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Vanner, Catherine, and Anuradha Dugal. "Personal, Powerful, Political." Girlhood Studies 13, no. 2 (June 1, 2020): vii—xv. http://dx.doi.org/10.3167/ghs.2020.130202.
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“Today I met my role model,” tweeted climate change activist Greta Thunberg on 25 February 2020, captioning a picture of herself with girls’ education activist Malala Yousafzai, who also tweeted the picture, proclaiming that Greta was “the only friend I would skip school for.” The proclamations of mutual admiration illustrate a form of solidarity between the two most famous girl activists, who are often pointed to as examples of the power of the individual girl activist in spite of their intentionally collective approaches that connect young activists and civil society organizations around the world. These girl activists have garnered worldwide attention for their causes but have also been subject to problematic media representations that elevate voices of privilege and/or focus on girl activists as exceptional individuals (Gordon and Taft 2010; Hesford 2014), often obscuring the movements behind them. For this reason, this special issue explores activism networks by, for, and with girls and young women, examining and emphasizing girls’ activism in collective and collaborative spaces.
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Malczewski, Joan. "Interstitial Collaboration: Education Reform in the Jim Crow South." Studies in American Political Development 31, no. 2 (October 2017): 238–58. http://dx.doi.org/10.1017/s0898588x17000128.
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The Board of Trustees of the Negro Rural School Fund convened in the office of the president of the United States on December 14, 1911. The mission of the fund was to assist Southern black schools, supplying black supervising teachers to rural areas.1President William Howard Taft presided over the meeting, which included members from banking, industry, philanthropy, higher education, and the clergy, demonstrating the importance of associated action in policy and political development in the early twentieth century.2These elite reformers hoped to guide policymaking in education reform, and their work was just one part of a far-reaching agenda for education in the Jim Crow South, based on the premise that public schooling was important to a strong national state.3Yet, it was difficult for elite actors to implement national policy goals in state and local areas, particularly for education. Local control was an important characteristic of American schooling, and Southern education reform was a particularly complicated terrain, dominated by rural areas committed to states’ rights, local control, and the racial state.4While the fund's trustees hoped to direct efforts from their lofty White House venue, foundation efficacy required extensive collaboration with organizations and actors across the South. This work, referred to here asinterstitial collaboration, included a set of initiatives tailored to state and local regions, supported by cooperative relationships between governmental and nongovernmental organizational entities and with citizens across the political spectrum.
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Nøttrup, Jonna, and Ole Steen Nielsen. "Fra støttepædagog til ekspert med pædagogisk takt." Forskning i Pædagogers Profession og Uddannelse 4, no. 2 (October 19, 2020): 15. http://dx.doi.org/10.7146/fppu.v4i2.122506.
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ResuméKommunerne har siden 1980’erne etableret centrale korps af støttepædagoger. Daginstitutionerne kan søge om særlig støtte fra dette korps til pædagogiske praksis. Støttepædagogernes opgaver har ændret sig fra en kompenserende indsats til det enkelte barn til en indsats, hvor støttepædagogerne hovedsagelig skal yde støtte til pædagogernes udvikling af læringsmiljøet for alle børn i institutionen. Støttepædagogerne oplever det ofte som en følsom udfordring, når de må stille spørgsmål til fagfællers pædagogiske forståelser, antagelser og lokale praksis for at understøtte udvikling af denne. Denne udfordring kalder på en særlig form for støttepædagogisk praksis. Vi anvender begreberne interaktionel ekspertise (Collins & Evans, 2007) og pædagogisk takt (van Manen, 2015) til at forstå og karakterisere den ekspertise og faglighed, der er i spil og på spil, når der skal ydes støtte til udvikling af pædagogisk praksis i dagtilbud. Artiklen er udarbejdet på baggrund af aktionsforskning i forbindelse med et aktionslæringsforløb med støttepædagoger i en større dansk kommune.
AbstractFrom assistant preschool teachers to expert with pedagogical tact Since the 1980s, many Danish municipalities have been establishing centralized units of assistant pre-school teachers who provide special assistance for the pedagogical practices of pre-school institutions. The tasks of these assistant pre-school teachers have changed over time: from an originally compensatory effort targeting individual children, to primarily assisting pre-school teachers and the development of the learning environment for all children. In the endeavor of assisting the development of these learning environments, it is often perceived as a sensitive issue, when assistant pre-school teachers question the pedagogical assumptions and local practices of their professional peers. This challenge calls for a special kind of pedagogical practice. In this article, we apply the concepts of interactional expertise (Collins & Evans, 2007) and pedagogical tact (van Manen, 2015) to characterize the expertise and professionalism that is at play and at stake, in the provision of assistance for the development of pedagogical practices in pre-schools institutions. The article has been developed based on action research in connection to an action learning course for assistant pre-schools teachers in a larger Danish municipality.
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Budiastra, A. A. Ketut, Susy Puspitasari, Iwan Wicaksono, and Nia Erlina. "Study of The Local Wisdom Curriculum of Geopark Belitung to Support Local Cultural Values in Context of Natural Science Learning for Elementary School." Advances in Social Sciences Research Journal 8, no. 5 (June 8, 2021): 692–706. http://dx.doi.org/10.14738/assrj.85.10280.
