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Latremouille, Jodi Marie. "Raising a Reader: Teachings from the Four Directions." Language and Literacy 18, no. 1 (2016): 99. http://dx.doi.org/10.20360/g2959d.
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In this two-part life writing script, I narrate and interpret my experiences as a teacher and parent of a “reluctant reader” in the early phases of learning to read. In the first part, I address the myths and panics that often overtake parents of young reluctant readers, who may fear that their children are at risk of falling behind their peers in reading. In the second part, using the Four Directions teachings taught by Elder Bob Cardinal of the Enoch Nation in a graduate holistic curriculum studies course at the University of Alberta, I interpret the process of learning to read as a relational and careful act of ceremony, which literally overflows the dominant interpretation of reading as a technical, fragmented skill of decoding. The lovely, difficult work of learning to read, when treated as a gift between generations, opens up possibilities for “renewing a common world” (Arendt, 2006, p. 196).
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Hampton, Mary, and Joan Roy. "Strategies for Facilitating Success of First Nations Students." Canadian Journal of Higher Education 32, no. 3 (2002): 1–28. http://dx.doi.org/10.47678/cjhe.v32i3.183417.
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This research suggests guidelines for college instructors which could help them facilitate success of First Nations students based on written narratives and data from four focus groups: (1) two groups of First Nations students; (2) two Faculty of Arts focus groups consisting of professors from the Saskatchewan Indian Federated College and the University of Regina who were identified as effective teachers of First Nations students. Data analysis revealed five themes that identify strategies that individual faculty members, as well as university program groups can use to create more positive learning environments for First Nations students: (1 ) enhancing the professor-student relationship; (2) including relevant First Nations content in curriculum; (3) using flexible teaching methods; (4) adopting a more culturally-appropriate teaching style; and (5) gaining an understand- ing of the unique life of a postsecondary First Nations student.
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Ameli, Fatemeh. "Teaching and learning for the twenty-first century: educational goals, policies, and curricula from six nations." Leadership and Policy in Schools 19, no. 3 (2020): 536–38. http://dx.doi.org/10.1080/15700763.2020.1734631.
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Chua, Paul Meng-Huat. "Book Review: Teaching and Learning for the Twenty-First Century: Educational Goals, Policies and Curricula from Six Nations." Management in Education 32, no. 1 (2018): 58–59. http://dx.doi.org/10.1177/0892020616674094.
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Benson, Tracey M. "Walking together: Artistic collaboration across cultures in Australia and New Zealand." Canadian Journal of Action Research 21, no. 3 (2021): 32–51. http://dx.doi.org/10.33524/cjar.v21i3.511.
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As an artist and writer who often works across disciplines and cultures, my education into effective and respectful engagement has been built on my experience working with First Nations friends, collaborators, and Elders. The aim of this paper is to explore teachings from a number of these leading thinkers, writers, and Elders on the topic of knowledge sharing, cross-cultural awareness, and ethical engagement through practice-led research. Drawing from personal experience, it will incorporate learnings that have informed a world view that has been evolving since childhood. The paper highlights the importance of giving rightful recognition to knowledge keepers and provides some guidance for readers interested in developing productive and respectful partnerships with First Nations collaborators. Here knowledge can be safely shared and celebrated as ways to understand the world around us that are restorative and regenerative. I speak as a woman of mixed European background raised in Australia on Gubbi Gubbi Country of South East Queensland, and Larrakia Country of Darwin. Culturally, I am descended from Norse, Celt, Saxon, and Druid ancestors. Through this lived experience I hope to share learnings that support the goals of reconciliation, truth telling, and First Nations determination in my home country, as well as facilitating greater awareness for people seeking to respectfully engage with Indigenous knowledge.
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Hatt, Blaine E., and Nancy Maynes. "Enriching Aboriginal Engagement in Schools through Service-learning: The Biidaaban Experience." Journal of Studies in Education 7, no. 2 (2017): 91. http://dx.doi.org/10.5296/jse.v7i2.11194.
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This paper involves an inquiry into the effects and affects of service learning in a Biidaaban Youth Group (BYG) programme under the auspices of the Biidaaban Community Service Learning centre (BCSL) at a small northern Ontario university. Phenomenological, hermeneutical, and narrative inquiry approaches were applied to interviews with stakeholders in BYG including a First Nations’ parent, a school-aged child, a First Nations’ grandparent and Elder, an education community partner, and a university-student tutor. The concepts of pathic teaching and liberatory service learning help to frame the findings of this study. Analysis of the data evidenced authentic caring for self and other and genuine reciprocity that is transformative and enabled participants to attain a liberatory level of social change and social consciousness as key components of the high quality of service learning that is perceived by those who serve and those who receive service from this unit.
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Siswanto, Siswanto, and Eli Susanti. "EVALUASI PROGRAM PENDIDIKAN ISLAM." PARAMUROBI: JURNAL PENDIDIKAN AGAMA ISLAM 2, no. 1 (2019): 65–74. http://dx.doi.org/10.32699/paramurobi.v2i1.817.
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This study aims to find out what the meaning of the evaluation is, then why the teacherneeds to conduct an evaluation of the learning program and what are the objects andtargets in the evaluation and how to carry out the evaluation of the program. This researchis motivated by the existence of an evaluation process of student learning outcomes andevaluation of the teaching process. When we see in the evaluation process only concernedwith evaluating learning outcomes, it seems less comprehensive. Therefore, it is necessaryto discuss program evaluation. Therefore the evaluation needs to be planned carefully,because it is related and involves many aspects. The method used in this study is a librarywhere data is taken from several reference books relating to the evaluation of learning.Then analyzed using a descriptive approach. Furthermore, the conclusion of this study isthe evaluation of Islamic education programs is an assessment of the design or activitythat is planned carefully to provide guidance to someone so that he can be a human beingwho can develop optimally in accordance with Islamic teachings. Furthermore, beforeevaluating the program, we must first pay attention to institutional objectives and thenspecialize in the field of PAI study and consider the competence of graduates as having:recognizing and behaving in accordance with the teachings of Islam, recognizing andexercising their rights and obligations, having employment ethics, and caring for theirenvironment , think logically critically, and be creative and communicate through variousmedia, enjoy beauty and get into a clean, fit and healthy life, have a sense of love and pridefor the nation and the motherland. Then in carrying out program evaluation can be doneby people from within (people involved in activities), and can also be people from outside(people who are not involved in program activities). The teacher is the implementer sothey know very well what is happening in the teaching and learning process. Teachersare important for improving the quality of teaching, to improve the teaching process thatwill be carried out at a later time. And the last way to carry out program evaluation isby preparing a questionnaire instrument, interview guidelines, observation guidelinesand so forth. The simplest way is to record the events experienced from daily activities inclass.
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Ossiannilsson, Ebba. "Considerations for Quality Assurance of E-Learning Provision." EDEN Conference Proceedings, no. 1 (June 16, 2019): 222–30. http://dx.doi.org/10.38069/edenconf-2019-ac-0025.
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Today’s learning landscape differs greatly from that of a few years ago (Bates, 2015; Daniel, 2016; Mathes, 2019; Ossiannilsson, Williams, Camilleri, Brown, 2015). The main global challenges highlighted so far and affecting and influencing education are globalization, changing demographics and increasing digitization (Schwab, 2016). The United Nations’ UNESCO sustainability goals aim to meet these challenges (2015a; 2015b). In the field of education, the SDG4 focuses on education for all through its core areas of access, equity, equality, equality, inclusion and lifelong learning. Mobile learning is the first choice for most people today. The way learners learn is changing dramatically, due to the fourth industrial revolution, not just the way we learn, but also the way we live, perform, communicate, and interact (Schwab, 2016). Today, learning is possible anywhere, anytime and through any type of device. In the context of globalization and the knowledge-based economy, the quality of higher education is increasingly seen as strategically important for national economic development and competitiveness. High quality and relevant higher education provide students with the knowledge, skills and transferable core competences they need to succeed after graduation, in a high-quality learning environment that recognizes and supports good learning and teaching. The combination of educational technologies is both natural and demanding, so quality aspects must be taken into account (Bates, 2017, Daniels, 2016, Heurtas et al., 2018).
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Ancho, Inero, Aljon Galang, Aaron Dela Cruz, and Ria Dela Cruz. "INVESTIGATING STUDENT-TEACHER RATIO AS A FACTOR IN READING PERFORMANCE: THE CASE OF THE PHILIPPINES." ETERNAL (English, Teaching, Learning, and Research Journal) 7, no. 1 (2021): 52. http://dx.doi.org/10.24252/eternal.v71.2021.a4.
