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1
Grümme, Bernhard. "Aufgeklärte Heterogenität. Auf dem Weg zu einer neuen Denkform in der Religionspädagogik." Zeitschrift für Pädagogik und Theologie 70, no. 4 (December 19, 2018): 409–23. http://dx.doi.org/10.1515/zpt-2018-0057.
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AbstractSo far, religious education has been dominated by the paradigm of plurality. This is relevant because it can capture the processes of pluralization of religion in late modernity. The focus of this article concerns aspects of difference and identity. However, this has also set a desideratum. The interaction with issues of inequality and injustice cannot be adequately addressed within this paradigm. However, a student-oriented religious education must consider these questions to the same extent. But this is at the center of the category of heterogeneity. The following considerations, against this background, seek to unfold the mode of thinking of enlightened heterogeneity. This places identity and equality issues in strict reciprocal interrelation and is at the same time so self-critical that it seeks to elucidate its own entanglements in hegemonic relationships of power in the normative definition of religious education.
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AXELBY, RICHARD. "The Teacher, the Activist, and the Maulvi: Emancipatory visions and insurgent citizenship among Gujjars in Himachal Pradesh." Modern Asian Studies 54, no. 3 (September 10, 2019): 868–97. http://dx.doi.org/10.1017/s0026749x18000471.
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AbstractExploring the intersection of state, religion, and ethnicity, this article considers the opportunities for individual and collective advancement available to Muslim Gujjars in Chamba district of Himachal Pradesh. Following the lives of three prominent members of the community—a teacher, a political activist, and a maulvi—it considers their respective orientations to the state and their relationships with their fellow Gujjars, to illustrate the different ways in which Gujjars have sought to transcend their marginal and subordinated position as an ethnic and religious minority. With state-promoted schemes of affirmative action and reservation offering only limited opportunities for social and economic advancement, we see how Gujjars have responded to their continued marginalization, first through political mobilization as an ethnic group and, more recently, through the establishment of Islamic educational institutions and association with Tablighi Jama'at. This leads to an evaluation of the emancipatory potentials and contradictions of insurgent citizenship when mobilized around specific aspects of ethnic and religious identity. Against a backdrop of economic liberalization and accompanying shifts in civil society, I show how the distribution of rewards that derive from strategies of assimilation, engagement, and withdrawal are structured in particular ways, including by class and gender.
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Abylkasymova, A., Saida Popey-ool, and Sergey Shishov. "Formation of Public Consciousness and Digital Culture of Students in the System of Continuous Pedagogical Education." Scientific Research and Development. Socio-Humanitarian Research and Technology 9, no. 4 (December 9, 2020): 3–9. http://dx.doi.org/10.12737/2587-912x-2020-3-9.
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The article deals with the problem of analyzing trends in the formation of public consciousness and digital culture of students in the system of continuous teacher education. The conclusions are based on the fact that symbolic interactionism (information theory), socio-psychological centrality are based on the level of importance of certain ideas or self-conceit, the degree of interactivity in the implementation of acquired communicative and role models of student behavior. Moderate support for the theories of identity and symbolic interactionism was revealed, since the identity of the "other" was not much in the focus of research analysis. Identification aspects are related to the relationship between concepts, and interactive commitment is related to the psychological centrality of the student's personality, but not to the identification of the "other". Self-esteem is a Central element of the psychological centrality of the individual, if it is important for her. It is shown that identities can be stable and unstable, since they are associated with a person's social environment. Instability is associated with the student's desire to make social, religious, and cultural changes in their own lives, that is, with the desire to master and join new cultural values. The level of a person's self-esteem depends on the identification combination of socio-psychological (external and internal) aspects and conditions of their existence.
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Topchiev, Mikhail Sergeevich. "The impact of religious factor upon the formation of marital and family relations in the border region (on the example of Astrakhan Region)." Социодинамика, no. 3 (March 2020): 63–74. http://dx.doi.org/10.25136/2409-7144.2020.3.31390.
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The analysis of processes that significantly affect the formation of future families, namely in the border region, as well as crisis phenomena in marital and family relations, demonstrates that religion is one of the important factors influencing these processes. Religious differences is one of the paramount and most complicated aspects that impacts mutual understanding and communication. Within the framework of family relationships, religious differences along with the cultural play a crucial role. The authors set a goal to determine the influence of religion upon the formation of marital and family relations within the environment of modern student youth. The conducted sociological survey involved the representatives of different nationalities and religious confessions (V=400 of the respondents – residents of Astrakhan and Astrakhan Region), which also allowed analyzing the impact of various factors, including religious, upon the formation of values of a modern young family. It is also worth noting that the acquired results testify to the fact that the majority of respondents hold an opinion on the insignificance of religious affiliation of a person in consummation of their own marriage. Since in most instances an interfaith marriage suggests conversion of one partner into religion of the other, the obtained data confirms that more it is a man who initiates such transition.
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Gabb, Jay. "Narratives on Pain and Comfort: Casey's Story." Journal of Law, Medicine & Ethics 24, no. 4 (1996): 292–93. http://dx.doi.org/10.1111/j.1748-720x.1996.tb01869.x.
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Pain can be a body-wrenching curse. Yet it is often a life-defining and supporting blessing!Pain is a distinct physiological event, yet it is also an emotional, social, spiritual, and economic force. Pain in its more destructive form alters lives, changes relationships, and disrupts families.Quality pain management should not be just a pharmacological response to a medical situation; it must also be a theological, ethical, and societal response to human need. Appropriate pain management is a gift to both the receiver and the provider. As a parish priest, a supervisor of pastoral services, and an ethics resource specialist, I have seen many pain-filled situations that have involved multiples of these dimensions.Born in 1969, Casey died in 1995, just a few months after his twenty-sixth birthday. Casey was an intelligent, charismatic college student, strong in religious faith, who had few problems … at least until one day in the summer of 1994. That day he began to suffer extreme pain in his lower stomach and bowels.
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Deraney, Philline M. "Teaching with Relevance: Saudi Students’ Perceptions of a Foundation Course in Communication Skills." International Journal of Learning, Teaching and Educational Research 20, no. 2 (February 28, 2021): 197–217. http://dx.doi.org/10.26803/ijlter.20.2.11.
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This study explores undergraduate students' perceptions of a foundation-year communication skills course at a large public university in Saudi Arabia from the aspects of perceived course effectiveness and relevance using a cross-sectional survey research design. The survey yielded scaled and short-answer responses, which were then analyzed using statistical and thematic analyses. The results revealed that first-year undergraduate students (n=209) in this study perceive communication skills as important for their future career and in major areas of their lives, and consider being a ’good’ communicator as part of their cultural and religious heritage. Participants further define communication skills as predominantly an oral, information transfer that builds relationships with others from interpersonal and intercultural aspects. The findings also revealed disagreement and uncertainty about the communication course focus and requirement, relevance of course assignments and materials, and language of instruction. Recommendations for teaching communication skills with relevance in this context include explicit, focused communication instruction, student-centered practical activities with cultural relevance, and, moving forward, coursework that integrates the communication discipline with the needs of the students’ academic fields. Future research in this area could enhance teaching communication skills in the Saudi context and lead to more relevant instruction that could positively impact students in their professional lives.
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Denis, John M. "Key Aspects of Student Teaching." Update: Applications of Research in Music Education 35, no. 2 (August 1, 2016): 54–61. http://dx.doi.org/10.1177/8755123315610386.
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The transition from the conceptually focused world of the student to the professionally pragmatic world of the teacher can be jarring and difficult. One of the more useful educational experiences for facilitating this transition is that of student teaching. This review of literature examines the personal relationships, expectations, reflective practice, and power structure inherent in the student-teaching experience in both general and music classroom contexts. These facets were selected due to their prevalence in the literature and their potential impact on stakeholders’ approaches toward student teachers. Aspects of cooperating teacher preparation in light of the highlighted areas are then discussed, with potential suggestions including communication concerns, possible cooperating teacher framework characteristics, and balancing the conflicting nature of both the student teacher and the university supervisor.
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Roberts, Judith. "Tyfu i Fyny/Growing Up interactive bi-lingual resources to support the delivery of sex and relationships education for students aged 5 to 12 years." Health Education 115, no. 1 (January 5, 2015): 38–55. http://dx.doi.org/10.1108/he-12-2013-0065.
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Purpose – The purpose of this paper is to describe the development of new interactive, bi-lingual Sex and Relationships Education (SRE) resources called Tyfu i Fyny/Growing Up, suitable for students aged between five and 12 years. It also discusses the evidence used to support the development of the resources, the support provided for teachers and parents and an initial evaluation following their use. Design/methodology/approach – Tyfu i Fyny/Growing Up are interactive bi-lingual (Welsh and English) SRE teaching resources for primary schools suitable for students aged five to 12 years. These resources comprise of two components, an interactive electronic web-based programme and a floor mat illustrating a naked boy and girl. The electronic web-based programme is used to introduce puberty changes, loving relationships, conception, pregnancy and birth and is suitable for students aged nine to 12 years. The floor mat is suitable to be used with students aged between five and 12 years. Teaching activities can include naming body parts, discussing gender differences, personal safety, distinguishing between appropriate and inappropriate touching, discussing puberty changes and other health promotion activities as well as delivering aspects of the National Curriculum for Wales. Findings – The results from the initial evaluation undertaken with year six students and teachers demonstrates how the resources have impacted on the teaching and learning experiences of primary teachers and students. It also demonstrates how the teacher training sessions and using the Tyfu i Fyny/Growing Up resources have increased teachers’ confidence in delivering SRE. Practical implications – The learning experiences of students and their enjoyment of using the Tyfu i Fyny/Growing Up resources were significantly high. The implementation of teacher training improved teaching practice and increased teachers’ confidence in the subject. The resources have facilitated the delivery of effective whole school comprehensive SRE programmes for primary schools. These factors confirm the value of the investment given to their development. The resources could easily be customised in line with diverse ethnic, cultural, linguistic and religious requirements. Originality/value – This paper demonstrates how the Tyfu i Fyny/Growing Up interactive SRE resources have influenced the teaching and learning experiences of primary school teachers and students.