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In this article, the respondent's opinion is discussed about the effectiveness of the model of integrating local cultural values of the Belitung Geopark in learning science in elementary schools. The research design refers to research and development design (R&D) includes four stages of activity. However, this study discusses the results of a preliminary study on the content of the local cultural values of the Belitung Geopark in science learning in elementary schools. The population of this research is the teachers of elementary schools Dendang District and Simpang Pesak District, East Belitung Regency. The sample was selected by purposive sampling, namely 34 elementary school teachers and as many as 152 elementary school students in grade IV, grade V, and grade VI. The instruments used in the data collection process included questionnaires, interview guidelines, observation sheets, and student learning outcomes tests. The teacher's ability to plan to learn is measured using the teacher ability assessment tool (TAAT) I format. Meanwhile, the teacher's ability to teach is measured using the (TAAT) II format. From the results of this study, it concluded that (1) Implementation of the Geopark local wisdom curriculum is effective in improving student geopark learning outcomes in science learning in elementary schools; (2) The characteristics of science learning that are integrated with Geopark content can be implemented by the teacher; (3) The model of integrating local cultural values of the Belitung Geopark in learning science in elementary schools can realize the concept of science is fun in elementary school.
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Briggs, Allan. "Links Between Senior High School Indigenous Attendance, Retention and Engagement: Observations at Two Urban High Schools." Australian Journal of Indigenous Education 46, no. 1 (June 10, 2016): 34–43. http://dx.doi.org/10.1017/jie.2016.14.
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This paper aims to provide some insight into the links between attendance, retention and engagement of Indigenous senior students in an urban environment. A study of 58 students from two urban high schools during the period 2009–14 was undertaken. The study used data from a variety of school records, as well as informal interviews with students. It is argued that while the broader comprehensive statistical studies are useful there is a need to have some more, in depth, localised studies in urban schools. Results of the study support the link between absences and student disengagement. There was a clear positive link between retention to Year 12 and superior attendance. In many individual instances, the links between attendance, retention and engagement were complex. There was also a need to place emphasis on alternative paths for some of the disengaged group rather than just trying to improve attendance. These paths included employment opportunities, Technical and Further Education (TAFE) and post school traineeships or apprenticeships. This paper points to the need for further longitudinal studies in urban high schools to study the long-term life outcomes for Indigenous students.
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Vickers, Margaret, and Stephen Lamb. "Why State Policies Matter: The Influence of Curriculum Policy on Participation in Post-Compulsory Education and Training." Australian Journal of Education 46, no. 2 (August 2002): 172–88. http://dx.doi.org/10.1177/000494410204600206.
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This study examines the effects of state curriculum policies on participation in post-compulsory education and training. Whereas studies in the past looking at this issue have tended to focus on school retention rates alone, the present study measures participation in education and training more broadly, taking account of the greater diversity of provision of post-compulsory education. This is achieved by including data on technical and further education (TAFE) and non-TAFE vocational participation as possible equivalents of high school completion. The results show that state policies do matter, that they affect overall participation rates but, more than this, they have a marked and differential impact on participation for disadvantaged groups.
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Vanessa, Vanessa, and Fitri Eriyanti. "FAKTOR-FAKTOR PENYEBAB ANAK NELAYAN PUTUS SEKOLAH DI KELURAHAN PASIA NAN TIGO KECAMATAN KOTO TANGAH KOTA PADANG." Jurnal Manajemen dan Ilmu Administrasi Publik (JMIAP) 3, no. 2 (June 22, 2021): 100–108. http://dx.doi.org/10.24036/jmiap.v3i2.218.
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This article describe the factors that cause fishermen children who drop out of school in Pasia Nan Tigo Subdistrict Koto Tangah Padang City. In this study, it was intended to find out what are the factors taht cause fishermen’s children to drop out of school in Pasia Nan TigoVillage. This Research uses qualitative approach, and research type using descriptive method. Data collection techniques in this study through interviews, observations and documentation studies, instruments in this study are interview guidelines that have been prepared, as well as mobile phones to collect data in research. In the research data reduction can be drawn conclusions from the data taht has been obtained. The results showed that the factors that cause fishermen to drop out of school in Pasia Nan Tigo Village are the economic factors of parents, the environment,parents’ awareness about the meaning of education, workfactors and interest an motivation factors.
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Franklin, Christine, Brad Hartlaub, Roxy Peck, Richard Scheaffer, David Thiel, and Katherine Tranbarger Freier. "AP Statistics: Building Bridges Between High School and College Statistics Education." American Statistician 65, no. 3 (August 2011): 177–82. http://dx.doi.org/10.1198/tast.2011.09111.
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Ross, Glenn F. "Tourism and hospitality employment motivation, success perception, job attainment strategies and post-secondary education aspiration among high school students." Journal of Psychologists and Counsellors in Schools 3 (November 1993): 51–63. http://dx.doi.org/10.1017/s1037291100002144.
