of alternative materials in order to represent areas, lines and dots with different heights, textures and shapes. The results were obtained through interviews, surveys and evaluation of teachers and students, who somehow experience the specificities of the visually impaired students daily. We observed that the adapted books do not bring all information contained in the original versions of the books and some of the exercises are not presented. Furthermore we could notice that the teachers and other students do not have any level of proficiency in understanding braille, which can hamper the interaction between visually impaired and the other students. After the observations, we adapted 22 maps using colored materials and handcraft techniques taking in-to account the different needs of the low sighted audience. The materials used are easy to be found and purchased, since they have a low cost. Using this alternative material we achieved a learning that was representative to all students and to the teachers, providing the socialization of the acquired knowledge.
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Fadli, Sofiansyah, and Khairul Imtihan. "Implementation of MOORA Method in Evaluating Work Performance of Honorary Teachers." SinkrOn 4, no. 1 (October 3, 2019): 128. http://dx.doi.org/10.33395/sinkron.v4i1.10192.
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Teachers posses an essential role in advancing schools and students. Therefore, the quality of teachers holds a significant aspect since their main tasks are to educate, teach, guide, direct, train, assess and evaluate students. That being said, having professional teachers and teaching staff is compulsory for schools in order to implement quality education processes. For this reason, schools always encourage improvement of teachers’ work performance and hence improve the quality of the management system of teaching staff by monitoring teachers’ work in implementing their tasks so that they can achieve the predetermined competency standards. Central Lombok Regency is one of the regencies in the Province of West Nusa Tenggara (NTB) with a total of 18 state high schools (SMAN) and a large number of honorary teachers. This study aims to develop a decision support system to facilitate the process of teacher performance evaluation using the MOORA method. Previously, the evaluation was performed manually based on direct observations by principals wherein they appointed potential teachers based on the evaluation criteria of honorary teacher performance. Such method is considered ineffective since it could cause internal conflicts among teachers and might cause some parties feel disadvantaged. To prevent this from happening, a system that can help in the process of evaluating teacher performance is necessary where the results can be used as references or recommendations for school principals. The first step taken is finding supporting data as mandated by The Minister of National Education Regulation No. 16 of 2007 on Academic Qualification Standards and Teacher Competency Standards. The criteria used in evaluating work performance of teachers are based on pedagogical, personality, social, and professional competence, with sub criteria. The data is then analyzed using (1) the Analytical Hierarchy Process (AHP) method to determine the weight of each competency, and (2) the Multi-Objective Optimization on the Basis of Ratio Analysis (MOORA) method to determine the highest alternative value or the highest performance value of honorary teachers based on a predetermined weight by processing the ranking. The ranking method is expected to be used as a solution in determining the honorary teacher who has the best performance based on the weight multiplication ranking of each criterion. The implementation of the decision support system using the AHP and MOORA methods can facilitate the process of evaluating the performance of honorary teachers so that the results can be adopted as a reference for school principals in providing recommendations for outstanding teachers who deserve to be promoted.
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Cooney, Thomas J., Karen Bell, Diane Fisher-Cauble, and Wendy B. Sanchez. "Implementing the Assessment Standards for School Mathematics: The Demands of Alternative Assessment: What Teachers Say." Mathematics Teacher 89, no. 6 (September 1996): 484–88. http://dx.doi.org/10.5951/mt.89.6.0484.
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Margaret is an experienced high school mathematics teacher who is always searching for ways to “get the kids turned on to math.” As a result, she is very concerned about understanding better the diverse student populations she teaches, and she recognizes that her traditional teacher-centered methods of teaching and assessing often did not allow her to reach all her students. For the past three years, she has been involved in an in-service program on alternative assessment, and she has used many new techniques, such as portfolios and open-ended questions, to enrich the mathematical environment in her classroom. She recalls her earlier days of teaching, which she describes as lecture and teacher oriented. Then, her students seldom worked together. She assigned them mostly algorithmic exercises, which also dominated her tests and quizzes. Although her students were generally successful, something was missing for Margaret. She wanted students to share her excitement about mathematics, but this enthusiasm was rarely apparent. She “wasn't brave enough to go outside the traditional setting” until she became involved with other like-minded teachers who shared her desire to teach and assess mathematics differently.