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Shinta, Lucia Geneviave Bella, Adelia Febriani, and Utami Widiati. "Teacher-Student Relationships at a Kindergarten School as Viewed from Classroom Management Principles." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 6, no. 2 (June 19, 2021): 611–21. http://dx.doi.org/10.31004/obsesi.v6i2.1366.
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Quality classroom management contributes to creating learning environment that allows the realization of various teacher roles. One way to support this is by building good teacher-student relationship. This study aims at describing the relationship between teachers and students at a kindergarten school in Malang and discusses its aspects in relation to classroom management principles. After conducting qualitative research using one-week classroom observation and literature study, this study found that almost all aspects of teacher-student relationship were identified, namely conducting informal conversations with students, paying attention to students’ activities, using physical gestures and movements, implementing positive interaction strategies, providing affirmative reactions to incorrect responses, and exhibiting an assertive connection. The other aspect that was missed was acknowledging students’ different characteristics
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Vélez Rendón, Gloria. "Student or Teacher: The Tensions Faced by a Spanish Language Student Teacher." Colombian Applied Linguistics Journal, no. 5 (April 3, 2011): 7. http://dx.doi.org/10.14483/22487085.179.
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The contradictory realities of student teaching viewed through the student teachers’ eyes have been the focus of attention of some recent publications (Britzman, 1991; Knowles and Cole, 1994; Carel, S.; Stuckey, A.; Spalding, A.;Parish, D.; Vidaurri, L; Dahlstrom, K.; and Rand, Ch., 1996; Weber Mitchell, 1996). Student teachers are “marginally situated in two worlds” they are to educate others while being educated themselves (Britzman, 1991, p. 13). Playing the two roles simultaneously is highly difficult. The contradictions, dilemmas, and tensions inherent in such endeavor make the world of the student teacher increasingly problematic. This is further complicated by the power relationships that often permeate the student teacher cooperating teacher relationship. This paper describes salient aspects of the student teaching journey of Sue, a white twenty-two year old student teacher of Spanish. It uncovers the tensions and dilemmas experienced by the participant in her quest for professional identity. Data collection sources for this study included (a) two open-ended interviews, each lasting approximately forty-five minutes; (b) one school-day long observation; and (c) a copy of the communication journal between the participant and her cooperating teacher. The data revealed that soon upon entering the student teaching field experience, Sue found herself torn by the ambiguous role in which student teachers are positioned: she was neither a full-fledged teacher nor a student. In trying to negotiate a teaching role for herself, Sue was pulled in different directions. She soon became aware of the powerful position of the cooperating teacher and of her vulnerability within the mentoring relationship. The main tension was manifested in Sue’s struggle to develop her own teaching persona on the one hand, and the pressure to conform to her cooperating teachers’ expectations on the other hand. The implications of the study are discussed.
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García-Moya, Irene, Fiona Brooks, and Carmen Moreno. "Humanizing and conducive to learning: an adolescent students’ perspective on the central attributes of positive relationships with teachers." European Journal of Psychology of Education 35, no. 1 (February 2, 2019): 1–20. http://dx.doi.org/10.1007/s10212-019-00413-z.
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AbstractThe aim of this qualitative study was to identify central attributes of positive relationships with teachers from the adolescent students’ perspectives that could help delineate the meaning of student–teacher connectedness while exploring to what extent its main attributes were similar or different in England and Spain. As part of the EU-funded project “Well-being among European youth: The contribution of student-teacher relationships in the secondary-school population”, we conducted focus groups in England and Spain with 42 students aged 11 to 18 years. Using a bottom-up approach for thematic analysis, we identified two main attributes that were linked to positive relationships with teachers as seen by our participating students from England and Spain:humanizing relationships, in which the students are acknowledged and respected as individuals and feel understood and supported by their teachers; andrelationships conducive to learning, encompassing aspects such as a perception of a genuine commitment with their learning on the part of the teachers, a positive classroom management, and teachers motivating students. This study contributes to the conceptualization of student–teacher connectedness and provides useful insights for teachers and educational professionals. In addition, the study findings pointed to the importance of power and authority dynamics in student–teacher relationships that foster or undermine connectedness, and they revealed some cross-cultural differences in the role of emotions in the class, two important aspects which deserve further attention in future research.
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R.R., Avetisyan, Tuaeva I.B., and Karyaeva S.K. "PSYCHOLOGICAL STRATEGIES TO THE STUDY OF INTERETHNIC COOPERATION AND TOLERANCE ON THE EXAMPLE OF STUDENTS SOGMA." “Educational bulletin “Consciousness” 23, no. 1 (January 31, 2021): 12–17. http://dx.doi.org/10.26787/nydha-2686-6846-2021-23-1-12-17.
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This article examines the socio-psychological aspects of a tolerant person, as well as the factors that determine the strategies of interethnic interaction in a multinational society, which were formed in historical practice and are determined by the economic and political structure of society as a whole. The student environment is one of the most intense and intense places of interethnic contacts. Traditionally, in an educational institution, an important way to improve the educational process, which involves comfortable psychological interpersonal relationships, is to develop methods that contribute to the formation of interethnic tolerance. The North Ossetian state medical Academy is a modern multi-level system of continuous training of specialists of higher medical and pharmaceutical education belonging to different national confessions. An important activity of SOGMA is the development of international relations and cooperation with foreign students. The annual events are aimed at forming a positive attitude of students to cultural differences. Representatives of various ethnic communities meet at the University, various systems of worldview and perception of the world are formed, as a result, students ' stereotypes of interethnic consciousness and behavior are strengthened. The study involved 50 students of the 1st year of dental and 50 students of the 6th year of medical faculties of the fgbou VO SOGMA. Diagnostics of General communicative tolerance V. V. Boyko allows you to diagnose tolerant and intolerant attitudes that manifest themselves in the process of communication. E. Bogardus ' scale of social distance determines the degree of psychological closeness of people and the ease of their interaction. Tolerance is an important component of effective interethnic interaction of medical students, which serves as the basis for resolving social and interethnic conflicts and achieving mutual respect for the interests of all religious denominations.
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White, Jane H., Anne Griswold Peirce, and William Jacobowitz. "The relationship amongst ethical position, religiosity and self-identified culture in student nurses." Nursing Ethics 26, no. 7-8 (October 18, 2018): 2398–412. http://dx.doi.org/10.1177/0969733018792738.
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Background/purpose: Research from other disciplines demonstrates that ethical position, idealism, or relativism predicts ethical decision-making. Individuals from diverse cultures ascribe to various religious beliefs and studies have found that religiosity and culture affect ethical decision-making. Moreover, little literature exists regarding undergraduate nursing students’ ethical position; no studies have been conducted in the United States on students’ ethical position, their self-identified culture, and intrinsic religiosity despite an increase in the diversity of nursing students across the United States. Participants and Research Context Objectives: The study’s two aims were to determine the relationship of self-identified culture, religiosity, and ethics position of undergraduate nursing student and whether students’ level of education and past ethics courses taken related to idealism. Two hundred and twelve volunteer undergraduate students participated. Research design: A descriptive cross-sectional study was designed for participants who completed the Ethical Position Questionnaire, The intrinsic subscale of the Religious Orientation Scale, and a Demographic, Cultural, Ethnicity Form. To test the five hypotheses, analyses included t-tests, correlations, and ANOVA. Ethical Considerations: The study was approved by the Institutional Review Board at Adelphi University. Results: Idealism and intrinsic religiosity were significantly related. Differences were observed for intrinsic religiosity and idealism for cultural identity and cultural dimensions such as parents’ place of birth, and if participants were US born. Students’ level of education or participation in past courses on ethics did not influence idealism. Conclusions: The study’s findings were similar to most of the research from other disciplines on culture, ethics position, and religiosity. Generic courses on ethics taken prior to clinical work may not assist nursing students in integrating principles into complex ethical dilemmas. Self-identified culture, religion, and intrinsic religiosity related to ethics position; completing ethics courses and level of education, juniors compared with seniors, did not influence idealism. Faculty should consider integrating students’ culture, religious orientation, and ethics position into teaching ethics for all levels of nursing education.
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Orón Semper, José Víctor, Inmaculada Lizasoain, Jaione Abaurrea, Concepción González-García, and Esperanza Ayuga-Téllez. "What Kind of School Organizational Decisions Serve to Enhance Sustainable Personal and Social Growth?" Sustainability 13, no. 17 (September 6, 2021): 9995. http://dx.doi.org/10.3390/su13179995.
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Sustainable decisions in education are those which pursue long-term achievements for students. In many cases, the principals of the schools are those who must make these decisions. In this paper we explore some of the factors that influence the students’ long-term development by means of an analysis of the correlation between certain organizational aspects of the schools which directly depend on the principals and the scores that their students have obtained in the International Assessment PISA 2018 in mathematics, reading and science. The results point to a better long-term student achievement when the organizational decisions are designed to enhance interpersonal relationships (teacher-teacher, teacher-student and student-student), responding to the specific needs of each person and based on trust. Conversely, it seems that when the organizational decisions are merely made to control academic life, they either bear upon academic achievement in a negative way or do not significantly affect it. The results suggest that carefully attending to interpersonal relationships is the key factor behind all the educational decisions which generate sustainable socio-personal development.