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This paper attempts to investigate the student-teacher ratio of various Southeast Asian nations and each country’s reading performance through the lens of the Programme for International Student Assessment (PISA) scores. This paper employed a purely secondary analysis using data available online. The first phase of the research involved revisiting online documents about the student-teacher ratio in the classroom among selected Southeast Asian nations. In the second phase, reading test scores presented in this study are sourced from PISA. The last phase is the comparison and contrast of the data through a tabular presentation. Findings reveal that the countries with a ratio having the least number of students per teacher ranked higher compared with those with a nation having the greatest number of students per teacher. Singapore, Malaysia, and Brunei Darussalam with a ratio ranging from 8 to 11.6 per teacher scored 408-549 points in the PISA Reading Test while Thailand, Indonesia, and the Philippines with a ratio ranging from 15 to 36 students per teacher scored 340-393 points. It is undeniable that the student population in the classroom positively impacts the teaching and learning processes, particularly in reading as contextualized in this study. The government should recognize the dire need for schools to be provided with appropriate funds to sustain the public education system. Careful analysis of the presented data shows the connection between student-teacher ratio and reading performance as manifested by test scores. It is undeniable that the student population in the classroom positively impacts the teaching and learning processes, particularly in reading as contextualized in this study.
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Effa, Allan. "Missiological implications for Taylor Seminary arising from Canada’s Truth and Reconciliation Commission’s recommendations." Missiology: An International Review 45, no. 4 (2017): 407–13. http://dx.doi.org/10.1177/0091829617712579.
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In 2015 the Truth and Reconciliation Commission of Canada concluded a six-year process of listening to the stories of Canada’s First Nations, Inuit and Métis peoples. More than 6000 witnesses came forth to share their personal experiences in listening sessions set up all across the country. These stories primarily revolved around their experience of abuse and cultural genocide through more than 100 years of Residential Schools, which were operated in a cooperative effort between churches and the government of Canada. The Commission’s Final Report includes 94 calls to action with paragraph #60 directed specifically to seminaries. This paper is a case study of how Taylor Seminary, in Edmonton, is seeking to engage with this directive. It explores the changes made in the curriculum, particularly in the teaching of missiology, and highlights some of the ways the seminary community is learning about aboriginal spirituality and the history and legacy of the missionary methods that have created conflict and pain in Canadian society.
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Zhumabaeva, D., and Zh Abdullaeva. "Technology of Teaching in Colleges Based on the Works of Togolok Moldo on an Ethnopedagogical Basis." Bulletin of Science and Practice 7, no. 7 (2021): 405–11. http://dx.doi.org/10.33619/2414-2948/68/57.
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Research relevance: Everyone knows that in the 20th century more than 70 nationalities, ethnic groups finally lost their language, ethnoculture, national identity and assimilated into the Russian nation. Such a fate awaits all nations that, in the context of globalization, have not been able to preserve their ethnopedagogy and national identity. To prevent our Kyrgyz people from finding themselves in such a difficult situation, we must apply teaching methods on an ethnopedagogical basis. Research relevance: recently in colleges it is very important to improve the quality of knowledge, the spread of new learning technologies. First, it is said about the varieties of the art of improvisation (aitysh), which was characteristic of the Kyrgyz and Kazakh people, and then about the features of the philosophical aitysh. The author then discusses the teaching methods for this lesson. Research materials and methods: pedagogical observation of students during teaching and pedagogical experiment and dialogue. Research objectives: teaching the work of the great Kyrgyz poet Togolok Moldo “Talym Girl Aitysh and Koboka” on the basis of ethnopedagogy and reveal the artistic features of the work “Talym Girl Aitysh and Koboka”, convey its moral essence and ethnopedagogical idea through advanced educational methods and techniques. Research results: students were introduced to the recommended creative reading techniques. Conclusions: students gained knowledge and learned the values of folk pedagogy, which calls for wisdom and the application of the acquired skills in life.
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Ragoonaden, Karen, and Lyle Mueller. "Culturally Responsive Pedagogy: Indigenizing Curriculum." Canadian Journal of Higher Education 47, no. 2 (2017): 22–46. http://dx.doi.org/10.47678/cjhe.v47i2.187963.
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This article examines the impact of culturally responsive pedagogy in an introduction to university course developed in collaboration with local and place-based First Nations communities, Aboriginal Access Studies and the Faculty of Education of the University of British Columbia’s Okanagan Campus. In keeping with requests that Indigenous worldviews be incorporated into curriculum, the content of EDUC 104, modelled on the University of South Carolina’s University 101 Programs, was adapted to incorporate Indigenous traditions of teaching and learning. The introductory course included a holistic approach aimed at supporting the social and emotional well-being of students. Facilitated by peer mentoring, collaborative circles of learning introduced seminal concepts and facilitated the progressive use of newly learned skills. As part of a longitudinal research, the following presents the content of interviews conducted at the conclusion of the courses. Analysis indicated that three themes emerged emphasizing the importance of the circles of learning, peer mentoring, and the relationship with the instructor. In particular, the results demonstrated the perceived value of the course from the students’ perspectives.
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Angelo, Denise, and Catherine Hudson. "From the periphery to the centre: Securing the place at the heart of the TESOL field for First Nations learners of English as an Additional Language/Dialect." TESOL in Context 29, no. 1 (2020): 5–35. http://dx.doi.org/10.21153/tesol2020vol29no1art1421.
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Indigenous learners of English as an Additional Language or Dialect (EAL/D) have historically not been the central focus of TESOL expertise here in Australia, or overseas. Despite moves towards inclusion increasing over the last two decades, there is an ongoing tendency for Indigenous EAL/D learners to remain on the periphery of current TESOL advocacy, research and practices in Australia. They are still often overlooked, as identification processes and support settings for migrant and refugee services are mismatched to Indigenous EAL/D learning contexts. Indigenous EAL/D learners, especially with un-/under-recognised contact languages (creoles and related varieties), can remain invisible in classrooms with mainstream curriculum and assessment practices (Angelo, 2013; Angelo & Hudson, 2018; Gawne et al., 2016; Macqueen et al., 2019). Hence, we argue that understanding and consideration of Indigenous EAL/D learners’ needs should become a priority in TESOL initiatives. This paper aims to place Indigenous EAL/D learners at the centre by alerting the TESOL field to a recent body of research and development on new Indigenous contact languages and whole class EAL/D teaching and assessment practices. Clarifying substantial issues and providing solutions, the paper makes Indigenous EAL/D its central focus, highlighting areas that otherwise result in “forgettings” about needs particular to Indigenous EAL/D learners.Thus informed, the Australian TESOL profession will surely include First Nations EAL/D learners at the heart of future discourse and initiatives.
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Morales Cardenas, Reynaldo. "Educational Digital Media Tools to Reformulate Activity and Object in Indigenous Science and Environmental Education." EDU REVIEW. Revista Internacional de Educación y Aprendizaje 8, no. 3 (2020): 127–34. http://dx.doi.org/10.37467/gka-revedu.v8.2666.
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This paper examines the functioning of and underlying assumptions about digital media in collaborative curriculum design processes in public science and environmental education, and community-designed action research learning programs. The article discusses teaching practices in US rural Northeast Wisconsin among Native Youth learning processes, from the complementation and articulation of formal and informal education to meaningful engagement and participation in science. The focus on the transformative use of digital media in science community education is intended to serve two interrelated purposes: First, it helps to address cultural-historical relations around the production of knowledge and relevant curriculums and pedagogies for rural tribal youth. Second, it intersects with the opportunities for the transferability of activity systems and action research centered around the production of mediational artifacts designed for the collective negotiation between First Nations Tribal communities and western modeled schools, institutions, workplaces, and societal roles. The transferability of this model envisions the incorporation of local actors and institutions in a deep artifact-based dialogue around epistemologies of self-determination and sustainability for Peoples who are fighting for their survival. These propositions take a new level when the transformative power of digital media shifts representations of power in historically marginalized communities, serving a larger activity of reorganizing ecologies of learning in education for culturally distinctive communities of practice.
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Petherick, LeAnne. "Race and culture in the secondary school health and physical education curriculum in Ontario, Canada." Health Education 118, no. 2 (2018): 144–58. http://dx.doi.org/10.1108/he-11-2016-0059.