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Schein (1991) has argued that it is of critical importance to understand and facilitate the process of adaptation in career choice among older teenagers. This study has investigated career choice adaptation among Australian high school students in regard to the tourism and hospitality industry, a context which offers growing potential for employment and careers for many Australian school leavers. Five hundred and ninety-four students enrolled in Years 11 and 12 in five State high schools from the Far North Queensland region were sampled so as to examine work motivation, success perception, job attainment strategies and further education preferences in respect of employment in the tourism and hospitality industry. Many students demonstrated high levels of motivation to attain tourism and hospitality industry employment on leaving school, but were somewhat less confident of attaining such employment. Technical and Further Education (TAFE) training was most highly ranked as the preferred mode of post-secondary school education. It was also found that those students who demonstrated no preparedness to consider post-secondary school education were more likely to opt for a job attainment strategy involving present skill requirements of employers, whereas male students were more likely to opt for a job attainment strategy which focused on good health alone. Further analyses revealed high vocational motivation and high success perception to be associated with a job attainment strategy involving the anticipation of future requirements of employers. Universities were regarded as suitable for providing high academic qualifications, whereas TAFE institutions were regarded as suitable for providing qualifications appropriate to present employer requirements. Finally In-house training was regarded as highly suitable forequippingstudents with skills and training appropriate to anticipated future requirements of employers. This study has delineated clear patterns of adaptation in regard to tourism and hospitality industry career choice perceptions, and has thus provided some basic understanding of the adaptation process in career choice regarding the Australian tourism and hospitality industry, together with some directions for further research in this area. The implications of these findings for students, careers counsellors and for the tourism and hospitality industry are examined.
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Karamy, Selma Elfirda. "West Java’s Fashion Diplomacy to South Australia: A Model of Sister Province Cooperation." Tourism and Sustainable Development Review 1, no. 2 (August 31, 2020): 65–75. http://dx.doi.org/10.31098/tsdr.v1i2.5.
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Sister Province is a concept that describes inter sub-national cooperation from two different countries. West Java Province, as one of the three provinces with the largest population in Indonesia, has built a Sister Province cooperation with South Australia. This Sister Province cooperation has been established from 1997 and revitalized during the leadership of the 14th Governor of West Java, Ahmad Heryawan, in 2015. The revitalization of West-South-South Java cooperation began with the signing of a Memorandum of Understanding (MoU) containing work plans in both regions in various fields. In the MoU, West Java and South Australia collaborated in the arts and culture, which is related to the modest fashion. The realization of the West Java and South Australia Sister Province was the cooperation of Bandung Islamic Fashion Institute (IFI) as the first Muslim fashion school in Indonesia, and Technical and Further Education (TAFE) as vocational schools and training in South Australia. This study uses the paradiplomacy theory and the sister province concept as analytical tools. The research was conducted to know how the process and the implementation of IFI and TAFE cooperation as a form of Sister Province Cooperation. The research method used is descriptive qualitative research with literature studies. This research resulted in the cooperation of the Sister Province of West Java-South Australia through IFI and TAFE running quite well, namely by the realization of scientific exchanges and fashion show collaborations between the two institutions. However, other cooperation plans have not been realized and require both parties and the government to assist in the preparation of realization and achieve effective and profitable cooperation.
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Sweet, Richard. "Vocational Preparation." Australian Journal of Career Development 4, no. 2 (July 1995): 5–7. http://dx.doi.org/10.1177/103841629500400203.
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National targets for growth in vocational preparation are unlikely to be met by relying upon wage-based models such as apprenticeships and traineeships. Full-time programs in TAFE, like full-time school courses, cannot provide the rich contextual and applied learning needed for high quality vocational education. A strategy that combines general and vocational education, workplace and classroom learning, school and industry training standards as well as links to post-school training is advocated. The Australian Student Traineeship Foundation, launched by the Prime Minister in 1994, is designed to promote and disseminate this strategy.
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Rinne, Ilona. "Pedagogic Being in a Neoliberal School Market: Developing Pedagogical Tact Through Lived Experience." Phenomenology & Practice 14, no. 1 (June 2, 2020): 105–17. http://dx.doi.org/10.29173/pandpr29401.
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Exploring teaching as an upper secondary school teacher through lived experience offers pedagogical insights that have been challenged over a period of 25 years, when neoliberal educational policies gradually transformed the conditions for teaching in Swedish schools. The article is grounded in the assumption that the teaching profession is complex and there are multiple tacit dimensions inherent in being and becoming a teacher. Several of these dimensions are captured by the notion of pedagogical tact and have to be learned through practice. However, over the past few decades, the implementation of neoliberal policies in the Swedish education sector have changed the conditions for teaching, and created an area of tension between the teacher’s pedagogical alignment and the educational practices influenced by neoliberal values. The aim of the study is to describe how the author experienced these tensions, and what they meant for her becoming and being a teacher in three different pedagogical sites: a higher education preparatory program, a vocational preparatory program, and in adult education. The description is grounded in the lifeworld phenomenological approach and carried out through personal narrative.
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Unwanullah, Arif, and Darmiyati Zuchdi. "Pendidikan akhlak mulia pada sekolah menengah pertama Bina Anak Soleh Tuban." Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi 5, no. 1 (September 5, 2017): 1. http://dx.doi.org/10.21831/jppfa.v5i1.14400.