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Connor, Annemarie, and Michael J. Leahy. "Teaching the Working Alliance: Bridging the Gap Between Counseling Microskills and Establishing Meaningful and Productive Relationships." Rehabilitation Research, Policy, and Education 30, no. 4 (2016): 371–88. http://dx.doi.org/10.1891/2168-6653.30.4.371.
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Purpose:This article conceptualizes teaching alliance as a framework to guide educators in teaching the affective components of working alliance (WA) through enhanced student–teacher relationships and augmented curricular focus on therapeutic bonds.Method:Drawing on the extant literature, and integrating counseling and educational theory, this article reviews the origins and evolution of the WA, conceptualizing WA as an evidence-based practice, counselor competency, and hallmark of professional identity.Results:Teaching alliance pedagogies are conceptualized across the curriculum, in clinical supervision, and as an innovative course designed to deepen understanding of the cognitively complex, affective components of WA. The article concludes with a discussion of implications for research, education, and practice.Conclusion:Early and increased curricular focus on the nondirective aspects of the teacher–student relationship offers promise in facilitating students’ self-actualizing tendencies and the ultimate achievement of counselor competence and strong professional identity.
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Triyoko, Hanung. "Implementing a Student-Centered Pedagogy: Doing so in the Indonesian Teaching-Learning Context." Register Journal 5, no. 2 (November 1, 2012): 1–32. http://dx.doi.org/10.18326/rgt.v5i2.1-32.
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Today’s educators must be willing to shift from the teacher-centered paradigm, which was in place when they themselves were students, to the new paradigm of student-centered education. This article was inspired by the challenges and opportunities experienced by the writers while attempting to implement a student-centered pedagogy. We will share some of our experiences as educators to provide a context for various aspects of student centered-learning. Understanding some of the successes and failures we have experienced in our careers may help to highlight the potential and importance of student-centered pedagogy in its many facets. Based on the vignettes from our teaching experiences, we have identified four major ideas about how to adopt a more student-centered approach: planning lessons that encourage student interest; adapting the curriculum to meet student’s needs; using technology in the classroom; and developing mutually respectful relationships. Keywords : Student-Centered Pedagogy; Student’s Interest, Student’s Needs; Mutually Respectful Relationships
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Triyoko, Hanung. "Implementing a Student-Centered Pedagogy: Doing so in the Indonesian Teaching-Learning Context." Register Journal 5, no. 2 (November 1, 2012): 1. http://dx.doi.org/10.18326/rgt.v5i2.242.
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Today’s educators must be willing to shift from the teacher-centered paradigm, which was in place when they themselves were students, to the new paradigm of student-centered education. This article was inspired by the challenges and opportunities experienced by the writers while attempting to implement a student-centered pedagogy. We will share some of our experiences as educators to provide a context for various aspects of student centered-learning. Understanding some of the successes and failures we have experienced in our careers may help to highlight the potential and importance of student-centered pedagogy in its many facets. Based on the vignettes from our teaching experiences, we have identified four major ideas about how to adopt a more student-centered approach: planning lessons that encourage student interest; adapting the curriculum to meet student’s needs; using technology in the classroom; and developing mutually respectful relationships. Keywords : Student-Centered Pedagogy; Student’s Interest, Student’s Needs; Mutually Respectful Relationships
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Gavriluţă, Nicu. "Aspects of the master-disciple relationship: Dimitrie Gusti and Mircea Vulcănescu." Sociologie Romaneasca 18, no. 2 (November 11, 2020): 127–35. http://dx.doi.org/10.33788/sr.18.2.5.
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The present text analyzes some cultural aspects of the master-disciple relationship between Dimitrie Gusti and Mircea Vulcănescu. Insist especially on the topicality of Gustian sociology while taking Mircea Vulcănescu’s receiver. Mircea Vulcănescu’s discipleship starts with the coordination of the bachelor’s degree in sociology by Professor Dimitrie Gusti, and then continues with the writing of other studies. Participation in sociological campaigns field, seminars and sociology conferences will follow afterwards. The present study also has the interpretation that the disciple Mircea Vulcănescu gives to the sociological system of the declared teacher Dimitrie Gusti. The precise references are to the Aristotelian substrate of the relation between possibility and actuality, reflected by Dimitrie Gusti in the relation between cadres and manifestations; to the social will understood as an original expression of the voluntarism of Jean-Jacques Rousseau; to the archetypal character of the four Gustavian cadres; to Gusti’s sociological system defined as “system of social philosophy”. In this sense, Dimitrie Gusti’s system does not exclude science. On the contrary, it includes it in the sense of “sufficient reason” of all those existing in social life. Finally, I illustrated the importance of the social phenomenology practiced by Mircea Vulcănescu in the field sociological campaigns coordinated by Dimitrie Gusti with two classic examples and one current one. The first two refer to the analysis of a magico-religious phenomenon (the enchantment) and to the subtleties of the speculative vocation of the Romanian reflected linguistically. The present example is an attempt, partially original, to interpret in the spirit of the phenomenology proposed by Vulcănescu certain forms of popular culture that illustrate the non-canonical power of evil in Romanian history. At the limit, these fantasies of the efficacy of evil could more deeply explain the suspicion and distrust of Romanians.
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Diniatulhaq, Rifdah, Annafi Ananda Oktaria, and Azwar Abbas. "Classroom Management Strategies in English Language Teaching: A Perspective of English Teacher." EDUVELOP 3, no. 2 (March 21, 2020): 105–13. http://dx.doi.org/10.31605/eduvelop.v3i2.604.
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The essence of classroom management is the creation of more conducive student learning conditions. The conducive learning conditions are the most important prerequisite for the smooth implementation of student learning activities, so that the smooth learning process influences the learning outcomes more optimally. Good class management is one that can serve and help students' needs in learning. Therefore, the characteristics and needs of students are the first things that need to be known and taken into account by the teacher as well as possible. To collect the data, the researchers used semi-structure interview and the obtained data were analyzed with descriptive-qualitative method.The result showed that there are three dominant aspects of classroom management system, namely; curriculum and instructional management’s (i.e. curriculum planning, making the lesson plan, scheduling, method implementation learning and assessment), management behavior (i.e. teacher sets and enforces the rules and the procedure, teacher starts the lesson, teacher builds relationships with students, teachers apply discipline and consequences and teacher is involved in the process learning), and management of the environment (i.e. class settings namely structuring furniture and determining the number of students).
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Algharabali, Nada A., Rahima S. Akbar, and Hanan A. Taqi. "It Takes Two to Say ‘Hi’: Evaluating College Teacher/Student Greetings in Kuwait." World Journal of Education 9, no. 6 (December 18, 2019): 15. http://dx.doi.org/10.5430/wje.v9n6p15.
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As mundane and empty expressions as they may seem, greetings are necessary social behavior for the establishment and maintenance of interpersonal relationships no matter what setting they occur in or who the interlocutors are. We hypnotized that greeting behaviors may especially be beneficial with college students in academic contexts. With a socio-pragmatic perspective in mind, the present study investigates the importance of caring classroom behavior between college students and teachers. Quantitative analysis elicited from online questionnaires analyzed via SPSS in search of significance across variables, such as gender, age, and social status, showed both students and teachers strongly believe that exchanging greetings are a crucial part of classroom interaction as it leads to the overall success of the relationship between them. In an era of achievement-oriented education, students are expected to pave their way efficiently towards potential professional levels needed in the job market. It is therefore essential that research exploring, even the most mundane aspects of teacher/student interaction, helps in tailoring to the students’ needs and interests.
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Peeva, Katya, Georgi Arabadzhiev, and Georgi Yordanov. "STUDENTS’ PERCEPTIONS OF ASPECTS AFFECTING MEDICAL EDUCATION QUALITY." CBU International Conference Proceedings 1 (June 30, 2013): 272–78. http://dx.doi.org/10.12955/cbup.v1.44.
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The student is the main subject in the education process. The goal of the study is to examine the relative weight of the components of learning process in the students’ evaluation assessment for quality of higher medical education. Direct individual inquiry with rank answers for 541 medical students was completed. Logistic regression analysis was done to create predictive models and derive relationships between quality of education factors and its dependents: assessment of quality and students' progress. Tolerance and respectfulness (OR = 13.1), high general culture (OR = 18.4), clearand accessiblecontemporaryteaching (OR = 9.2), engagement of the audience (OR = 3.4), are the teacher characteristics in the model. Application ofnew technologiesinlearning (OR = 4.2),discussion (OR = 5.9), patients observations and live contact (OR = 5.6) are educational methods determine the qualityof education. Accordinginterns quality of education isdetermined mainly by clinical facilities, quality lectures,solving clinical cases, and practical work.
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Harding-DeKam, Jenni L., Boni Hamilton, and Stacy Loyd. "The Hidden Curriculum of Doctoral Advising." NACADA Journal 32, no. 2 (September 1, 2012): 5–16. http://dx.doi.org/10.12930/0271-9517-32.2.5.
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We examined the hidden curriculum of doctoral advising by conceptualizing the advisor as a teacher. Using autoethnographic methods in this case study, we simultaneously explored both sides of the advisor-student relationship. The constructivist paradigm permeated all aspects of the research: data collection, analysis, and interpretation. The significance of this study lies in new understanding of the zone of proximal doctoral development and the exploration of barriers to building positive multiyear advising relationships. Findings and implications resulted in new understandings of how doctoral advisors can minimize obstacles by making expectations explicit, listening by hearing, creating relationships of trust, and judiciously negotiating power. Making the hidden curriculum explicit can be accomplished with purposefully scheduled meetings, supportive caring relationships, and ethical practices.