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Purpose The purpose of this paper is to explore issues of race and culture in health education in the secondary school health and physical education (HPE) curriculum in Ontario, Canada. Design/methodology/approach Using Ontario’s secondary school curriculum as a point of analysis, this paper draws from critical race theory and a whiteness lens to identify how cultural and race identities are positioned in contemporary health education documents. The curriculum document and its newest strategies for teaching are the focus of analysis in this conceptual paper. Findings Within the curriculum new teaching strategies offer entry points for engaging students in learning more about culture and race. In particular, First Nation, Métis and Inuit identities are noted in the curriculum. Specifically, three areas of the curriculum point to topics of race and culture in health: eating; substance use, abuse and additions; and, movement activities. Within these three educational areas, the curriculum offers information about cultural practices to teach about what it means to understand health from a cultural lens. Social implications The HPE curriculum offers examples of how Ontario, Canada, is expanding its cultural approaches to knowing about and understanding health practices. The acknowledgment of First Nations, Métis and Inuit health and cultural ways of approaching health is significant when compared to other recently revised HPE curriculum from around the globe. The teaching strategies offered in the curriculum document provide one avenue to think about how identity, culture and race are being taught in health education classrooms. Originality/value First, with limited analysis of health education policy within schools, the use of critical theory provides opportunities for thinking about what comes next when broadening definitions of health to be more inclusive of cultural and race identity. Second, curriculum structures how teachers respond to the topics they are delivering, thus how HPE as a subject area promotes healthy practices is highly relevant to the field of health education. This paper provides an important acknowledgment of the educative work being undertaken in the revision of HPE curriculum.
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Glavič, Peter. "Identifying Key Issues of Education for Sustainable Development." Sustainability 12, no. 16 (2020): 6500. http://dx.doi.org/10.3390/su12166500.
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This paper elaborates and presents key issues established for a course on Education for Sustainable Development (ESD). ESD is supported by the United Nations (UN) organization and its agency, the United Nations Educational, Scientific and Cultural Organization (UNESCO). Quality education is also one of the seventeen UN Sustainable Development Goals (SDGs). The evolution of sustainable development and ESD is overviewed first in order to define the most important content of ESD in future teaching. Because of the fast development of humankind in all the SD pillars (economic, social and environmental), the climate crises as well as the new technologies and knowledge emerging, education leaders and teachers are lacking modern and effective content for ESD. Therefore, twelve key issues of ESD are identified and elaborated in the present article. The issues are organized into four groups (approach, contents, teaching, and organization) with three items each. The approach is including ESD scope, policy, and cooperation, the contents part deals with the three ESD pillars — environmental, social and economic; the third group, teaching, regards ESD methodologies, transformative teaching and learning, and capacity building; the organization group presents ESD metrics, documents, and institutions. The twelve issues have been synthesized after reviewing the available literature, enhanced by the participation in several international projects on education. In addition, they were further elaborated from feedback obtained from three international conferences focused on education for sustainable development, social responsibility, and sustainable consumption and production. The key goals suggested by the audience of the international conference in Vienna were holistic education, stakeholders’ awareness, participation and cooperation, and building capacity of stakeholders, while the challenge was found to be the timely evolution of human society towards the deep transformation. This paper is an informed perspective proposing content for an Education for Sustainable Development course.
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Keightley, Michelle L., Grace E. King, Shu-Hyun Jang, et al. "Brain Injury from a First Nations' Perspective: Teachings from Elders and Traditional Healers." Canadian Journal of Occupational Therapy 78, no. 4 (2011): 237–45. http://dx.doi.org/10.2182/cjot.2011.78.4.5.
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Gallagher, Joe. "Indigenous approaches to health and wellness leadership: A BC First Nations perspective." Healthcare Management Forum 32, no. 1 (2018): 5–10. http://dx.doi.org/10.1177/0840470418788090.
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In 2011, British Columbia (BC) First Nations came together to speak with one voice and by consensus made the largest self-determining decision made in this country: to take control over their own health and wellness. Guided by First Nations perspectives, values, and principles, the First Nations Health Authority works alongside the First Nations Health Directors Association and the First Nations Health Council to advance a shared vision of “healthy, self-determining, and vibrant BC First Nations children, families, and communities.” Strong leadership, rooted in the knowledge and teachings that have sustained BC First Nations for thousands of years, is integral to achievement of the vision. This article reflects on Indigenous approaches to health and wellness leadership in the BC context, drawing from traditional teachings shared by BC First Nations Elders and knowledge keepers in four areas: upholding governance and self-determination, “change starts with me,” building a leadership team, and reconciliation and partnership.
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Abbasi, Maria S., Naseer Ahmed, Batool Sajjad, et al. "E-Learning perception and satisfaction among health sciences students amid the COVID-19 pandemic." Work 67, no. 3 (2020): 549–56. http://dx.doi.org/10.3233/wor-203308.
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BACKGROUND: E-learning is increasingly used during the COVID-19 pandemic, however the impact of this change on students is not known. This study aimed to evaluate perception and satisfaction of health sciences students towards E-learning during the COVID-19 lockdown. METHODS: A structured questionnaire was distributed to 2000 health care students either through email or social media platforms. The questionnaire was divided into two sections: the first section addressed demographic information such as age, education level, course of study, number of lectures attended and country. The second section gathered information on perception and satisfaction of students using 13 close-ended questions. Frequencies and percentages were assessed for demographic data, perception and satisfaction level of students. The paired sample t-test, independent t test and Spearman correlation were applied to evaluate statistical significance between different variables of the study. A p-value of <0.05 was considered significant. RESULTS: Data from 1255 participants were included at a response rate of 66.4%. More than one third (37%) of the students took 25 or more online E-learning sessions and 47% preferred Zoom as an online platform. Participants belonged to 11 countries from developed and developing nations. 41% reported interference of E-learning due to network problems. 60% considered that clinical and practical skills are best learned in clinics and laboratories. More than one third of the students preferred classroom teaching and 34% of the students did not feel confident enough to take exit exams after E-learning sessions. CONCLUSION: E-learning satisfaction levels were better among developed countries (7.34) compared to developing countries (5.82). The majority of participants agreed that E-learning was satisfactory in acquiring knowledge, however not effective in acquiring clinical and technical skills. As the COVID-19 lockdown eases, there is a need for improvement in the methods employed in E-learning and more blended learning among healthcare students is recommended.
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Kealy-Bateman, Warren, Georgina M. Gorman, and Adam P. Carroll. "Patient/Consumer Codesign and Coproduction of Medical Curricula: A Possible Path Toward Improved Cultural Competence and Reduced Health Disparity." SAGE Open 11, no. 2 (2021): 215824402110168. http://dx.doi.org/10.1177/21582440211016836.
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There is often a sociocultural distance between medical practitioners and patients. We bridge that gap in the therapeutic alliance via improved cultural competence and an understanding of the person in their context. The traditional approach in medical education has been of learning via expert-designed curricula, which may tend to mirror the knowledge and needs of the experts. This places individuals at risk who come from culturally and linguistically diverse groups (CALD) with known health disparities: minority groups (e.g., African American); First Nations’ people; immigrants and refugees; people who speak nondominant languages; and lesbian, gay, bisexual, transgender people. The authors briefly review the complex area of cultural competency and teaching delivery. The authors survey the Australian population to provide a tangible example of complex cultural diversity amid curriculum challenges. An evidence-based approach that recognizes specific health inequity; the inclusion of CALD stakeholders, students, care professionals, and education professionals; and codesign and coproduction of curriculum components is recommended. This method of people’s own stories and collaboration may be applied in any international context, correctly calibrating the learning experience. The aim is for medical students to improve their knowledge of self, others, others within groups, and recognition of unconscious biases to achieve better health outcomes within their specific communities.
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Mery Handayani, Luh Putu. "POLA PEMBELAJARAN MULTIKULTURPADA PASRAMAN LINGGA YONI DI DESA ADAT TANGEB KELURAHAN ABIANBASE KECAMATAN MENGWI KABUPATEN BADUNG." Jurnal Penelitian Agama Hindu 1, no. 2 (2017): 174. http://dx.doi.org/10.25078/jpah.v1i2.233.
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<p><em>Religious education is one of education that fosters human development, especially helping in ethical and moral development. Thus, religious education in Indonesia gets a considerable portion of the education system. Through religious education can increase moral ethics in order to maintain harmony of the nation, mutual respect respects between followers of different religions. Hindu religious education conducted formally in schools has not provided the expected results. Theoretically the children know by heart and understand the teachings of religion but the implementation of the teaching is done in everyday life seems to need to be balanced with religious practices. These religious practices can be taught to children through non-formal education in the form of pasraman, because formal education is bound by the curriculum and time targets. Thus, non-formal education needs to be developed, in the hope that children are not only intellectually savvy but also spiritual savvy and grow up to be virtuous people. Form of non-formal religious education can be done through pasraman system. Implementation of pasraman activities in Desa Adat Tangeb have differences with pasraman in general. Pasraman Lingga Yoni Desa Adat Tangeb includes children who are genuine Catholics from Indigenous Desa Adat Tangeb.</em></p><p><em>The theory used to analyze the problem formulation is the multicultural theory used to dissect the formulation of the first problem, the behavioristic theory used to dissect the formulation of the second and third problems. The research method used is the type of qualitative research with primary data sources bendesa adat and teachers pasraman and secondary data source is the source of other supporting data. Data were collected using participant observation method, unstructured interview, documentation and literature. The collected data was analyzed using data analysis method with three steps: (1) data reduction, (2) data presentation and (3) inference / verification.</em></p><p><em>The results of this research are: First: multicultural learning pattern in pasraman Lingga Yoni is (1) contextual teaching and learning (CTL), (2) coopertative (cooperative learning), (3) instilling understanding that leads to multicultural education in self Children, through several approaches are: Instilling pluralism education, instilling and implementing the concept of Bhineka Tunggal Ika, instilling the concept of manners / ethics, applying the concept of Tri Hita Karana, and applying the concept of menyama braya. Second: the constraints on parsaman Lingga Yoni are (1) lack of understanding of Catholic children about pasraman (2) environmental influences, (3) the need for more guidance for Catholic children, (4) decreased interest of children following pasraman, (5) facilities and infrastructure are still minimal. Third: the efforts undertaken to facilitate pasraman learning activities are, (1) conduct socialization, (2) provide understanding to Catholic children, (3) guide wholeheartedly and apply multicultural learning pattern, (4) affirm student attendance, (5) submit proposal.</em><strong><em></em></strong></p>
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Ali, Muhammad Qasim, Muhammad Asghar Javed al-Azhari, and Muhammad Imran. "An Analysis of the Teachings of Muhammad (SAW) to Conceptualize National Professional Standards for Teachers: A Contemporary Issue." Journal of Islamic Thought and Civilization 10, no. 101 (2020): 348–63. http://dx.doi.org/10.32350/jitc.101.19.