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Pendidikan akhlak mulia selama ini lebih menekankan pada aspek pengetahuan dari pada aspek sikap dan aplikasinya. Fenomena tawuran pelajar dan pergaulan bebas menjadi bukti. Sekolah Islam berasrama dengan kurikulum khasnya dianggap berhasil mengelola pendidikan karakter akhlak mulia. Namun belum semua sekolah mampu mengelolanya secara efektif. Penelitian ini bertujuan mengetahui dan menggali data mengenai bagaimana perencanaan, implementasi, evaluasi, dan pengelolaan asrama (boarding school system) pendidikan akhlak mulia dilakukan. Penelitian menggunakan pendekatan kualitatif, merupakan studi kasus SMP BAS school boarding sistem Tuban. Temuan penelitian menunjukkan bahwa sekolah melakukan perencanaan program diawali dengan penetapan visi dan misi, tujuan, standart kelulusan, menyusun kurikulum terpadu mengintegrasikan antara kurikulum nasional dan kurikulum khas pondok pesantren dengan penekanan pada pendidikan akhlak mulia. evaluasi dilakukan terus menerus terhadap seluruh aspek kegiatan siswa. Keberhasilan ditandai adanya perubahan perilaku siswa seperti disiplin, rajin ibadah, taat, jujur, dan berprestasi. Masyarakat makin percaya dan lembaga makin berkembang. Salah satu rekomendasi penelitian agar semua pemangku kepentingan komitmen terhadap rencana, menjadi contoh dan melakukan pembinaan terus menerus serta menjalin kemitraan.Kata kunci: pengelolaan, pendidikan, akhlak mulia GOOD MANNERS EDUCATION AT YUNIOR HIGH SCHOOL TUBANAbstractGood manner education tends to emphasize on knowledge but weak on attitude and its application. The phenomenon of students do juvenile delinquency, promiscuity, and abuse of drugs. Islamic boarding schools with integrating curriculum of national and local /manhaj tarbiyah emphasizes on Islamic religion subjects and good manner values to students. However, many schools have not succeded in managing good manner education yet. This study is aimed to know and find out data about planning, implementation, evaluation, and management school boarding of good manner eduction as a case study of qualitative research in SMP BAS school boarding system Tuban. The study finds that the planning program is formulated in school vision and mission, gol, standart graduation, develop integrated curriculum, and actualizes in active learning process, develop students’ extra activity, religious habit and leadership. Evaluation conducted on whole activities continuously. The success of managerial implementation has been indicated by students’ attitude changes such as disciplinary, obedience, learning achievement, and less violence. For making effective good manner education program should involve of parents community, togetherness and commitment.Keywords: managing, good manner, islamic based
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Craven, Rhonda G., and Herbert W. Marsh. "The Challenge for Counsellors: Understanding and Addressing Indigenous Secondary Students' Aspirations, Self-concepts and Barriers to Achieving their Aspirations." Australian Journal of Guidance and Counselling 14, no. 1 (July 2004): 16–33. http://dx.doi.org/10.1017/s1037291100002648.
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Indigenous students are not attaining the same educational and employment outcomes as non-Indigenous students. Psychological constructs have been demonstrated by research with non-Indigenous Australians to impact upon desirable educational outcomes; however, there is a dearth of Aboriginal education research that has identified psychological constructs of salience to Indigenous students. The purpose of this study was to: (a) evaluate the self-concepts of Indigenous secondary students; (b) identify Indigenous students' aspirations; (c) elucidate Indigenous students' perceptions of barriers faced in attaining their aspirations; and (d) compare and contrast the pattern of results for Indigenous students to results for non-Indigenous students from the same schools. A total of 1686 students (517 Indigenous and 1151 non-Indigenous) from urban and rural regions from three Australian States participated. Indigenous students displayed statistically significantly lower academic (school, maths, verbal) self-concepts in comparison to non-Indigenous students. Significantly more Indigenous students in comparison to non-Indigenous students aspired to leaving school early, attending Technical and Further Education (TAFE) institutions and were less likely to know much about what sort of job or further education and training they could pursue after leaving school. Indigenous students also rated nine potential barriers with significantly higher scores compared to non-Indigenous students in regard to limiting or stopping them from achieving what they want to do. The results have important implications for career education and counselling interventions in educational contexts.
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Bagnall, Charlotte Louise. "Talking about School Transition (TaST): an emotional centred intervention to support children over primary-secondary school transition." Pastoral Care in Education 38, no. 2 (January 20, 2020): 116–37. http://dx.doi.org/10.1080/02643944.2020.1713870.
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Astuti, Wiji, and Tatsuya KUSAKABE. "Pesantren and Re-creation of Islamic Knowledge through Qur’anic School System Focusing on Teacher Training Education." TARBIYA: Journal of Education in Muslim Society 3, no. 2 (December 29, 2016): 131–39. http://dx.doi.org/10.15408/tjems.v3i2.3223.