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Siti Kholidatur Rodiyah. "Ideal Evaluation in Islamic Education Learning." EDUTEC : Journal of Education And Technology 2, no. 2 (March 30, 2019): 1–5. http://dx.doi.org/10.29062/edu.v2i2.23.
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A prospective teacher will actually be demanded by professionals in carrying out their duties as an educator. In teaching later a teacher is required to be able to provide the best education so as to achieve the desired educational goals. Evaluation in Islamic education the way or technique of assessment of student behavior based on a comprehensive standard calculation of all aspects of mental psychological and spiritual life of students. Because the personal figure desired by Islamic education is not only a person who is religious in nature, but also has the knowledge and skills that are capable of doing charity and worshiping God and society. In that case, educational evaluation is one part of the activities carried out by a teacher to support the achievement of educational goals, and among evaluations conducted by the teacher is the evaluation of learning outcomes, where the evaluation is carried out to measure the extent of students' knowledge and skills after receive material and direction from a teacher.Evaluation of learning outcomes is very important where a teacher must be truly objective and professional in implementing it, because on the side of a teacher will decide the success or failure of a student.
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Leite, Rosana Franzen, Fabiele Cristiane Dias Broietti, and Viviane Arrigo. "Um One day of work of the Teacher of Chemistry: narratives of college students about teaching activity." Revista Tempos e Espaços em Educação 14, no. 33 (August 21, 2021): e14196. http://dx.doi.org/10.20952/revtee.v14i33.14196.
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The aim of this study was to investigate the process of teaching learning, priorities, desires and difficulties experienced by academics in Chemistry, when describing a day of class as a high school teacher. For this, on the first day of class of the Supervised Internship, of the Chemistry Degree course, academics were asked to produce a narrative text imagining what a working day as a Chemistry teacher would be like. This activity gave rise to 15 narratives, which were analyzed based on content analysis. Such an analytical procedure allowed the identification of two main categories, which were divided into subcategories. To discuss the results, the first category was selected: Image of a Chemistry teacher, which encompasses ideas about different methodologies, planning and time control, interpersonal relationships between teacher and student and between students, the profession as a job exhaustive and the teacher's clothes. In view of the results, it was possible to highlight multiple aspects as constituents of the teaching work, which highlights the need to expand the discussions held in the initial training courses, in addition to aspects related to disciplinary and didactic-pedagogical content.
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Bwiruka, Jane, John Maani, and John Ssetumba. "Student Teachers Perceptions and Experiences on School Practice and Competence Development at Makerere University-Uganda." American Journal of Education and Practice 5, no. 2 (May 4, 2021): 1–25. http://dx.doi.org/10.47672/ajep.706.
Full textAbstract:
Purpose: The study was carried out to explore the student teachers’ perceptions and experiences on school practice in terms of competence development.
Methodology: Phenomenology as a design was adopted using unstructured interviews and documents review to collect data from twelve purposively selected third year student teachers as participants. Data was analyzed using the framework analysis.
Findings: School practice was clearly understood by participants as a learning experience that involves putting theory into practice with the help from supervisors and senior teachers. However, it was conducted along the curriculum requirements as an assessment/examination by the university supervisors. Consequently, some challenges were faced. These included, difficulties in applying all the various methods taught by different lecturers, lack of professionalism, little feedback/conferencing with supervisors, hurried reports, limited mentorship and supervisory aspects in school practice host schools and limited materials to use among others.
Unique Contribution to Theory, Practice and Policy: The teacher preparation institutions in Uganda Makerere inclusive need to improve the general methods course to all students to cater for issues in lesson preparation, presentation, classroom management, assessment and evaluation. An interdependent relationship between the University and the SP host schools is required to promote a working relationship between the supervisors and host teachers for mentoring and supervisory aspects to student teachers. Makerere University and other teacher preparation institutions need constant professional development courses to promote professionalism among supervisors to address issues like lack of feedback/conferencing and poor supervisor-student relationships among others.
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Zecca, Luisa, and Valeria Cotza. "Distance relationships and educational fragilities: A Student Voice research in digital third spaces." Research on Education and Media 12, no. 1 (December 1, 2020): 34–41. http://dx.doi.org/10.2478/rem-2020-0005.
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Abstract What impact did distance learning and education have on the most fragile students during the COVID-19 emergency? How is ‘educational fragility’ perceived by teachers and school educators, and how did this concept change during the school closure? How did children and young people perceive their remote learning experiences? The pandemic scenario forced to switch from face-to-face to distance educational relationships, triggering new fragilities and increasing digital inequalities. Therefore, in the digital environment of third space, a qualitative Student Voice research was conducted to collect students’, teachers’ and educators’ perceptions of remote schooling via semi-structured interviews. The study was implemented with working university students and school-going students with special educational needs, aged between 7 and 13 years, pursuing the teacher preparation aspect in the field of social justice. Preliminary results show that distance relationships fostered students’ self-regulated learning and awareness of their own learning processes; however, only in-presence schooling is experienced as a real ‘living-learning space.’ All these aspects and especially the practitioners’ awareness of the outcomes of distance education open up a new perspective towards an ecological theory of educational fragility, which could contribute to define new in-depth knowledge-construction tools in support of the education practice.
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D’Souza, Melba Sheila, Bala Raju Nikku, and Cael Field. "Interdisciplinary teaching practices: Reflections from a teaching triangle." Journal of Nursing Education and Practice 11, no. 5 (January 11, 2021): 10. http://dx.doi.org/10.5430/jnep.v11n5p10.
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Background and aim: There is an increased understanding of and appreciation for teachers' work from other disciplines, primarily for formulating individual plans and enhancing one's teaching based on observations and shared reflections. This article reviews how reflective practice, which is self-initiated and focused, informs the understanding and improvement of teaching practices, demonstrates interaction with students, and guides teaching experiences. This article aims to explore reflective practices that were meaningful for engaging in in-class instructional teaching practices.Methods: A self-study methodology was used to examine the complicated relationship between teaching and learning and knowledge in action of teacher education pedagogy.Results and discussion: As teacher, we understand the importance of problem-solving, establishing connections between relationships, and motivating students to think about missing connections or reconsidering them. Implications: The benefit of the Teaching Triangle was enhancing interdisciplinary relationships, understanding professional teaching relationships, and learning from each other without boundaries.Conclusions: Three aspects of the interdisciplinary reflective practice that emerged were adopting philosophy and purpose-driven goals; facilitating teaching pedagogy and technology; and creating culturally safe and effective student learning environments.
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D’Souza, Melba Sheila, Bala Raju Nikku, and Cael Field. "Interdisciplinary teaching practices: Reflections from a teaching triangle." Journal of Nursing Education and Practice 11, no. 5 (January 11, 2021): 10. http://dx.doi.org/10.5430/jnep.v11n5p10.
Full textAbstract:
Background and aim: There is an increased understanding of and appreciation for teachers' work from other disciplines, primarily for formulating individual plans and enhancing one's teaching based on observations and shared reflections. This article reviews how reflective practice, which is self-initiated and focused, informs the understanding and improvement of teaching practices, demonstrates interaction with students, and guides teaching experiences. This article aims to explore reflective practices that were meaningful for engaging in in-class instructional teaching practices.Methods: A self-study methodology was used to examine the complicated relationship between teaching and learning and knowledge in action of teacher education pedagogy.Results and discussion: As teacher, we understand the importance of problem-solving, establishing connections between relationships, and motivating students to think about missing connections or reconsidering them. Implications: The benefit of the Teaching Triangle was enhancing interdisciplinary relationships, understanding professional teaching relationships, and learning from each other without boundaries.Conclusions: Three aspects of the interdisciplinary reflective practice that emerged were adopting philosophy and purpose-driven goals; facilitating teaching pedagogy and technology; and creating culturally safe and effective student learning environments.
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Arfashah, Nouf G. "Religious Orientation and its Relationship to Meaning of Life and Irrational Thinking among a Sample of University Student in Jeddah." Journal of Educational and Psychological Studies [JEPS] 12, no. 3 (July 29, 2018): 605. http://dx.doi.org/10.24200/jeps.vol12iss3pp605-624.
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The study aimed at exploring the relationship between religious orientation and the meaning of life on one hand, and religious orientations and irrational thinking on the other hand. It also aimed at exploring the relationship between the meaning of life and irrational thinking. The basic sample comprised 585 participants from university students in Jeddah, who were randomly selected from various humanities, religion and science majors. Research instruments included a religious orientation scale, meaning of life scale, and thoughts and beliefs scale. The study found: (1) a positive correlation between meaning of life and each of the intellectual cognitive religiousness, emotional enthusiastic religiousness and original true religiousness; (2) a negative correlation between meaning of life and ritual opportunist religiousness; (3) a positive correlation between irrational thinking and and each of the intellectual cognitive religiousness, ritual opportunist religiousness and emotional enthusiastic religiousness; and (4) a negative correlation between the meaning of life and the inflexibility of thinking which is one aspect of irrational thinking.
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Duke, Robert A. "Teacher and Student Behavior in Suzuki String Lessons: Results from the International Research Symposium on Talent Education." Journal of Research in Music Education 47, no. 4 (December 1999): 293–307. http://dx.doi.org/10.2307/3345485.