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Presently, the nations are focusing on skilled manpower. For this purpose, nations are developing professional standards through education for better education. Teachers of a nation called social engineers. Muhammad's (SAW) life is a guiding light for all of humanity. In modern times, quality education and skilled manpower is the solution for social dilemmas. The major objective of the study is to analyze the teachings of Muhammad (SAW) in order to conceptualize national professional standards for teachers. It is concluded from the study that Prophet Muhammad (SAW) took practical life like examples and taught his followers/students through such example whereas the contemporary teachers are in a hurry to finish the syllabus and cover the mentioned curriculum. Basically, the contemporary teachers are not concentrating on the lifelong training of their learners/students. The Holy Prophet Muhammad (SAW) used multiple instructional techniques during his teachings to his followers. The life of Muhammad (SAW) personified that he (SAW) create a teaching-learning environment for the better learning of their followers. It is also perceived from the life of Muhammad (SAW) that he (SAW) stressed the learning of foreign language.
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Youssef, Samir M. "Advanced Systems, Egypt: IT outsourcing in a highly competitive market." Emerald Emerging Markets Case Studies 1, no. 2 (2011): 1–7. http://dx.doi.org/10.1108/20450621111140354.
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Subject area International management strategy. Study level/applicability Graduate and upper undergraduate classes. Case overview This case deals with an information technology (IT) outsourcing company based in Egypt which has ventured into the international market right from the start without establishing itself first in the local market. Its record of success was due largely to a group of young Egyptian entrepreneurs with an international orientation. Their strongly held values were translated into an organizational culture that was manifested in the company's relationships with its clients, whether multinational companies or regional governments. This mutual trust has generated work through referrals and has saved the company the need, at least initially, to adopt a proactive marketing strategy. In addition to culture the company's structure has shown considerable agility in dealing with the unexpected demands from clients through developing strong functional departments supported by numerous cross-functional teams. The case also presents the development of the human resource function which is considered the backbone of IT outsourcing companies. Expected learning outcomes Students are expected to learn the following: internationalization of business start ups in developing nations can take place even in the face of limitations of the local markets; the importance of leadership and culture in fostering trusting relationships with clients; the need to constantly reconfigure resources to meet challenges of competition and the needs of clients; the viability of a defensive strategy for newly established companies if supplemented by trusting relationships with clients; and the role of an evolving structure to fit the growth stages of the company. Supplementary materials Teaching note.
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Kift, Sally. "Foreward." Journal of Teaching and Learning for Graduate Employability 12, no. 1 (2021): i—v. http://dx.doi.org/10.21153/jtlge2021vol12no1art1015.
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This Special Issue, devoted to micro-credentials and qualifications for future work and learning in a disrupted world, is a welcome and critically timed contribution to educational theorising and practice internationally. COVID-19 has accelerated Industry 4.0’s pervasive labour market disruption. Digitisation’s efficiencies have been rapidly embraced and broadly up-scaled as a matter of necessity. Many industries and professions have fast tracked digitalisation to transform pre-pandemic business models for current and future sustainability. We have seen all education sectors – Kindergarten to Year 12 (K-12), vocational education and training/ further education (VET/FE) and higher education (HE) – digitise and digitalise to varying degrees in their rapid move to emergency remote teaching (Hodges et al., 2020). Robust evaluation will be needed to assess the efficacy of that pedagogical triaging – our well-intentioned ‘panic-gogy’ (Kamenetz, 2020) – to inform the quality and fitness-for-future-purpose of that online pivot. In the meantime, HE’s students and graduates emerge from 2020 wanting to support and apply their studies in a challenging job market that was already weakening pre-pandemic and has now worsened (for example in the Australian context, Social Research Centre, 2020), especially for young people. If that was not enough, significant and underlying issues of climate change, reconciliation with First Nations, demographic change and globalisation continue to have implications for equal and equitable participation in the full range of life opportunities, including in meaningful paid work. In brief, the context for this Special Issue is an international grand challenge writ very large.
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Welch, Penny, and Susan Wright. "From the Editors." Learning and Teaching 1, no. 1 (2008): 5–7. http://dx.doi.org/10.3167/175522708783113569.
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We are delighted to introduce the first volume of Learning and Teaching: The International Journal of Higher Education in the Social Sciences. As founding and now-former editors of Learning and Teaching in the Social Sciences (LATISS), our new journal reflects a strong continuity in the editorial aims that inspired ourfirst journal. We remain committed to using social science perspectives to analyse learning and teaching in higher education. In particular we invite contributors and readers to reflect critically on how students’ and academics’ practices are shaped by, or themselves influence, wider changes in university strategies and national and international policies for higher education. Viewing changes in course design and curriculum, in students’ writing, in group work, seminars or tutorials as taking place within a network (or lattice) of institutional, political and policy contexts is the focusof this journal.
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Fraser, Joanna, Evelyn Voyageur, Paul Willie, et al. "Nurses Learning Our Way, From the Land, With the People." Witness: The Canadian Journal of Critical Nursing Discourse 2, no. 1 (2020): 25–38. http://dx.doi.org/10.25071/2291-5796.54.
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The story of land-based immersion learning for nursing students in remote First Nations communities is told through the stories of ten authors. We represent a collaboration between First Nations Knowledge Keepers, nursing students, and nursing faculty. Our inquiry draws on Indigenous knowledge paradigms and research methodologies. Currently in the preliminary stages of gathering our findings, we are learning how transformation happens through culturally safe relationships and ethical learning spaces. We are learning that inquiry requires commitment, authenticity, and a respect for differences. Most importantly, we are learning that nurses need to uncover ingrained and colonized assumptions in order to imagine new possibilities for learning and inquiring with Indigenous people and communities.
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Ahmad, Arshad, Denise Stockley, Ron Smith, and Amber Hastings. "The 3M National Teaching Fellowship: Findings from a National Questionnaire on the Impact of the Program." Collected Essays on Learning and Teaching 10 (June 12, 2017): 15–26. http://dx.doi.org/10.22329/celt.v10i0.4744.
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In 2016 the 3M National Teaching Fellowship reached a milestone in celebrating the 30th anniversary of the first fellowship in 1986. The fellowship is the premier award of the Society for Teaching and Learning in Higher Education and each year up to 10 fellows are announced. Thus far, there has not been a systematic review or evaluation of the fellowship program. This study is a starting point to engage the various stakeholders and gather their perspectives regarding the fellowship program. This paper highlights the findings of a national questionnaire that targeted 3M National Teaching Fellows, administrators, educational developers, faculty, and students. The findings provide a snapshot of the awareness of the fellowship, the impact of fellows on their institutions and beyond, and recommendations for the future of the program.
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Habte, Bedilu. "E-Learning in Engineering through Videoconferencing: The Case of the Addis Ababa Institute of Technology." International Journal of Engineering Pedagogy (iJEP) 3, no. 2 (2013): 9. http://dx.doi.org/10.3991/ijep.v3i2.2385.
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In addition to their ability to reach distant learners, interactive e-learning environments have the potential to make the teaching-learning process more effective. This paper highlights some of the e-learning implementation efforts at the Addis Ababa Institute of Technology (AAiT) in Ethiopia. This case study shows that limited resources do not deter a developing nation to exploit the power of e-learning. Based on feedback from participants in the first national videoconferencing program held in Ethiopian higher education system between October 2011 and June 2012, the paper addresses the lessons learned and recommended actions for moving forward to a successful implementation of e-learning in Ethiopia, particularly in a videoconferencing mode.