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Abstract Pesantren and Qur’anic school are prominent educational pioneers in the largest Muslim populated country, Indonesia. Qur’anic school is the oldest education system, which later inspired the birth of traditional Islamic boarding schools or pesantren that have been growing so rapidly and giving unique characteristics of Islamic education practice throughout of the country. Nowadays Qur’anic schools are almost everywhere in cities and villages, providing Qur’anic reading lesson for Muslim children and educating them to be pious generation based on Qur’an and Hadist. At present, Pesantren has reformed its roles not only serving Islamic education for ordinary villagers, the sons of the middle-class Muslims, and aspiring religious scholars, but also functioning as center of trainings for Qur’anic schools teachers. Although Qur’anic schools and Pesantren are always popular, researches about them remain few. This study uncovered the role of Pesantren at semi-urban rural area of Banjarnegara Regency in Central Java in Qiro’ati and Iqro Qur’anic teacher training education as well as described the process of reconstruction of Islamic knowledge by Qur’anic school teachers. It was found out that there were three steps of reconstruction of knowledge, namely filtering, adaptation, and implementation. Abstrak Pesantren dan sekolah berlandaskan Al-Qur’an adalah pionir utama dalam dunia pendidikan di negara dengan populasi muslim terbesar, Indonesia. Sekolah berlandaskan Al-Qur’an adalah sistem pendidikan tertua, dikemudian hari menginspirasi lahirnya Pesantren tradisional yang kemudian tumbuh pesat dan memberikan warna yang khas dalam pendidikan Islam di seluruh negeri. Saat ini sekolah berbasi Al-Qur’an dapat ditemukan di hampir seluruh kota dan desa, memberikan pembelajaran Al-Qur’an bagi anak-anak muslim dan mendidik mereka untuk menjadi generasi yang taat berlandaskan Al-Qur’an dan Hadits. Saat ini, Pesantren telah mereformasi peran mereka tidak hanya melayani pendidikan Islam bagi masyarakat awam di pedesaan, kaum muslim kelas menengah, dan menghasilkan cendekiawan muslim, tapi juga berfungsi sebagai pusat pelatihan guru-guru Al-Qur’an di sekolah. Walauapun sekolah berbasis Al-Qur’an dan pesantren selalu popular, penelitian mengenai hal tersebut masih tergolong sedikit. Penelitian ini memaparkan peran pesantren di daerah semi-urban di daerah Banjarnegara Jawa tengah di dalam pelatihan guru di Qiro’ati dan Iqro Quranic dan juga menjelaskan proses rekonstruksi keilmuan Islam oleh para pengajar di sekolah berlandaskan Al-Qur’an. Diketahui bahwa ada tiga tahapan rekonstruksi keilmuan Islam, antara lain penyaringan, adaptasi dan implementasi. How to Cite : Astuti, W. Kusakabe, T. (2016). Pesantren and Re-Creation of Islamic Knowledge Through Qur’anic School System Focusing on Teacher Training Education. TARBIYA: Journal Of Education In Muslim Society, 3(2), 1-9. doi:10.15408/tjems.v3i2.3223. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v3i2.3223
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Murti, Anjani Wira. "IMPLEMENTASI THE HIDDEN CURRICULUM DALAM MENUMBUHKAN KARAKTER ISLAMI." Profetika Jurnal Studi Islam 19, no. 1 (February 13, 2019): 13–19. http://dx.doi.org/10.23917/profetika.v19i1.7749.
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This study aims to describe the implications of co-curriculer improving the student's Islamic character and to know the supporting and inhibiting factors of implementing co-curiculer at the eighth grade of MTs Negeri I and II Wonogiri. This type of research is qualitative research. The subjects of this study were headmasters, Islamic teachers, and students at the eighth grade of MTs Negeri I and II Wonogiri. The objects of this study are Islamic habituation activities that exist in MTs Negeri I and II Wonogiri. The techniques of collecting the data through observation, interviews, and documentation. The data analysis techniques used descriptive qualitative. The results of the research show that (1) the implications of co-curriculer in improving the student's Islamic character at the eighth grade of MTs Negeri I and II Wonogiri are: (a) the implication to the students are: through habituation which is conducted in the schools, the student will be discipline in doing his obligations such as prayer. The students also become more polite and noble. This shows that the student's attitude change be better is because of the application of co-curriculer in the school, (b) implications for schools: through co-curriculer, schools can achieve vision and mission. Co-curriculer also gives great benefits for schools, because with the existence of Islamic activities can make the name of the school more superior in the community. Besides that, by implementation of Islamic habituation activities and the existence of special program classes can also affect the school is superior.(2) The supporting factors of co-curriculer at the eighth grade of MTs Negeri I and II Wonogiri are: (a) The existence of Islamic teachers, (b) The closeness between teachers and students through communication, (c) the holding of ESQ activities, (d) Facilities and infrastructure are complete, and (e) Supportive school environments.(3) The inhibiting factors of implementing co-curriculer in improving the student's Islamic character are: (a) Awareness of students who are still less obedient in worship, (b) less of attention from parents, (c) Many of the students left by their parents go abroad, and (d) student living environment that is still less obedient in worship.Penelitian ini bertujuan untuk mendiskripsikan implikasi ko-kulikulerdalam menumbuhkan karakter Islami siswa dan untuk mengetahui faktor pendukung dan penghambat pelaksanaan ko-kurikuler dalam menumbuhkan karakter Islami siswa pada kelas VIII di MTs Negeri I dan II Wonogiri. Jenis penelitian ini adalah penelitian kualitatif.Subjek dalam penelitian ini adalah kepala sekolah, guru pembina keagamaan, dan siswa kelas VIII di MTs Negeri I dan II Wonogiri.Objek dalam penelitian ini adalah kegiatan pembiasaan keagamaan yang ada di MTs Negeri I dan II Wonogiri.Teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi.Teknik analisis data menggunakan deskriptif kualitatif. Hasil penelitian menunjukkan bahwa (1) implikasi dari ko-kulikulerdalam menumbuhkan karakter Islami siswa pada kelas VIII di MTs Negeri I dan II Wonogiri yaitu: (a) implikasi terhadap siswa: melalui pembiasaan yang dilaksanakan di sekolah, siswa akan menjadi disiplin dalam melaksanakan kewajibannya seperti shalat. Siswa juga menjadi lebih santun dan berakhlak mulia. Hal tersebut menunjukkan bahwa perubahan sikap siswa menjadi lebih baik karena diterapkannya ko-kulikulerdi sekolah, (b) implikasi terhadap sekolah: melalui ko-kurikuler, sekolah dapat mencapai visi dan misi. Ko-kulikulerjuga memberikan manfaat besar bagi sekolah, karena dengan adanya kegiatan keagamaan dapat menjadikan nama sekolah semakin unggul di masyarakat. Selain itu dengan diterapkannya kegiatan pembiasaan keagamaan dan adanya kelas program khusus juga dapat mempengaruhi sekolah lebih unggul.(2) faktor pendukung ko-kulikulerdalam menumbuhkan karakter Islami siswa pada kelas VIII di MTs Negeri I dan II Wonogiri yaitu: (a) Adanya guru pembina keagamaan, (b) Kedekatan antara guru dengan siswa melalui komunikasi, (c) diadakannya kegiatan ESQ, (d) Sarana dan prasarana yang lengkap, dan (e) Lingkungan sekolah yang mendukung.(3) Faktor penghambat pelaksanakan ko-kulikulerdalam menumbuhkan karakter Islami siswa yaitu: (a) Kesadaran siswa yang masih kurang taat dalam beribadah, (b) kurangnya perhatian dari orang tua, (c) Banyak siswa yang ditinggalkan orang tuannya pergi merantau, dan (d) lingkungan tempat tinggal siswa yang masih kurang taat dalam beribadah.