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The investigation described in this report documents the types of behavior that take place in the studios of nationally and/or regionally acclaimed string teachers whose instruction is based on the principles of Shinichi Suzuki. The specific focus of the investigation was the time allocated to different aspects of teacher, student, and parent behavior as teachers and students worked to improve students' playing of repertoire in the context of individual lessons. The study also examined the relationships among various student characteristics and the lesson behavior observed. Each of 29 string teachers was observed teaching two or three different students across three consecutive lessons—a total of 246 lessons. A unique aspect of the investigation was the enlistment of 13 expert string pedagogues who were trained to evaluate videotaped instruction using systematic observation procedures designed specifically for this project. The observation procedures were designed to address specific research questions that had been identified at the International Suzuki Institute Research Symposium (Aber, 1990).
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Dharmaningsih, Ni Made Sri Uttami, I. Ketut Tanu, and Ni Komang Sutriyanti. "Hindu Teacher Religion Learning Strategy In SMA Negeri 5 Denpasar." Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies 2, no. 2 (November 2, 2018): 252. http://dx.doi.org/10.25078/ijhsrs.v2i2.626.
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<p>Technological developments and information flows add to the tendency of high rates of deviation by students. The responsibility of the school to further enhance its role through the teacher in providing moral education so as to form students' self-efficacy in behaving appropriately and improperly. Students' understanding of values can be formed through the learning process. The role of teachers, especially teachers of Hinduism, in implementing learning strategies is the main focus to be studied. Thus, through this study will be known learning strategies carried out by Hinduism teachers in anticipating student behavior and foster self-efficacy and instill educational values that characterize in Denpasar Public High School 5. Based on the above background, problems can be formulated as follows: Application of the Hindu religion teacher learning strategy in improving moral behavior and self-efficacy in Denpasar 5 SMA 2) Factors that influence the implementation of the Hindu religion teacher learning strategies in improving moral behavior and self-efficacy at SMA Negeri 5 Denpasar 3) Implications of the application of the learning strategy of Hindu religious education on moral behavior and self-efficacy in Denpasar SMA 5. This problem will be studied using Learning Theory, Constructivism Theory, and Stimulus Response Theory. Data collection techniques used: observation, interviews, documents, literature studies with the determination of informants using purposive sampling technique. Data analysis used is qualitative descriptive and triangulation. The results of this study are presented as follows: (1) Application of the Hindu religion teacher learning strategy using scientific learning strategies which include: (a) Implementation and Evaluation Planning; (b) Learning methods, media and learning resources used. (2) Factors that influence the implementation of Hindu religion teacher learning strategies include internal factors and external factors. Internal factors consist of (a) Teacher Factors; (b) Student Factors; (c) School Management Factors; and (d) Learning Support Facilities and Infrastructure Factors. External factors consist of (a) social environment and (b) natural environment. (3) The implications of the implementation of learning strategies for Hindu religious education are (1) cognitive aspects, (2) affective aspects and (3) psychomotor aspects. Based on the description above, it can be concluded that the Hindu education learning strategy conducted at Denpasar Public High School 5 has its own method in its application, so it is able to control and overcome students from behavioral deviations and self-efficacy.</p>
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Isbell, Daniel S. "Musicians and Teachers." Journal of Research in Music Education 56, no. 2 (July 2008): 162–78. http://dx.doi.org/10.1177/0022429408322853.
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This study was designed to investigate the socialization and occupational identity of undergraduate music education majors enrolled in traditional preservice teacher education programs. Preservice music teachers ( N = 578) from 30 randomly sampled institutions completed a 128-item questionnaire. Descriptive statistics were computed for all variables, and factor analysis was used to explore the underlying structure of occupational identity. Correlational and regression analyses revealed relationships among socialization influences and occupational identity. Descriptive findings surrounding various aspects of primary and secondary socialization revealed that parents, school music teachers, and private lesson instructors exerted a positive influence on student decisions related to participating in music and pursuing a music education career. Factor analysis results indicated that occupational identity consisted of three constructs: musician identity, self-perceived teacher identity, and teacher identity as inferred from others. Correlations between secondary socialization and occupational identity were slightly stronger than those between primary socialization and occupational identity, and influential experiences were more predictive of occupational identity than influential people.
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Groeninck, Mieke. "Academization of Pious Learning: A Student’s Quest in Religious Education." Religions 11, no. 6 (June 23, 2020): 309. http://dx.doi.org/10.3390/rel11060309.
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This paper focuses on the move towards “academization” of Islamic religious education in private institutes belonging to the reform movement in Brussels. An attempt is made to think through this move in terms of the sacred knowledge concerned, and the alleged implications for teachers and students of Islam. Some of the crucial elements that go with this shift are the aspiration for “distantiation” in teaching and knowing aspects of internal diversity, as well as the aspired changes in the professor–student (instead of shaykh–disciple) relationship. By focusing on ethnographic examples, the aim is to contribute to our understanding of the importance of the internal debates instigated by an attempt towards academization, the search for coherence that goes with it, its repercussions on people’s daily life and personal sensibilities, as well as on Islamic expert authority formation.
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Neusner, Jacob. "Death-Scenes and Farewell Stories: an Aspect of the Master-Disciple Relationship in Mark and in Some Talmudic Tales." Harvard Theological Review 79, no. 1-3 (July 1986): 187–97. http://dx.doi.org/10.1017/s0017816000020459.
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Vernon K. Robbins' Jesus the Teacher: A Socio-Rhetorical Interpretation of Mark points to the master-disciple relationship as the critical structure in that Gospel. He sees three phases: the initial one, involving summons and response; the intermediate phase, encompassing teaching and learning; and the final phase, one of farewell and death. Robbins' stimulating account at the first two points compares Mark's portrait of the relationship with, among others, the relationship between master and disciple related in stories in the writings of the ancient rabbis of the Talmud and related literature. When he reaches the final phase, however, Robbins does not undertake such a comparison. It seems to me a suggestive exercise. So, in honor of the great master honored in this volume, I shall begin to fill the gap in Robbins' fine account.
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Sharkey, Marie, and Hugh Gash. "Teachers’ Constructivist and Ethical Beliefs." Behavioral Sciences 10, no. 6 (May 29, 2020): 96. http://dx.doi.org/10.3390/bs10060096.
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Teachers’ approaches and beliefs are key determinants of teachers’ practice. This study was designed to examine whether two aspects of Irish primary teacher beliefs are associated, their views on constructivist practices and their views on two ethical dimensions (idealism and relativism). The views of a sample of 35 teachers were assessed using the Constructivist Learning Environment Survey (CLES) and the Ethical Position Questionnaire (EPQ). Significant relationships were found between ethical position and scores on dimensions on the CLES. For example, idealistic teachers valued uncertainty and student negotiation more than teachers with high relativist scores. The results are discussed in the context of continuing professional development and future research.
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Hadjioannou, Xenia. "Bringing the Background to the Foreground: What Do Classroom Environments That Support Authentic Discussions Look Like?" American Educational Research Journal 44, no. 2 (June 2007): 370–99. http://dx.doi.org/10.3102/0002831207302173.
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Authentic discussions are dialogically oriented classroom interactions where participants present and consider multiple perspectives and often use others’ input in constructing their contributions. Despite their instructional effectiveness, authentic discussions are reportedly rare in classrooms. This qualitative case study examines the features of the environment of a fifth-grade classroom community where authentic discussions were frequent. The examination used recorded class sessions, interviews, and field notes to identify seven aspects of the classroom environment that appeared to be essential to the presence of authentic discussions: physical environment, curricular demands and enacted curriculum, teacher beliefs, student beliefs about discussions, relationships among members, classroom procedures, and norms of classroom participation.
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Benlahcene, Abderrahim, Rosna Awang-Hashim, and Amrita Kaur. "PERSONAL BEST GOALS: DO THEY MEDIATE THE RELATIONSHIP BETWEEN TEACHER AUTONOMY SUPPORT AND STUDENT ENGAGEMENT?" Malaysian Journal of Learning and Instruction (MJLI) Vol. 17, No.1 Jan. 2020 17, Number 1 (January 31, 2020): 25–49. http://dx.doi.org/10.32890/mjli2020.17.1.2.
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Purpose ˗ The role of teacher autonomy support (TAS) is central to students’ engagement. However, there is a scarcity of empirical evidence on the mediating role of personal best (PB) goals between autonomy support and student engagement. Hence, in this research we examined the extent to which TAS could impact cognitive, behavioural and emotional engagement with the mediating role of PB goals among undergraduate students. Methodology ˗ A cross-sectional research design was applied. A total of 266 undergraduate students from a large government university located in northern Malaysia participated in this research. The Learning Climate Questionnaire (LCQ) and the Personal Best Scale were used to measure the students’ perception of TAS and their PB goals respectively, while the Engagement Versus Disaffection with Learning measurement scale and the Metacognitive Strategies Questionnaire were used to collect data on cognitive, behavioural and emotional engagement. Structural Equation Modelling using AMOS 23 was adopted to test the hypothesized relationships. Findings ˗ The results of the study support our postulated model, showing that TAS is related with student engagement aspects through the full mediating role of PB goals. Significance ˗ These results augment the present understanding of the self-determination theory motivation mediation model by highlighting that creating a conducive learning environment that facilitates self-determined behaviours among students will nurture PB goals and enhance engagement, which will be beneficial for teaching and learning processes in education.
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Salamah, Umi, and Arif Hidayatulloh. "POLA INTERAKSI USTADZ DAN SANTRI DALAM PEMBELAJARAN ( Studi Kasus di Pondok Pesantren Mambaul Hisan Blitar)." J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) 6, no. 1 (December 30, 2019): 46. http://dx.doi.org/10.18860/jpips.v6i1.7804.