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Alnashr, M. Sofyan. "Ornamen Masjid Jami Kajen serta Kontribusinya dalam Penguatan Pendidikan Karakter di Madrasah Ibtidaiyah." Elementary: Jurnal Ilmiah Pendidikan Dasar 6, no. 1 (2020): 9. http://dx.doi.org/10.32332/elementary.v6i1.1652.
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This study aims to explain the meaning of ornaments contained in the Jami Kajen Mosque and its contribution in strengthening character education of children in Madrasah Ibtidaiyah. This research is a qualitative descriptive study with a philosophical interpretative approach to find the meaning behind the mosque's ornaments then relate it to teaching material of PAI MI and find its contribution to the strengthening of the character education of MI students. The results showed, first, the ornaments contained in the Jami Kajen Mosque contained philosophical meaning in containing Islamic teachings and local wisdom conveyed by Shaykh Mutamakkin through art. Ornaments with symbolic meanings are found in the Jami Kajen Mosque, namely the sculpture of Kuntul Nucuk Bulan, Naga Aji Saka, Gajah-Trisula-Taman, Corresponding Board, and Mosque Sky Calligraphy. The teachings conveyed came from Islamic teachings sourced from the Qur'an and Hadith as well as teachings from Javanese tradition and culture. Second, ornaments with the meaning of the content of Islamic teachings and local culture in the Jami Kajen Mosque make a major contribution to the strengthening of the character of MI students through learning based on local wisdom of the Jami Kajen Mosque as a source of learning and learning media. Active learning and contextual learning to strengthen the character of MI students can be done by making the ornaments of the Jami Kajen Mosque as the basis of learning of PAI MI.
 
 
 
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Muhammadin, Fajri Matahati. "THE UNITED NATION’S ‘BEIRUT DECLARATION AND ITS 18 COMMITMENTS ON FAITH FOR RIGHTS’: A CRITIQUE FROM AN ISLAMIC PERSPECTIVE." IIUM Law Journal 28, no. 1 (2020): 73–112. http://dx.doi.org/10.31436/iiumlj.v28i1.523.
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In March 2017, the United Nations Office of the High Commissioner for Human Rights (UN OHCHR) launched a “Faith for Rights” initiative. This initiative aims to gather the adherents of various religions around the world and show that they support human rights as part of their religion. This Faith for Rights initiative hosted a workshop in Beirut, which resulted in a document titled “the Beirut Declaration and the 18 Commitments on Faith for Rights” which is the centre of this article. Islam is one of the faiths claimed to be represented in this initiative. However, is Islam truly represented properly? Did this initiative properly accommodate Islamic teachings? First, this article notes that Islam does believe in human rights and has its own concept of it. Second, this article continues by examining the Beirut Declaration and its 18 Commitments on Faith for Rights and seeing whether the points agreed are consistent with Islamic principles. It is found that this document does not accommodate Islam properly. It is not suggested that Islam does not recognize human rights. However, the concept of human rights agreed by this document does not represent and even breaches the teachings of Islam. This article, therefore, recommends that Muslims should not accept “the Beirut Declaration and the 18 Commitments on Faith for Rights”, and instead they should accept the concept of human rights which are properly prescribed in the noble teachings of Islam. This article emphasizes that in the future, Muslim representatives to human rights initiatives must be weary and never agree on any declaration that might contravene any Islamic teachings or which could lead to such possibilities such as this.
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Harto, Kasinyo, and Tastin Tastin. "PENGEMBANGAN PEMBELAJARAN PAI BERWAWASAN ISLAM WASATIYAH : UPAYA MEMBANGUN SIKAP MODERASI BERAGAMA PESERTA DIDIK." At-Ta'lim : Media Informasi Pendidikan Islam 18, no. 1 (2019): 89. http://dx.doi.org/10.29300/attalim.v18i1.1280.
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Abstract: Development of PAI Learning with Islamic Wasatiyah Insight: Efforts to Build Moderation Attitude Religious Learners. The human dignity of the Indonesian people has fallen to the deepest abyss, the violence and crime that occurred is an indication that our society has shifted into a society that has lost national identity. The motive for terror is carried out over and over again about jihad fisabilillah in order to achieve a degree of martyrdom, which is a noble degree in upholding the religion of Allah. The meaning of jihad is understood literally-textualist, that is only limited to war (qital) in the physical sense by taking up arms aimed at people both individually and institutionally. Such a textual-literary understanding implies rigid, exclusive and intolerant social-religious attitudes and behaviors to people who are different from them so that there is some kind of belief that people who are outside their group are not right (kafir) and are required fought. Our religious education seems to still be trapped in the teaching of the cognitive dogmatic realm which is teaching the knowledge of rules and religious law with fiqh oriented (fiqh oriented), so the fiqh is considered as religion itself. Departing from these problems, it is necessary to reconstruct a scientific-doctrinaire-based modern learning approach. The students are allowed to inner and intellectual encroachment, so they will find maturity in religion, both in terms of their religious affections and intellectual dimensions. This research includes library research, therefore the steps to be taken are the exploration of a number of data from various literature, both primary data, and secondary data. The method of data collection is done by collecting books, articles, journals, scientific opinions in which it reveals and examines the wasatiyah. The data analysis techniques using descriptive-analytic methods. The data that has been analyzed presented with the deductive method which departs from general theory to lead to conclusions to answers to the research problem. The results of the study show that applying a contextual scientific approach is a must because the approach touches three domains: attitudes, knowledge, and skills. The result is an increase and balance between the ability to be a good human being and have the skills and knowledge to live properly. Learning about Islamic wasatiyah insight is expected to be: first, students become more aware of their own religious teachings and aware of the reality of the teachings of other religions. Second, students are able to develop an understanding and presentation of other people's religions. Third, encourage students to participate in social activities which involve various adherents of different religions. Fourth, students can develop all of their own potential including their diversity potential, so they can control their own lives and more empowered.Abstrak: Pengembangan Pembelajaran PAI Berwawasan Islam Wasatiyah : Upaya Membangun Sikap Moderasi Beragama Peserta Didik. Martabat kemanusiaan bangsa Indonesia sudah terpuruk ke jurang paling dalam, kekerasan-kekerasan dan tindak kriminal yang terjadi merupakan sebuah indikasi bahwa masyarakat kita telah bergeser normanya menjadi masyarakat yang kehilangan jatidiri kebangsaan yang ramah. Motif teror yang dilakukan lagi-lagi soal jihad fisabilillah dalam rangka mencapai derajat syahid, yang dalam agama merupakan derajat yang mulia dalam menegakkan agama Allah. Makna jihad dipahami secara literalis-tekstualis, yakni hanya sebatas perang (qital) dalam arti fisik dengan mengangkat senjata yang ditujukan kepada orang baik secara perorangan maupun kelembagaan. Pemahaman yang tekstual-literal semacam itu, berimplikasi kepada sikap dan perilaku sosial keagamaan yang rigid, eksklusif dan intoleran kepada orang yang berbeda paham dengan mereka, sehingga ada semacam keyakinan, bahwa orang yang diluar dari kelompok mereka adalah tidak benar (kafir) dan wajib untuk diperangi. Pendidikan agama kita nampaknya masih terjebak dalam pengajaran ranah kognitif dogmatis yang sibuk mengajarkan pengetahuan peraturan dan hukum agama dengan disiplin ilmu fiqh yang menjadi orientasinya (fiqh orientid) sehingga fiqh dianggap sebagai agama itu sendiri. Berangkat dari problematika tersebut, Maka perlu melakukan rekonstruksi pendekatan pembelajaran modern berbasis scientific-doktriner dengan demikian, peserta didik dibiarkan melakukan perambahan batin dan intelektual, sehingga kelak menemukan dalam dirinya kedewasaan dalam beragama, baik dalam hal afeksi religiusnya maupun dimensi intelektualnya. Penelitian ini termasuk library research, karena itu langkah-langkah yang akan dilakukan adalah eksplorasi terhadap sejumlah data dari berbagai literatur, baik data primer, maupun data sekunder. Metode pengumpulan data dilakukan dengan mengumpulkan buku-buku, artikel, jurnal, opini ilmiah yang didalamnya mengungkap dan mengkaji wasatiyah. Adapun teknik analisa data dengan menggunakan metode deskriptif-analytic. Data yang telah dianalisis kemudian dipaparkan dengan metode deduktif yang berangkat dari teori umum untuk menuju pada kesimpulan yang merupakan jawaban dari rumusan masalah penelitian. Hasil penelitian menunjukkan bahwa menerapkan pendekatan saintifik kontekstual merupakan suatu keharusan, karena dengan pendekatan tersebut menyentuh tiga ranah, yaitu sikap, pengetahuan, dan keterampilan. Hasilnya adalah peningkatan dan keseimbangan anatara kemampuan untuk menjadi manusia yang baik dan memiliki kecakapan dan pengetahuan untuk hidup secara layak. Pembelajaran PAI berwawasan Islam wasatiyah diharapkan dapat: pertama, peserta didik menjadi lebih sadar terhadap ajaran agama mereka sendiri dan sadar terhadap adanya realitas ajaran agama lain. Kedua, peserta didik mampu mengembangkan pemahaman dan paresiasi terhadap agama orang lain. Ketiga, mendorong peserta didik untuk berpartipasi dalam kegiatan sosaial yang di dalamnya terlibat berbagai penganut agama yang berbeda. Keempat, peserta didik dapat mengembang seluruh potensi mereka sendiri termasuk potensi keberagaman mereka sehingga mereka dapat mengontrol kehidupan mereka sendiri, dan dengan cara demikian mereka lebih berdaya.