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Lachaîne, Claude, and Claire Duchesne. "LE CONSEILLER PÉDAGOGIQUE EN TANT QU’AGENT DE CHANGEMENT : COMPÉTENCES ET LEADERSHIP TRANSFORMATIONNEL." McGill Journal of Education 54, no. 3 (June 4, 2020): 625–45. http://dx.doi.org/10.7202/1069773ar.
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Educational consultants participate in the implementation of Ministry of Education policies and those of their school board in matters of education in order to meet the needs of innovation, communication and collaboration of 21st century learners. Despite their pedagogical knowledge, their propensity for innovation and their interpersonal skills, however, they are unprepared to fulfill their position as an agent of change with their teaching colleagues. This article presents the results of research aimed at understanding the ways in which the transformational leadership of educational consultants is manifested in terms of their role as agents of change. Semi-structured interviews with seven educational consultants and four directors of pedagogical services from four French-language school boards in Ontario revealed links between the skills they mobilize to guide teachers towards a change in practice and the manifestations of transformational leadership as developed by Bass (1998).
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Denisenko, Sergei Ivanovich. "Of the faculty tact: problems, way of the two." Moscow University Pedagogical Education Bulletin, no. 3 (September 30, 2019): 70–78. http://dx.doi.org/10.51314/2073-2635-2019-3-70-78.
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The article highlights issues related to the reform of higher education, which is carried out in the Russian Federation since the 1990s. Its main conditions are to improve the fnancing of universities, upgrade the educational and material base, the transition to new educational standards that meet the requirements of the Bologna process. However, at all times the main value of high school were teachers who know their subject well, are prone to pedagogical activities, masterfully mastering the technology of teaching.The pedagogical tact is an integral part of pedagogical skill. This is the quality of the university teacher, which allows him in all situations of pedagogical practice to apply adequate means of infuence on students, giving the greatest effect and leading to confict-free resolution of contradictions. Teaching tact is also manifested in the ability to manage their feelings, not to lose their composure, emotional poise combined with high integrity, discipline and humane attitude towards students.
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Rianawati, Rianawati, Muhammad Yusuf, Saifuddin Herlambang, and Yapandi Ramli. "Improving Student’s Positive Responses to Schools Rules." TARBIYA: Journal of Education in Muslim Society 7, no. 1 (September 23, 2020): 119–32. http://dx.doi.org/10.15408/tjems.v7i1.15038.
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AbstractSchools discipline aims to keep the peace and the good implementation process of learning in school. Besides, the habituation of student’s discipline is very vital that the students get used to obeying the rules, accustomed to being an orderly, neat, and organized in a range so that students are comfortable to achieve a better future, for themselves, society, nation, and state. However, many students in the school who are less or even break on school discipline, so the result is a deviation and dependency character (moral) that occur in society, especially in young children (school age). This research approach is a qualitative approach with descriptive methods analytic types of case studies. The location of this research is Madrasah Aliyah Negeri 1 (MAN) Mempawah. Data collection techniques are observation, interviews, and document analysis. While the data analysis technique is a reduction, display, and data verification. The results reveal that the internalization of disciplinary character in MAN 1 Mempawah conducted seriously through the process of values transformation, transaction, and trans internalization as well as through various extracurricular activities and disciplinary culture in schools. AbstrakDisiplin sekolah bertujuan untuk menjaga ketentraman dan terlaksananya proses pembelajaran di sekolah dengan baik. Selain itu pembiasaan kedisiplinan siswa sangat vital, agar siswa terbiasa taat pada aturan, terbiasa tertib, rapi, dan teratur dalam jangkauan sehingga siswa nyaman untuk meraih masa depan yang lebih baik, bagi dirinya, masyarakat, bangsa. dan negara bagian. Namun banyak siswa di sekolah yang kurang atau bahkan melanggar disiplin sekolah, sehingga mengakibatkan terjadinya penyimpangan dan ketergantungan karakter (moral) yang terjadi di masyarakat terutama pada anak usia sekolah (usia sekolah). Pendekatan penelitian ini adalah pendekatan kualitatif dengan metode deskriptif analitik jenis studi kasus. Lokasi penelitian ini adalah Madrasah Aliyah 1 (MAN) Kabupaten Mempawah. Teknik pengumpulan data adalah observasi, wawancara, dan analisis dokumen. Sedangkan teknik analisis datanya adalah reduksi, penyajian, dan verifikasi data. Hasil penelitian menunjukkan bahwa internalisasi karakter disiplin di MAN 1 Mempawah dilakukan secara serius melalui proses transformasi nilai, transaksi, dan transinternalisasi serta melalui berbagai kegiatan ekstrakurikuler dan budaya disiplin di sekolah.How to Cite: Rianawati., Yusuf, M., Herlambang, S., Ramli, Y. (2020). Improving Student’s Positive Responses to Schools Rules. TARBIYA: Journal of Education in Muslim Society, 7 (1), 119-132-118. doi:10.15408/tjems.v7i1.15038.