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<p>The success of a learning process is very closely related to the process of interaction. In Islamic boarding schools, a religious teacher besides becoming a teacher must become uswah / example in instilling religious values and moral values. In addition, the interaction between the religious teacher and students is expected to provide understanding to students including the ability of cognitive, affective and psychomotor. The purpose of this study is to describe the form of religious teacher and student interaction, the process of interaction between religious teacher and students, and the impact of interaction between religious teacher and students in the cottage. boarding school Mambaul Hisan Blitar. This study uses a qualitative approach to the type of case studies, using data collection techniques of observation, interviews, and documentation. Data analysis in this study uses data condensation, data display, and verification. The results of this study indicate that 1) the interaction between the cleric and the santri consists of three forms, namely one-way interaction, two-way interaction and multi-way interaction. 2) The process of educational interactions occurs in two kinds, namely outside and inside the teaching-learning process. 3) The impact of the interaction that was built between the cleric and the santri was to add insight into the religious scholarship of the santri, making the santri always prioritize aspects of the morality of the mercy, words in kromo, good manners and good social ethics, santri were more responsible and disciplined in carrying out their obligations</p><p><em><strong>Keywords: interaction pattern; learning process</strong></em></p><p><strong><em><br /></em></strong></p>
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Calvert, Isaac. "Sanctifying Security: Jewish Approaches to Religious Education in Jerusalem." Religions 10, no. 1 (January 1, 2019): 23. http://dx.doi.org/10.3390/rel10010023.
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While Schmitt’s Political Theology paints modern theories of the state as secularized theological concepts, prominent threads of Jewish religious education in 20th century Jerusalem have moved in a different direction, that is, toward the re-sacralization of such secularized theological concepts. Orthodox Jewish schools in Jerusalem, or yeshivot, take an orthopractic approach to religious education as informing all aspects of life, rather than a delimited set of doctrines or beliefs. As such, questions of security fall within the purview Jewish religious education. To look more closely at the relationship between orthodox Jewish religious education, sanctity and security, I spent seven months enrolled as a student-observer in three Jerusalem yeshivot taking daily field notes, conducting interviews, attending classes, and studying related sacred texts. By examining both Jewish sacred texts and ethnographic data from contemporary Jerusalem yeshivot, this article highlights how geo-political ideals of security in modern Jerusalem are being re-sacralized by contemporizing ancient sacred texts and approaching religious education itself as a means of eliciting divine aid in the securitization process for Jewish Jerusalem.
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Prawira, Yudha Andana, Vidia Lantari Ayundari, and Titim Kurnia. "Exploring Students’ Affective on Using Asynchronous Learning During the Pandemic Period." Jurnal Pendidikan Islam 7, no. 1 (June 30, 2021): 33–50. http://dx.doi.org/10.15575/jpi.v7i1.9740.
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The distance learning can greatly improve student’s cognitive development, but its success in increasing students' affective competence have not been conclusively reported. This study aims to investigate students’ affective aspects, parents, and teacher perspective on islamic religious education using asynchronous learning. Data were collected using questionnaires, interview, and observation. The data were analysed using descriptive analysis. The results show that there was a change on students’ competence in terms of affective religious aspects. Initially 60% students have negative attitudes and decreased to 30% after they had experienced asynchronous distance learning with commitment of learning establishment. The parents in their interview expressed that they were greatly assisted by the commitment of learning their children formed. The asynchronous learning with learning commitment can be considered successful to help students improve their attitudes. This study shows that e-learning accompanied by a learning commitment between student and teachers turns out to be able to give positive results on the part of students' affective on islamic religious education.
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Ayu, Sovia Mas. "Evaluasi Program Praktek Pengamalan Ibadah Di Sekolah Dasar Ar-Raudah Bandar Lampung." Al-Tadzkiyyah: Jurnal Pendidikan Islam 8, no. 1 (May 14, 2017): 15. http://dx.doi.org/10.24042/atjpi.v8i1.2092.
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Evaluation of the Worship Practice Program Program aims to provide an assessment of the implementation and achievement of program objectives. CIPP Model Stufflebeam is used in research to evaluate aspects of context (goals, guidance, and implementation), input aspects (materials, teachers, and students), process aspects (technical implementation of programs), and products or outputs (results). Analysis of research data using a descriptive qualitative approach. The data collection tool uses interviews and observations to assess teacher behavior by students, self-assessment questionnaires by students, and student behavioral assessment questionnaires by parents. The object of the study was 3 teachers, 55 students, and 55 parents of students. The evaluation results show that for the context and input aspects in the good category. Process evaluation is a good category, related to the timing of implementation and steps for implementing PPI activities in accordance with established guidelines. Product evaluation in sufficient categories means that students can be said to be quite good in religious behavior individually. While the assessment of indicators of religious behavior shows good categories.
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Pino, Angela, and Laia Viladot. "Teaching–learning resources and supports in the music classroom: Key aspects for the inclusion of visually impaired students." British Journal of Visual Impairment 37, no. 1 (September 17, 2018): 17–28. http://dx.doi.org/10.1177/0264619618795199.
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Currently, there still exist barriers that prevent a satisfactory connection between music education and the visually impaired population. This is due to the teachers’ lack of preparation and their general ignorance of the functioning of the Braille music system, the materials, specialist support, and other tools needed for the inclusion of this type of students in the classroom. In order to familiarize the educational community with the resources and specialist support involved in inclusive music teaching, we conducted and analysed semi-structured interviews with the following persons: (1) the music specialists at the Organización Nacional de Ciegos Españoles Resource Centre (Spanish National Organization of the Blind); (2) a music teacher who had two visually impaired students in her classes; and (3) a blind student who studied music and had specialized in piano performance. The contributions made by this article consist of the categorization of the different teaching–learning resources involved in inclusion, information on how specialist support can be provided to facilitate these resources, and the relationships between resources and specialist support taking into account the point of view of teacher as the main figure responsible for inclusion in the music classroom.
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Asmi, Rehenuma. "Everyday Conversions: Islam, Domestic Work, and South Asian Migrant Women in Kuwait." American Journal of Islamic Social Sciences 35, no. 3 (July 1, 2018): 83–86. http://dx.doi.org/10.35632/ajiss.v35i3.485.
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There is a tendency in academic literature to compare and contrast reli- gions to try to understand the motivations of the convert. What are the costs and benefits of conversion? What is gained and what is lost? Thinking in these utilitarian terms can lead to a focus on causality and materiality, rather than the metaphysical and ephemeral aspects of religious thought and practice. Furthermore, religious conversion to Islam is often mired in the same prejudices and stereotypes of the orient found in western and predominantly Judeo-Christian depictions of the Middle East, the region that Islam is most often associated with. In Everyday Conversions: Islam, Domestic Work, and South Asian Migrant Women in Kuwait, Attiya Ahmad moves away from the emphasis on what distinguishes religious traditions and discursive communities to focus on what religious conversion means to the individual convert. Ahmad seeks to counter the notion that conver- sion must have some material benefit to the convert and instead looks at the quotidian character of religious transformation. Ahmad argues in her eth- nographic work that conversion can be understood through the minutiae of daily interactions, conversations, and affections that develop over time. She follows the lives of migrant domestic workers in the Gulf and their relationships with their employers as well as their own families over the course of their conversions and argues that it is neither the strength of the da'wa movement in Kuwait, nor the benefits gained by conversion to the employee/employer relationship that effectively describes the reason the women convert (although Ahmad is admittedly not looking for causality). Instead, Ahmad writes: “I have sought to tell a more modest and mundane set of stories that convey moments of slippage, tension and traces of feel- ings, thoughts and impressions of everyday conversion” (194). The strengths of Ahmad’s ethnography lie in its attention to detail and equanimity in representing the challenges of migration and domestic labor. Ahmad is careful not to create victims, nor inflate the value of the women’s migration and conversion to their economic or personal well-being. In this approach, there are hints of Lila Abu-Lughod’s and Saba Mahmood’s work with women who appear to be in marginal or precarious positions. Like these feminist ethnographers, Ahmad is attuned to the ethics and politics of representation, but with an eye towards transnational and cultural stud- ies. In its theoretical framing, the ethnography calls to mind the work of Michel DeCerteau in The Practice of Everyday Life, which rejects theories of production to focus on the consumer. Furthermore, by placing conversion in light of transnational migration, Ahmad also shows how the individu- al convert navigates her conversion through the complex nexus of Kuwait City as well as her own home town. Thus, the individual convert as artist of her own conversion is the primary subject of Ahmad’s book. My one cri- tique of the book would be in the area of theory, where Ahmad is hesitant to challenge others who have written on the subject of Islamic religious faith and practice, despite the theoretical weight evident in her ethnography. In the introduction, Ahmad begins with Talal Asad and Saba Mah- mood’s seminal arguments in the field of anthropology of Islam, which she argues “relativize and provincialize secular modern understandings of sub- jectivity, agency and embodied practice” (9). She distinguishes her work from Asad and Mahmood’s by utilizing a transnational feminist framework that highlights the process of “mutual constitution and self-constituting othering, as well as sociohistorical circumstances” (10). Ahmad wants to go beyond discursive narratives of secular liberalism and the Islamic piety movement. Specifically, Ahmad follows the approach of Eve Sedgewick, who eschews Judith Butler’s “strong theory” in exchange for an approach that looks at factors that “lie alongside” gender performativity (23). Ahmad does this by showing “how religious conversion also constitutes a complex site of interrelation through which religious traditions are configured and reconfigured together” (24). Instead of showing conflict or contrasting discursive traditions, Ahmad contends that the best way to understand the lives and stories of her interlocutors are in the quotidian affairs of the households they work and live in. She divides the chapters into the affec- tive experiences the women have as a result of their migration experiences, which in turn spur their conversions. Chapters one and two cover the political and geographic terrain that the women must cut across, which produces an overwhelming feeling of being neither here nor there, but temporarily suspended between states, households, and religions. Chapter one paints a somewhat grim picture of the politically precarious position of migrant women within the kefala sys- tem, labor laws, and bans on migrations often creating impossible condi- tions for migrant woman. Chapter two sets out to “discern, document and describe” (66) the migratory experience and why it produces uncertainty about one’s place in the world. It follows the women back and forth between Kuwait and their home countries, emphasizing the socio-historical context that requires a transnational feminist framework. The four women that Ah- mad follows throughout the book share their migratory journeys and their sense of “suspension” between two households. This chapter segues neatly into chapter three, where the women share how being a female migrant and domestic laborer requires knowledge of cross-cultural norms regarding gender, all of which require the