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Daud, Afrianto, and Mirza Hardian. "THE APPLICATION OF BASIC PRINCIPLES OF ONLINE LEARNING THROUGH GOOGLE SUITE FOR EDUCATION DURING COVID19 OUTBREAK." Ta'dib 24, no. 1 (2021): 111. http://dx.doi.org/10.31958/jt.v24i1.2704.
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As education worldwide is now switching massively to a virtual class during the pandemic, a teacher needs to understand online learning's philosophy and principles to make sure the class can run effectively. This paper aims to examine the current situation of online learning after the Covid19 outbreak and discusses the implementation of basic concepts of online learningby utilizing Google Suite products such as Google Classroom, Google Meet, Google Doc, and Google FormsAdopting the idea of a library research approach, data of this study were taken entirely from the secondary data by first searching some relevant resources in the area of online learning. The primary database used for searching the relevant resources is the e-resources of the Indonesian national library. The databases here have been connected to various reputable international databases such as ProQuest, EbscoHost, SAGE, Sciencedirect, Taylor & Francis, and many more. The data include those taken from e-books, journal papers, and scholarly articles. Taking data from these reputable resources is necessary to enhance the quality of the data collected. Among the basic concepts for effective online learning are that teachers or lecturers need to ensure the following principles considered when designing and implementing online learning: student-centered learning activities leading to self-regulated learning, interactivity, and strive for presence (in social, cognitive, and teaching aspects during learning).
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Anuik, Jonathan. "Applying First Nations Holistic Lifelong Learning to the Study of Crime." in education 21, no. 1 (2014): 2–11. http://dx.doi.org/10.37119/ojs2015.v21i1.196.
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Since the 1970s, critics have asked universities to “do more” to support Indigenous learners and learning. Universities usually respond by increasing Indigenous student and faculty representation on campuses and adding on units with Indigenous content in existing courses. However, a lot of curriculum and pedagogy remains vacant of Indigenous understandings of learning and perspectives on higher education content and topics for discussion. This paper applies epistemological lessons in the First Nations Holistic Lifelong Learning Model (2007) to the study of crime in America. Its inspiration comes from a guest lecture delivered by myself in an introductory sociology class. The students who take this class are registered in professional programs at a large private university in Rhode Island, United States. I describe the class’s context and use of the model with students in an engaged inquiry format to talk about the subject of the day: crime. This discussion can help faculty consider promising practices for grounding course content in Indigenous epistemologies. Keywords: Indigenous epistemologies; crime; higher education
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Arifianto, Yonatan. "Deskripsi Sejarah Konflik Horizontal Orang Yahudi dan Samaria." PASCA : Jurnal Teologi dan Pendidikan Agama Kristen 16, no. 1 (2020): 33–39. http://dx.doi.org/10.46494/psc.v16i1.73.
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The Jews and Samaria involved in claiming one another's descendants of Abraham so that the dispute from the background of multicultural interests had an impact on the harmony of the two nations. During the intertestamental situation the upheaval still occurred. Historical studies of the feud that occurred during the intertestamental period also brought the message of harmony to trigger all the descendants of Jews and Samaritans to continue to be in hatred. That is what happened in Indonesia, there were many tribal, religious and customs sentiments which were contested so that the harmony of the plural society was tarnished. But learning from Jesus that brought change changed paradigms and teachings to love one another and live in harmony.
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Ali, Asif, Shah Nawaz Khan, and Naeem Shahzad. "Approaches for Disaster Risk Reduction and Management in the Context of Islam." Fahm-i-Islam 2, no. 2 (2019): 1–13. http://dx.doi.org/10.37605/fahm-i-islam.2.2.1.
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Disaster management is a global responsibility to cope with the adverse situations. Developed countries have huge investment in integration of Disaster Risk Reduction measures in their daily life development programs and are well equipped in technology to avert a hazard into a normal event or minimize the sufferings caused by disasters. Developing nations are still focusing only on post disaster response and relief activities yet neglecting the aspect of Disaster Risk Reduction. For development to be sustainable, it is important to incorporate risk element in their routine life. Muslim world was progressively developed in science till 1600 but unfortunately they lack behind in science and technology after 17th century. The teachings of Quran and Hadith stressed on the planning and preparedness against any future haphazard. Islam is a complete religion with complete teachings for the wellbeing of the humanity. Our Prophet Muhammad (SAW) Sunnah is a complete guidance for us to live in harmony and peace. This paper will guide us to follow the teachings of Islam, Quran and Hadith in order to build our capacities and to better prepared against disasters. Benefit from the Islamic teaching, learning from the preparedness strategies against future hazards in light of the strategies being taken by the Messengers of Allah and relate the essentials of risk reduction to make a standard mechanism for Risk Communication and education at community level.
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Darwito, Sugeng. "Penerapan Model Pembelajaran Cooperative Learning STADAT dengan Media Kartu Quetion Ask (Qa) Untuk Meningkatkan Hasil Belajar dan Perilaku Berkarakter Siswa." Educreative : Jurnal Pendidikan Kreativitas Anak 5, no. 3 (2020): 356–66. http://dx.doi.org/10.37530/edu.v5i3.119.
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The application of the Student Teams Achievement Division and Tournament (STADAT) learning method is a Class Action research conducted on class VIII-I students of SMP Negeri 1 Banjar. This research was conducted in 2 cycles. The first cycle discusses the Government System in Indonesia, consisting of (1) planning, namely making learning tools (RPP-1, test questions, measuring teacher teaching and learning), (2) actions (teaching and learning teachers in class), (3) observing collaborators during teaching and learning activities. ) and (4) Reflection (discussing the strengths and weaknesses of teaching and learning activities between teachers and collaborators). Data obtained from formative tests, interview results and qualifications. The second cycle is carried out like the first cycle with material, namely Presentation of Indonesian State Sovereignty. From the research data, it is obtained that the application of STADAT cooperative learning with the Quetion Ask Card (QA) media can improve the cultural behavior and national character of grade VIII-I students. The average proportion level of increased action increased from 71.88% (satisfactory behavior) in cycle I to 85.00% (very good behavior) in cycle II. The average completeness of student learning was 59% in cycle I, increasing to 88% in cycle II.
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Scott, Sheryl, Joanne D’Silva, Carol Hernandez, Nicole Toves Villaluz, Jaime Martinez, and Chris Matter. "The Tribal Tobacco Education and Policy Initiative: Findings From a Collaborative, Participatory Evaluation." Health Promotion Practice 18, no. 4 (2016): 545–53. http://dx.doi.org/10.1177/1524839916672632.
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While the reduction in the overall U.S. smoking prevalence has been declared one of the top 10 public health achievements of the past century, the growing disparity in smoking between American Indians and the general population is one of the biggest challenges of the 21st century. Minnesota in particular has very high smoking rates among American Indians (59%). Tribal Nations in Minnesota share a past of attempted cultural genocide and a present of restoring the strength of their cultural teachings, including the prominence of traditional tobacco as a sacred “first medicine.” The Tribal Tobacco Education and Policy initiative works to address this complex and challenging context. This article describes results of a participatory evaluation from 2010 to 2013 in four Minnesota Tribal Nations—three Ojibwe and one Dakota. Tribal Tobacco Education and Policy coordinators used their cultural knowledge to develop community-level strategies, identifying appropriate strategies from best practices on tobacco advocacy, while drawing on the strengths of their own sovereignty and sacred tobacco traditions. Tribal coordinators generated support for policy change by conducting culturally relevant education, engaging tribal members, and nurturing relationships. This approach resulted in norm changes, practices toward restoring traditional tobacco, informal policies, and tribal resolutions to advance smoke-free policies.
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Sonleitner, Nancy, and Maher Khelifa. "Western-Educated Faculty Challenges in a Gulf Classroom." Learning and Teaching in Higher Education: Gulf Perspectives 2, no. 1 (2005): 3–23. http://dx.doi.org/10.18538/lthe.v2.n1.07.