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Choi, Jin hyeok. "The Effects of Intensive Tact Instruction on the Emergence of Vocal Verbal Operants in Non-Instructional Settings for Elementary School Students with ASD." Korean Journal of Special Education 49, no. 3 (December 31, 2014): 29–44. http://dx.doi.org/10.15861/kjse.2014.49.3.29.
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Denton, Derek A., and Iain MacIntyre. "Sylvia Agnes Sophia Tait. 8 January 1917 — 28 February 2003." Biographical Memoirs of Fellows of the Royal Society 52 (January 2006): 379–99. http://dx.doi.org/10.1098/rsbm.2006.0026.
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Sylvia Agnes Sophia Tait was born on 8 January 1917 in Tumen, Siberia, Russia. She was the daughter of James Wardropper, an agronomist and trader, working in Russia. It seems that James Wardropper worked there with his elder brother, Robert (Huntford 1997). The wife of James Wardropper, Ludmilla, was a Russian who had the rare distinction of graduating in mathematics from the University of Moscow in the time of the reign of the Tsar. James and Ludmilla Wardropper adopted a Russian girl, Pasha; she became part of the family and helped to look after Sylvia. During the revolution, in 1920 the whole family, including Pasha (but not including Robert) left Russia from Vladivostok for the UK, where James Wardropper eventually became a successful civil engineer. The fate of Robert Wardropper remains a mystery. The other Wardroppers first stayed in the UK in Ealing, London, where Sylvia attended the local secondary school, the Ealing County School for Girls. In her senior years there, she mainly studied languages, particularly German but also French and Latin. The Wardroppers had relatives in Germany and, before World War II, Sylvia spent some time in Germany, including Berlin, which improved her German. In addition, of course, at that time she spoke fairly fluent Russian with her mother and step-sister, Pasha. Sylvia had considerable trouble in establishing her citizenship because of her birthplace but eventually was officially declared British. Because of the nature of the father's history as a Scottish engineer in Russia and also the effects of the revolution, Sylvia never met her maternal grandparents and knew little about them.
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Nurjanah, Fathah, and Maryono Maryono. "PARTICIPATION OF SCHOOL COMMITTEES IN IMPROVING ISLAMIC RELIGION EDUCATION QUALITY AT STATE 1st VOCATIONAL SCHOOL, WADASLINTANG." PARAMUROBI: JURNAL PENDIDIKAN AGAMA ISLAM 1, no. 2 (December 20, 2018): 31–41. http://dx.doi.org/10.32699/paramurobi.v1i2.526.
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This research was aimed; 1) to know the quality of islamic religious education at theSMK N 1 Wadaslintang, 2) to know the participation of school commitee in increasingthe quality of islamic religious education at the SMK N 1 Wadaslintang, 3) to know thesupport and handicap factors how did school commite in increasing the quality of islamicreligious at the SMK N 1 Wadaslintang. In this research, we used a qualitative research.Qualitative search is a research that aimed to understand a phenomenon about what’sfelt by research subject holisticly with the words or language. In the collecting data, weused the interview, participant observation and documentation study. And analizing data,we wear the interactive analisis that ie data collection, data reduction , data displayand verification. The result of research had showed taht 1) quality of islamic religiouseducation is so good, it showed by activity of dhuha worship and dhuhur done togetherlyand on Friday, they go to mosque to pray togetherly.2) role of the school commitee inincreasing quality of islamic religious education such as : as a advisory agency, asa supporting agency, as a controlling agency, and as a executive agency. 3) factor ofsupporting as below a good leadership, a good performance of teacher and participationof student\s adults and handicap factor were such as less of infrastructure and businessof school commitee.
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Westfall-Greiter, Tanja, and Johanna F. Schwarz. "Planning for the unplannable: Responding to (un)articulated calls in the classroom." Phenomenology & Practice 6, no. 2 (February 14, 2013): 121–35. http://dx.doi.org/10.29173/pandpr19866.
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In this paper, the authors explore the pedagogical call as an articulated or unarticulated appeal from children in classroom settings and the many facets of pedagogical responsivity as they in vignettes stemming from a research project, funded nation-wide in Austria. While instruction can be planned, the pedagogical call can be understood as an appeal that occurs in medias res, in the midst of an event in the pedagogical situation, and can at best be anticipated. This dilemma of planning for the unplannable is constitutive of the pedagogical relation and addressed in the discourse regarding pedagogical tact in both North America and Europe. In seeking to gain insight into educational processes and learning through the lived experiences of 5th-grade students in Austria’s “New Middle School” reform pilot, researchers were faced with a similar dilemma: How to capture the experiences of others, of children at school in medias res? The authors therefore provide background to their vignette research as a framework for their readings oriented to the pedagogical call as they arise in two vignettes. While articulated calls, and articulated responses, tend to be more straightforward, the authors address the difficulty of recognizing an unarticulated call of which the student is unaware, as well as recognizing no response as a response on the part of the teacher. Refraining from judgment as to the pedagogical quality of the teachers' actions, the authors conclude by addressing two critical aspects of the discourse on pedagogical tact driven by the principle of individuality: the underlying assumption that the other can be understood and the inherent concept of the pedagogical situation as one-to-one contact, the former ignoring the inaccessibility of the other and the latter neglecting the institutional laws that govern school reality.