women to be naram, “a gendered, learned capability of being malleable that indexes proper womanhood” (122). In their own eyes, a successful domestic worker from South Asia bends to the norms of the society they are in, and they attribute male and female migrant failure to being too sakht, or hard and unyielding. Here, I would have liked a stronger connection between how she describes naram and how Mahmood describes malaka. Does being naram lay the groundwork for women’s conversion to Islam, a religion which requires the ability to engage in rituals entailing patience, modesty, and steadfastness? Ahmed hints at this connection in the conclusion to the chapter—“Being naram resonates with the fluid, flexible student-centered pedagogies of Kuwait’s Islamic dawa movement, thus facilitating domestic worker’s deepening learning of Islamic precepts and practices” (123)—but she could have spent more time discussing the overlap in the concepts in either chapter three or five, where she discusses the da'wah movement. Chapters four and five deal directly with questions of religious thought and practice and illustrate how the women grapple with Islamic practices in the household as their relationships with their employers deepen. Chapter five is about the household and the everyday conversations or “house talk” that Ahmad argues are the touchstones for the women’s conversion. The daily relations in the household make blending and layering practices of Is- lam onto older traditions and rituals seem easy and natural. Ahmad argues that “the work undertaken by domestic workers—such as tending to family members during trips and caring for the elderly or the infirm—necessari- ly involves the disciplining and training of their comportment, affect and sense of self ” (129) and makes Islamic practices easier to absorb as well. Chapter 6 is a foray into the da'wah movement classroom. Like Mahmood’s Politics of Piety, Ahmad shows how the teachers and students use the space to create “intertwining stories” of patience in the face of hardship and the eventual rewards that come from this ethical re-fashioning, which mirror their own hardships as converts and help them deal with the dilemmas of being female migrant and domestic workers. The chapter ends with a sense of uncertainty, returning to the themes of temporality and suspension that began the book. Ahmad can’t say whether the conversions will remain fixed pieces or will bend and move with the women as their circumstances change. In the epilogue, Ahmad follows the “ongoing conversions” of her inter- locutors as some of them return home as Muslims and encounter new chal- lenges. As a book that focuses on the everyday, it is fitting to end on a new day and possibly, a new conversion. The strength of Ahmad’s ethnography is in giving center-stage to the considerable creativity and diligence mi- grant women show in piecing together their own conversions. This piecing together is perfectly captured by the book’s cover, which features Azra Ak- samija’s “Flocking Mosque”. The structure of a flower illustrates how believ- ers form a circular and geometric shape when gathered in devotion to God. Like Aksamija’s patterns, which build into a circular design, Ahmad’s chap- ters each represent a key piece of the story of migrant domestic workers’ conversion to Islam as a gradual process that blends nations, households, and individuals together to create a narrative about the women’s newfound faith. Scholars should read this book for its textured and detailed observa- tions about migrant women’s daily lives and for its treatment of religious conversion as a gradual process that unfolds in the everyday experiences of individuals. It would also be a great book for students as theory takes a back seat to the ethnography. The book is a refreshing, graceful approach to the subject of religious conversion and Islamic faith. Ahmad stays focused on telling her interlocutors’ stories while navigating often conflicting posi- tions.
Rehenuma AsmiAssistant Professor of Education and International StudiesAllegheny College
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Asmi, Rehenuma. "Everyday Conversions: Islam, Domestic Work, and South Asian Migrant Women in Kuwait." American Journal of Islam and Society 35, no. 3 (July 1, 2018): 83–86. http://dx.doi.org/10.35632/ajis.v35i3.485.
Full textAbstract:
There is a tendency in academic literature to compare and contrast reli- gions to try to understand the motivations of the convert. What are the costs and benefits of conversion? What is gained and what is lost? Thinking in these utilitarian terms can lead to a focus on causality and materiality, rather than the metaphysical and ephemeral aspects of religious thought and practice. Furthermore, religious conversion to Islam is often mired in the same prejudices and stereotypes of the orient found in western and predominantly Judeo-Christian depictions of the Middle East, the region that Islam is most often associated with. In Everyday Conversions: Islam, Domestic Work, and South Asian Migrant Women in Kuwait, Attiya Ahmad moves away from the emphasis on what distinguishes religious traditions and discursive communities to focus on what religious conversion means to the individual convert. Ahmad seeks to counter the notion that conver- sion must have some material benefit to the convert and instead looks at the quotidian character of religious transformation. Ahmad argues in her eth- nographic work that conversion can be understood through the minutiae of daily interactions, conversations, and affections that develop over time. She follows the lives of migrant domestic workers in the Gulf and their relationships with their employers as well as their own families over the course of their conversions and argues that it is neither the strength of the da'wa movement in Kuwait, nor the benefits gained by conversion to the employee/employer relationship that effectively describes the reason the women convert (although Ahmad is admittedly not looking for causality). Instead, Ahmad writes: “I have sought to tell a more modest and mundane set of stories that convey moments of slippage, tension and traces of feel- ings, thoughts and impressions of everyday conversion” (194). The strengths of Ahmad’s ethnography lie in its attention to detail and equanimity in representing the challenges of migration and domestic labor. Ahmad is careful not to create victims, nor inflate the value of the women’s migration and conversion to their economic or personal well-being. In this approach, there are hints of Lila Abu-Lughod’s and Saba Mahmood’s work with women who appear to be in marginal or precarious positions. Like these feminist ethnographers, Ahmad is attuned to the ethics and politics of representation, but with an eye towards transnational and cultural stud- ies. In its theoretical framing, the ethnography calls to mind the work of Michel DeCerteau in The Practice of Everyday Life, which rejects theories of production to focus on the consumer. Furthermore, by placing conversion in light of transnational migration, Ahmad also shows how the individu- al convert navigates her conversion through the complex nexus of Kuwait City as well as her own home town. Thus, the individual convert as artist of her own conversion is the primary subject of Ahmad’s book. My one cri- tique of the book would be in the area of theory, where Ahmad is hesitant to challenge others who have written on the subject of Islamic religious faith and practice, despite the theoretical weight evident in her ethnography. In the introduction, Ahmad begins with Talal Asad and Saba Mah- mood’s seminal arguments in the field of anthropology of Islam, which she argues “relativize and provincialize secular modern understandings of sub- jectivity, agency and embodied practice” (9). She distinguishes her work from Asad and Mahmood’s by utilizing a transnational feminist framework that highlights the process of “mutual constitution and self-constituting othering, as well as sociohistorical circumstances” (10). Ahmad wants to go beyond discursive narratives of secular liberalism and the Islamic piety movement. Specifically, Ahmad follows the approach of Eve Sedgewick, who eschews Judith Butler’s “strong theory” in exchange for an approach that looks at factors that “lie alongside” gender performativity (23). Ahmad does this by showing “how religious conversion also constitutes a complex site of interrelation through which religious traditions are configured and reconfigured together” (24). Instead of showing conflict or contrasting discursive traditions, Ahmad contends that the best way to understand the lives and stories of her interlocutors are in the quotidian affairs of the households they work and live in. She divides the chapters into the affec- tive experiences the women have as a result of their migration experiences, which in turn spur their conversions. Chapters one and two cover the political and geographic terrain that the women must cut across, which produces an overwhelming feeling of being neither here nor there, but temporarily suspended between states, households, and religions. Chapter one paints a somewhat grim picture of the politically precarious position of migrant women within the kefala sys- tem, labor laws, and bans on migrations often creating impossible condi- tions for migrant woman. Chapter two sets out to “discern, document and describe” (66) the migratory experience and why it produces uncertainty about one’s place in the world. It follows the women back and forth between Kuwait and their home countries, emphasizing the socio-historical context that requires a transnational feminist framework. The four women that Ah- mad follows throughout the book share their migratory journeys and their sense of “suspension” between two households. This chapter segues neatly into chapter three, where the women share how being a female migrant and domestic laborer requires knowledge of cross-cultural norms regarding gender, all of which require the women to be naram, “a gendered, learned capability of being malleable that indexes proper womanhood” (122). In their own eyes, a successful domestic worker from South Asia bends to the norms of the society they are in, and they attribute male and female migrant failure to being too sakht, or hard and unyielding. Here, I would have liked a stronger connection between how she describes naram and how Mahmood describes malaka. Does being naram lay the groundwork for women’s conversion to Islam, a religion which requires the ability to engage in rituals entailing patience, modesty, and steadfastness? Ahmed hints at this connection in the conclusion to the chapter—“Being naram resonates with the fluid, flexible student-centered pedagogies of Kuwait’s Islamic dawa movement, thus facilitating domestic worker’s deepening learning of Islamic precepts and practices” (123)—but she could have spent more time discussing the overlap in the concepts in either chapter three or five, where she discusses the da'wah movement. Chapters four and five deal directly with questions of religious thought and practice and illustrate how the women grapple with Islamic practices in the household as their relationships with their employers deepen. Chapter five is about the household and the everyday conversations or “house talk” that Ahmad argues are the touchstones for the women’s conversion. The daily relations in the household make blending and layering practices of Is- lam onto older traditions and rituals seem easy and natural. Ahmad argues that “the work undertaken by domestic workers—such as tending to family members during trips and caring for the elderly or the infirm—necessari- ly involves the disciplining and training of their comportment, affect and sense of self ” (129) and makes Islamic practices easier to absorb as well. Chapter 6 is a foray into the da'wah movement classroom. Like Mahmood’s Politics of Piety, Ahmad shows how the teachers and students use the space to create “intertwining stories” of patience in the face of hardship and the eventual rewards that come from this ethical re-fashioning, which mirror their own hardships as converts and help them deal with the dilemmas of being female migrant and domestic workers. The chapter ends with a sense of uncertainty, returning to the themes of temporality and suspension that began the book. Ahmad can’t say whether the conversions will remain fixed pieces or will bend and move with the women as their circumstances change. In the epilogue, Ahmad follows the “ongoing conversions” of her inter- locutors as some of them return home as Muslims and encounter new chal- lenges. As a book that focuses on the everyday, it is fitting to end on a new day and possibly, a new conversion. The strength of Ahmad’s ethnography is in giving center-stage to the considerable creativity and diligence mi- grant women show in piecing together their own conversions. This piecing together is perfectly captured by the book’s cover, which features Azra Ak- samija’s “Flocking Mosque”. The structure of a flower illustrates how believ- ers form a circular and geometric shape when gathered in devotion to God. Like Aksamija’s patterns, which build into a circular design, Ahmad’s chap- ters each represent a key piece of the story of migrant domestic workers’ conversion to Islam as a gradual process that blends nations, households, and individuals together to create a narrative about the women’s newfound faith. Scholars should read this book for its textured and detailed observa- tions about migrant women’s daily lives and for its treatment of religious conversion as a gradual process that unfolds in the everyday experiences of individuals. It would also be a great book for students as theory takes a back seat to the ethnography. The book is a refreshing, graceful approach to the subject of religious conversion and Islamic faith. Ahmad stays focused on telling her interlocutors’ stories while navigating often conflicting posi- tions.