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The purpose of this study was to investigate challenges for new Western/Western-educated faculty and their responses to those challenges as they began teaching at a national women’s University located in the Arabian Gulf. Twenty-four new faculty were recruited for the study. Faculty were hired from America, the UK, Canada, and Australia to provide an American-like education to students. 75% percent of participants were native English speakers, and 54% had not taught in a foreign university before. Before arriving in the country to begin teaching, the participants were asked to complete a questionnaire measuring their attitudes towards student learning and performance, and their teaching methods. Six to ten weeks after the beginning of their first semester they were asked to participate in focus groups. The focus group questions asked faculty to discuss issues and challenges they were facing and how they were coping. Results of the quantitative data and the focus groups show faculty were facing classroom challenges but were committed and creative in finding teaching/learning strategies. Focus group data further showed faculty were experiencing cultural differences that were challenging and frustrating. They were finding their teaching rewarding and were enjoying the experience of interacting with the students who were the first generation of women in the nation to be educated in a Western-style pedagogy.
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Gahutu, Jean Bosco. "Physiology teaching and learning experience in a new modular curriculum at the National University of Rwanda." Advances in Physiology Education 34, no. 1 (2010): 11–14. http://dx.doi.org/10.1152/advan.00093.2009.
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In the present article, I report on my experience in teaching and learning physiology in the first year of a new modular curriculum at the Faculty of Medicine of the National University of Rwanda. With self-reported questionnaires, I collected learning experience perceptions from 112 students who attended the module of physiology in 2008. The results showed satisfaction with active learning methods but complaints about the limited contact hours allocated to classroom lectures and practical classes. Student-centered learning was handicapped by the limited computer and internet access for students and by the limited number of textbooks in the library. In conclusion, the new teaching and learning style was appreciated by the students, but problems related to limited human and material resources need to be solved.
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Delahunty, Janine. "Book Review: Fostering Self-Efficacy in Higher Education Students." Journal of University Teaching and Learning Practice 13, no. 1 (2016): 137–39. http://dx.doi.org/10.53761/1.13.1.9.
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by Laura Ritchie, Palgrave Teaching and Learning series (2016) What is self-efficacy, why is it worthy of attention in higher education, how are selfefficacy beliefs linked to teaching and learning excellence and what is “excellence” anyway? These are some points of discussion found in the first few pages of Laura Ritchie’s book, directing the reader towards strategies in later chapters that are drawn from real-life situations aimed at helping the practitioner recognise and apply principles for building strong self-efficacy beliefs in their students. The author argues that the impact of self-efficacy on learning is “fundamental to everything” (p. vii); she writes from her years of teaching and research in higher education, and as a recipient of a UK National Teaching Fellow award.
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Ross, Reuben Connolly. "Learning from Lisbon Or, how postmodernism conquered Portugal." Interações: Sociedade e as novas modernidades, no. 40 (June 30, 2021): 107–15. http://dx.doi.org/10.31211/interacoes.n40.2021.a5.
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The Amoreiras shopping centre in Lisbon is an icon of Portuguese postmodernism. When it first opened in 1985, its kitsch design stood out conspicuously amidst a landscape of smart Pombaline shopping streets, social housing tower blocks and tourist-friendly houses clad in “traditional” azulejo tiles. But it also reflected a pivotal moment in Portuguese history and still stands today as a reminder of the consumerist aspirations of post-revolutionary Portugal, the neoliberal policies that have come to dominate life in many Western nations and the stark contradictions of global capitalism. Departing from an initial discussion of Amoreiras, this short essay critically explores recent transformations to Lisbon’s urban and architectural landscape and traces their political and economic origins. In so doing, it suggests ways in which postmodernism might be considered a relevant concept for describing contemporary Portuguese society.
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Rahmat, Munawar, and M. Wildan Yahya. "Trials of the Islamic Education Learning Model in Indonesian Universities: A Sufistic Approach as An Alternative." International Journal of Higher Education 10, no. 2 (2020): 253. http://dx.doi.org/10.5430/ijhe.v10n2p253.
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The students of Indonesia University of Education (UPI) and Bandung Islamic University (UNISBA) typically practice religion as it was received from their parents and socio-religious environment. They Salat, which is the main prayer of Islam, simply abort their obligations, and after praying, immediately leave their prayer mats without making dhikr or remembering God first. Furthermore, they do not understand khushu` Salat, which involves remembering God throughout the prayer, along with the meaning of dhikr, and the importance of a Murshid, which is the Grand Shaykh of Sufi Order. They also view Sufism as non-Islamic teaching and are cynical about the practitioners. Therefore, this study aims to examine the effectiveness of the Sufistic learning model in Islamic Religious Education to improve students’ understanding of these teachings in a substantive and tolerant manner. This research used an R&D approach, and the stage that was performed involved the preparation of a draft model and associated trials. Meanwhile, the learning used the madhhab typology approach of the Sufi and Shari`a Islamic models. The trial results showed that the Sufistic approach was effective in increasing students’ understanding of Islamic teachings in a substantive and tolerant manner. Before learning, students were unaware of Sufi Islam and viewed it as a foreign influence. Also, they did not understand khushu` prayers, comprehend the importance of dhikr, nor that of learning from Murshid. After learning, they understood Sufism, accepted the teachings and did not consider them to be foreign influences, and also recognized Islam in a substantive and tolerant manner. Therefore, the Sufism approach is improving the quality of religion and tolerance of students, with the implication that the model is an alternative in learning Islamic education at universities.Objective: This study aims to examine the effectiveness of the Sufistic learning model in Islamic Religious Education to improve students’ understanding of Islamic teachings in a substantive and tolerant manner.Methods: A research and development (R&D) approach, which was performed in the preparation of a draft model and associated trials, was used. Meanwhile, the learning employed the madhhab typology approach of the Sufi and Shari`a Islamic model.Results: The trial results showed that the Sufistic approach in Islamic Education was effective in increasing students’ understanding of Islamic teachings in a substantive and tolerant manner. Before learning, students unfamiliar with Sufi Islam, saw it as a foreign influence, and did not understand khushu` Salat, which involves remembering God throughout the prayer. Also, they considered dhikr, which means to remember God, and learning from Murshid as unimportant. However, they understood Sufism, accepted it as Islamic teachings and not foreign influences, and recognized the religion in a substantive and tolerant manner after the learning process.Conclusion: The Sufism approach in Islamic Education has succeeded in improving the quality of religion and tolerance of students.
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Fraser, Joanna, and Evelyn Voyageur. "Crafting Culturally Safe Learning Spaces: A Story of Collaboration Between an Educational Institution and Two First Nation Communities." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 2, no. 1 (2017): 157–66. http://dx.doi.org/10.15402/esj.v2i1.204.
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This is a story of crafting a culturally safe learning space in the context of First Nations communities. It is told by two nurse educators working together, one who is Indigenous and one who is not. The word “crafting” is used to describe the collaborative and aesthetic process of co-constructing learning with students, community members and the environment. The relationship between the educational institution and the First Nations communities was guided by the concept of cultural safety. Cultural safety politicizes the notion of culture and disrupts the power imbalance between nurses and the people they work with. A process of collaborative conscientization was used to decolonize our institution and ourselves. This led to new possibilities of crafting an ethical learning space where Eurocentric ideologies could be dislodged from the center in order for Indigenous ways of knowing and learning to emerge. Students experienced a form of relational accountability for their learning through participation in community ceremonies and protocols. What resulted was a unique and transformative learning experience for fourth year Bachelor of Science in Nursing students offered in collaboration between an educational institution and two remote First Nations communities.
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Douglas, Maureen L., Shawna L. McGhan, Danielle Tougas, et al. "Asthma Education Program for First Nations Children: An exemplar of the Knowledge-to-Action Framework." Canadian Respiratory Journal 20, no. 4 (2013): 295–300. http://dx.doi.org/10.1155/2013/260489.
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BACKGROUND: The prevalence of asthma in Aboriginal children is 6% to 14%. Gaps in knowledge regarding asthma and its management exist in First Nations (FN) communities, and culturally relevant education and resources are required. Studies have recommended that the children’s asthma education program, the ‘Roaring Adventures of Puff’, be modified through partnership with FN communities to be culturally appropriate.OBJECTIVE: To adapt this knowledge tool and design an effective implementation process for FN knowledge users (children with asthma and care providers), guided by the Canadian Institutes of Health Research knowledge translation framework.METHODS: The problem was identified, knowledge was identified/reviewed/selected (literature review); knowledge was adapted to the local context (FN working and advisory groups); barriers to knowledge use were assessed (by knowledge users); and interventions were selected, tailored and implemented (modified curricula and the creation of a new activity book and web-based resources, and regional coordinators, asthma educator mentors and community teams were recruited).RESULTS: Major outcomes were the adapted tools and blueprints for tailoring implementation. Additional outcomes were preliminary observations and outputs from the iterative processes, including information about local context and barriers. Specific additions were roles for community members supported by asthma educators (applying FN teaching models and addressing health care demands); relevant triggers (addressing knowledge gaps); and FN images and stories, themes of circle, sacred teachings, nature and family/elders (culture and addressing low reading levels).CONCLUSION: The framework model provides a logical, valuable tool for adapting a knowledge tool and implementation process to new knowledge users. Future research should measure uptake, effect on health outcomes of FN asthma sufferers and sustainability.