Rehenuma AsmiAssistant Professor of Education and International StudiesAllegheny College
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Zheng, Qiao, Lingyan Li, Huijuan Chen, and Susanna Loeb. "What Aspects of Principal Leadership Are Most Highly Correlated With School Outcomes in China?" Educational Administration Quarterly 53, no. 3 (May 3, 2017): 409–47. http://dx.doi.org/10.1177/0013161x17706152.
Full textAbstract:
Purpose: The purpose of this study is to build a broader framework for Chinese principal leadership and to determine what aspects of principal leadership correlate most highly with school outcomes from the perspectives of both principals and teachers. Method: The data come from a 2013 national student achievement assessment in China comprising 37,749 students in Grade 8 and 9,165 teachers in 613 secondary schools. Adopting Grissom and Loeb’s measurement framework, we use both exploratory and confirmatory factor analyses to examine the structure of principal leadership. Then, a hierarchical linear model is employed to analyze the relationship between principal leadership and five school outcomes, controlling for basic student and teacher demographics and certain school context variables. Findings: We identify many differences and some similarities between China and the United States. We obtain five leadership factors from the principals’ self-rating data (Visibility and Direct Participation, Instruction Organization, Internal Environment Organization, Planning and Personnel, and External Relations) and three leadership factors from the teachers’ rating data (Organization and Management, Instruction and Curriculum, and Visibility and Direct Participation). Regarding student reading achievement and learning efficacy, from both the principals’ and teachers’ perspectives, the most highly correlated aspect is Instruction Organization. For teachers’ occupational stress, job burnout, and teaching efficacy, teachers’ ratings of principal leadership exhibit more significant relationships than does principals’ self-rated leadership. Implications: We explore a broader framework of principal leadership in China. We identify the benefits and analyze alternative views of the indirect effects of principal leadership on students.
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Korepanova, E. V., and E. V. Kirpicheva. "Dialogical Communication in Psychological Support of Students’ Learning." Voprosy sovremennoj nauki i praktiki. Universitet imeni V.I. Vernadskogo, no. 4(78) (2020): 091–99. http://dx.doi.org/10.17277/voprosy.2020.04.pp.091-099.
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The derivative function of dialogical communication in the psychological support of learning is intensification of activity, which is especially clearly manifested in group dialogue. Dialogical communication is presented from the standpoint of the methodology of communication, communication, relationships. These aspects of the study of dialogical communication presuppose productive and dynamic interpersonal interaction, mutual understanding and mutual knowledge. This approach is logically presented in the consideration of dialogical communication in the psychological support of learning. The correlation between increased effectiveness of dialogical communication in psychological support of learning and increased productivity of the activity, which is clearly traced in the polylogue, is revealed. Dialogical communication in psychological support of students’ learning can be presented as the unity of all participants of communication in achieving the goal, taking into account psychological factors of the dialogue and conditions of dialogization of relationships between the teacher and the student.
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Sultan, Sultan, and Jufri Jufri. "Teacher`s Control on Students: Representation of Antisocial Communication in an Indonesian Language Learning Context." Humaniora 10, no. 2 (August 5, 2019): 145. http://dx.doi.org/10.21512/humaniora.v10i2.5531.
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This research examined teacher’s control of classroom interaction. Studying teachers’ controlling behaviors as a form of antisocial communication was necessary to develop teachers’ pedagogical competence and teacher-student relationships that were empowering and equitable. It employed a qualitative approach to critical discourse analysis. The respondents are six Indonesian Language teachers. Data collection was conducted by video recording, observation, and interview. Data were analyzed at the micro (text) and macro (social context) level. Research findings show that teacher’s control of classroom interaction might be realized in the acts of interrupting students, enforcing explicitness, controlling topic, formulating, restricting students’ contribution, asking close-ended questions, and ignoring students’ contribution. Teacher’s antisocial communication represented through various types of controls which can hinder the development of students’ language skills and adversely affect learning climates and students’ psychological aspects. Teacher’s beliefs and perspectives, teacher’s social status, and teacher’s pedagogical competence can be considered as factors that is able to contribute to practice of teacher’s control of students in classroom interaction.
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Alwani, Zainab. "Transformational Teaching: Prophet Muhammad (peace be upon him) as a Teacher and Murabbī." Journal of Islamic Faith and Practice 2, no. 1 (July 1, 2019): 91–119. http://dx.doi.org/10.18060/23276.
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This article analyzes the transformative role of Prophet Muhammad as a murabbī. I apply the hermeneutic of reading the divine text as a structural unity, a concept known as al-waḥda al-binā’iyya li-l-Qur’ān. After defining the concept of murabbī, I suggest that a holistic reading of the Qur’an can help us rebuild our concepts from within the Qur’an, a methodological approach that we can use to reshape the current religious discourse. I present the Prophet’s (pbuh) mission as a roadmap, a model that envisions a holistic relationship between the Qur’an and the Sunna as its final goal. I then devote special attention to this model by focusing on his teaching strategies and how they impacted the first generation of Muslims. I argue that a strong methodology based on the Qur’an and Sunna can help revive the role of a companionate Muslim community. I close by stressing the significance of developing this traditional role and applying it in all aspects of contemporary life.
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Hezser, Catherine. "The Impact of Household Slaves on the Jewish Family in Roman Palestine." Journal for the Study of Judaism 34, no. 4 (2003): 375–424. http://dx.doi.org/10.1163/157006303772777026.
Full textAbstract:
AbstractIn late antiquity most of the slaves owned by Jewish slave owners in Roman Palestine seem to have been domestic slaves. These slaves formed an integral part of the Jewish household and played an important role within the family economy. In a number of respects the master-slave relationship resembled the wife-husband, child-father, and student-teacher relationships, and affectionate bonds between the slave and his master (or nursling) would have an impact on relationships between other members of the family. Master and slave were linked to each other through mutual ties of dependency which counteracted the basic powerlessness of slaves. On the other hand, slaves had to suffer sexual exploitation and were considered honorless. Rabbinic sources reveal both similarities and differences between Jewish and Graeco-Roman attitudes toward slaves. The Jewish view of the master-slave relationship also served as the basis for its metaphorical use.
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Nurjanah, Elis, Imas Masidah, and Fifiet Fifiet. "PENGARUH APE DARI BAHAN ALAM TERHADAP ASPEK PERKEMBANGAN ANAK USIA 4-6 TAHUN." CERIA (Cerdas Energik Responsif Inovatif Adaptif) 1, no. 5 (March 29, 2019): 7. http://dx.doi.org/10.22460/ceria.v1i5.p7-12.
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Teachers must have high creativity in developing visuals to support student learning in accordance with its provisions, namely learning while playing. Media such as safe, healthy and clean, make according to size, can to explore, can to experiment, can develop, encourage students to be creative, develop ability to use. Media from natural materials that can be developed by kindergarten students. Although natural materials are considered simple, but if there is high creativity by the teacher, the teacher will be able to produce a fun learning spirit. and can be involved. The existence of creative learning will stimulate achievement. from aspects of religious morality, physical motoric, language, cognitive, social emotional and art. Creativity at school will be the creativity that is done while playing. because the results for the material and the ease of being able to be in the surrounding environment.