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Rienties, Bart, Dirk Tempelaar, Dominique Waterval, Martin Rehm, and Wim Gijselaers. "Remedial Online Teaching on a Summer Course." Industry and Higher Education 20, no. 5 (2006): 327–36. http://dx.doi.org/10.5367/000000006778702300.
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This paper is based on experiences with remedial online learning from a national collaboration initiative in the Netherlands involving the University of Amsterdam, Erasmus Rotterdam University and Maastricht University ( www.web-spijkeren.nl ). The central question is how prior knowledge tests and online remedial summer courses can contribute to mitigating the problems of heterogeneous student enrolment. Although the insights gathered for the paper are from pilots for first-year Bachelor's programmes, the guidance they provide on how to implement an online summer course programme successfully should prove valuable to other organizations.
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Aksela, Maija, and Veli Matti Vesterinen. "From the Editors." Lumat: International Journal of Math, Science and Technology Education 1, no. 3 (2013): 243–44. http://dx.doi.org/10.31129/lumat.v1i3.1103.
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Welcome to the first regular issue of LUMAT: Research and Practice in Math, Science and Technology Education. The journal publishes peer-reviewed research and perspective papers as well as popularized general articles on new and innovative practices of math, science and technology education. The journal is published by Finland’s Science Education Centre LUMA in collaboration with National LUMA Network. The aim of all LUMA activities is to promote learning, studying and teaching of natural sciences, mathematics, computer science and technology.
 This issue includes three peer-reviewed research articles as well as one perspective article and one general article. We would like to thank all the authors who have submitted their work to this journal, and hope that many others will be inspired to submit by the high quality of articles published in the first regular issue of this new journal.
 The first article, written by Mononen and Aunio, discusses differences in children’s early mathematical skills. The research done on the formative years of mathematical skills, such as the study presented in this issue, is especially important, as math skills obtained during the critical formative years of kindergarten and elementary school set the ground for the future development of more complex mathematic skills. Based on their results, Mononen and Aunio also offer some sound advice for the development of kindergarten and elementary school math teaching.
 The article by Uitto, Kärnä and Hakonen discusses contribution of teaching methods and learning environments to students’ performance in biology as well as their attitudes towards biology. Their main results suggest that there is a need to use more experimental work and inquiry-based learning in biology education to improve learning and student attitudes towards biology. To improve biology learning in the coming decades, the group currently devising new biology curriculum for the comprehensive school will hopefully take into account the results of this study.
 The last research article, written by Tolppanen and Aksela, investigates the opinions of the gifted youth participants of the Millenium Youth Camp, a math, science and technology camp arranged by Finland’s Science Education Centre LUMA and Technology Academy Finland. The study summarizes number of things that organizers of similar non-formal education should take into consideration. One of the main findings is that the participants considered the opportunity to hear and learn about each other and experts, on a personal level, especially important.
 Since the release of the first Programme for International Student Assessment (PISA) results in 2002, the reasons for high achievement of Finnish students in reading, mathematics and science has been a hotbed of conversation. The perspective paper by Jari Lavonen contributes to this conversation by presenting some key characteristics of Finnish education policy and its implementation from the point of view of science education.
 The last article published in this issue is a general paper discussing a novel opening in non-formal learning organized by the Finland’s Science Education Centre LUMA. Vartiainen and Aksela write about Jippo Science Clubs for children from 3 to 6 years of age, based on the inquiry model of learning.
 And on the final note, we would like to acknowledge one more group of people. Publishing scientific journal such as LUMAT: Research and Practice in Math, Science and Technology Education would not be possible without one particular group of unsung heroes. As peer reviewers work in an anonymous capacity and without remuneration, we would like to offer our sincere gratitude to these people who selflessly give advice to the authors as well as to the editors.
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Astrini, Febri, Ratminingsih, N.M, and Utami, I. G.A. L.P. "The Model of Strategies Employed by English Teachers in Teaching Writing Skill in National Plus Schools." Journal of Education Research and Evaluation 4, no. 1 (2020): 59. http://dx.doi.org/10.23887/jere.v4i1.23682.
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In teaching writing, there are number of strategies that can be used. This study was intended to explore (1) the teaching writing strategies used by the teacher, (2) the differences in teaching, and (3) the problems encountered by the English teacher in teaching writing skill. This study was a descriptive qualitative study. Teachers from Bintang Mandiri and Widyatmika Junior High Schools were involved as the informant of the study. They were observed during the teaching and learning process and also interviewed. The data taken from observation and interview were analyzed in order to find out the answer the research questions. It was identified that In Bintang Mandiri the teacher used 1 more teaching writing strategy namely creative writing while in Widyatmika, creative writing was not identified. There were three main problems identified from the teachers. The first was students’ difficulties in expressing ideas in English. The second problem was students’ grammar. The third was students’ passiveness in classroom. Suggestions and implications are furtherly discussed.
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Lorriman, John. "What Can We Learn from 25 Years of Lifelong Learning in Japan?" Industry and Higher Education 9, no. 4 (1995): 248–54. http://dx.doi.org/10.1177/095042229500900408.
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The Japanese government first officially launched the concept of lifelong learning 25 years ago. This article shows how Japan's industrial success is in fact based on approaches to people development which are centuries old, but which owe much, too, to British and other foreign experts recruited during the Meiji era in the 1870s. The concept of management in the West needs challenging, and recognition needs to be given to the emphasis in Japan on on-the-job training. An Anglo–Japanese comparative research project is described, together with practical proposals on what other nations might do to compete more effectively in future, using lifelong learning, with the Japanese.
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Zainuddin, Zamzami, Yin Zhang, Xiuhan Li, Samuel Kai Wah Chu, Saifullah Idris, and Cut Muftia Keumala. "Research trends in flipped classroom empirical evidence from 2017 to 2018." Interactive Technology and Smart Education 16, no. 3 (2019): 255–77. http://dx.doi.org/10.1108/itse-10-2018-0082.
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Purpose This paper aims to analyze the trends and contents of flipped classroom research based on 48 selected empirical articles published during 2017 and 2018. Design/methodology/approach The inductive content analysis was used as a methodology to investigate the content of flipped classroom research, including subject-specific areas, methodological approaches, technology tools or platforms, the most frequently used trending searches, countries of research, positive impacts and challenges. Findings The results of the analysis were interpreted using descriptive analysis, percentages and frequencies. This analysis found that various subjects were implemented in flipped classroom learning, and some technological tools were also used to enhance teaching and learning. Analysis of the impact revealed that the flipped classroom yielded positive learning outcomes on students’ learning activities such as learning motivation and engagement, social interaction and self-directed learning skills. Meanwhile, the most significant challenges encountered by the instructor were the lack of students’ motivation to watch pre-recorded video lectures or to study the contents outside of the class time. Originality/value The findings suggest that the flipped classroom concept might be effective in promoting twenty-first-century learning skills and developing the technology and information literacy competency based on national standards.
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Arcos, Gloria, Gladys L. Aguirre, Blanca Hidalgo, Raúl H. Rosero, and Omar S. Gómez. "Current Trends of Teaching Computer Programming in Undergraduate CS Programs: A Survey from Ecuadorian Universities." KnE Engineering 1, no. 2 (2018): 253. http://dx.doi.org/10.18502/keg.v1i2.1499.
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Abstract. Computer programming has become a relevant element of the modern era. Practically it is involved in all sectors of modern society. Currently, many universities around the globe offer bachelor’s degree programs that contain computer programming related courses. In order to gain insight into how computer programming is taught in Ecuadorian Higher Education Institutions (HEIs), we have conducted the first national survey on teaching computer programming in undergraduate CS programs. In this survey participated 53 respondents from 13 Ecuadorian HEIs. We report on programming paradigms, programming languages, integrated development environments and teaching strategies used in the programming learning process. We found that the object-oriented paradigm along with the Java programming language are the most often used. The NetBeans integrated development environment is the most commonly used among the respondents. Concerning teaching strategies, e-learning platforms are commonly used as part of computer programming courses. More than half of the respondents use collaborative strategies such as pair programming in their courses. Finally, a half of the respondents use traditional computer labs for teaching programming; however, other approaches such as mobile devices, games and simulations, Arduino kits and robots start to be used as a teaching strategy. Our findings can serve as a starting point for addressing reforms in computer programming courses taught in Ecuadorian CS undergraduate programs.