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Armstrong, Deborah, Ruth Davis, and Gary Young. "Technology Integration at the Middle d High School Levels: A Model for taff Development." NASSP Bulletin 80, no. 582 (October 1996): 81–88. http://dx.doi.org/10.1177/019263659608058212.
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Oke, Felix Bayode, and Ezekiel Opeyemi Olajimbiti. "The pragmatics of promotional features and discourse strategies in postgraduate school prospectus in Nigeria." Crossroads. A Journal of English Studies, no. 32(1) (2021): 4–15. http://dx.doi.org/10.15290/cr.2021.32.1.01.
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This paper extends the frontier of research in the marketisation of higher education institution by investigating the pragmatics of promotional features and discourse strategies in the postgraduate school prospectus. The data for the study is the University of Ibadan postgraduate school prospectus (2015 edition) downloaded from the university website (http://www.postgraduateschool.ui.edu.ng). Insights were drawn from Bhatia’s genre analysis, an aspect of Hallidayian’s Systemic Functional Linguistics, for the analysis. The theory accounts for promotional features, linguistic features and discourse strategies in the discourse. Four promotional features: offer, commodification, incentives and clients were marked off by modality, epistemic and deontic linguistic features while strategies of self-promotion, implication, promotional tact and evocation to considerateness are tactfully employed to project the superiority ideology to the prospective students. The study concludes that the academia is no longer solely informative but promotionally oriented.
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Driessen, Danya. "Women as Mature-Aged Engineering Students." Australian Journal of Career Development 2, no. 1 (March 1993): 26–30. http://dx.doi.org/10.1177/103841629300200108.
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This study, based on female engineering students at the Moorabbin College of TAFE and Swinburne University of Technology, examined the influences on mature-aged women making non-traditional career choices. It was designed to investigate how these influences and the students' personal values had changed since making career choices as a high school student. Through the use of a survey and personal case study interviews, information regarding the problems and benefits of being a mature-aged female student of a non-traditional career was gathered. An insight into the personality type of the ‘non-traditional’ career student was also gained.
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Tait, David. "Desmond Kelly: in conversation with David Tait." Psychiatric Bulletin 23, no. 11 (November 1999): 678–81. http://dx.doi.org/10.1192/pb.23.11.678.
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Desmond Kelly's decision to enter psychiatry was finally settled while dining with the late Dr William Sargant at his club. After National Service he returned to St Thomas' to do his MD and, after six months at the Maudsley Hospital spent a year at Johns Hopkins, Baltimore on a Nuffield Fellowship. His consultant career began with 10 years at St George's where, in addition to extensive teaching and committee duties, he published over 50 papers and his book Anxiety and Emotions. He then became Medical Director at Roehampton Priory Hospital.He established links between the Priory and Charing Cross, University College London and St George's. These links with medical schools culminated in accreditation by the Royal College of Psychiatrists. In 1992 he became a Visiting Professor at University College London. Dr Kelly's involvement with issues in addition to his clinical and management responsibilities have included the College's ‘Defeat Depression’ campaign. He is currently Patron of ‘The National Depression Campaign’, its successor.It is his involvement in independent practice, however, which sets him apart. His leadership grew from Medical Directorship of a single hospital to becoming Group Medical Director of a score of hospitals throughout the UK, with a seven-fold increase in bed provision and a steady development of specialist services. During this time he became a Board Member of the parent company and was also Chairman of the group for five years.Desmond Kelly retired this year.
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Vinson, Gavin P., and John P. Coghlan. "James Francis Tait. 1 December 1925—2 February 2014." Biographical Memoirs of Fellows of the Royal Society 65 (September 5, 2018): 381–404. http://dx.doi.org/10.1098/rsbm.2018.0015.
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James F. Tait FRS, with his wife Sylvia A. S. Tait FRS, made an indelible contribution to life science and medicine with the isolation and characterization of aldosterone, the most potent mineralocorticoid hormone produced by the mammalian adrenal cortex. Trained as a physicist, Tait turned to endocrinology during his first academic appointment at the Medical School of the Middlesex Hospital in London, where he met Sylvia. Their collaboration resulted in this major achievement within five years of his appointment, and they were both elected to fellowships of the Royal Society in 1959, when James was just 34. Shortly afterwards the Taits moved to the Worcester Foundation for Experimental Biology in Massachusetts, where he virtually created the study of hormone dynamics, using sophisticated techniques involving isotopically labelled hormone infusions. Many of his most highly cited papers stem from this period. In 1970 the Taits returned to the Middlesex Hospital, when he was appointed to the Joel Chair of Physics as Applied to Medicine. Here they continued studies on aldosterone and other adrenal steroids, using animal cell models. He continued to be active after retiring in 1982, and published a history of aldosterone in 2009. As a hobby he made a magnificent photographic record of the churches and abbeys of Yorkshire. Although, initially, recognition of aldosterone's clinical significance was slow, today it is thought that 10% of the incidence of essential hypertension is attributable to excess aldosterone. Aldactone, the earliest aldosterone antagonist, as well as more recently developed blockers, have proved effective in congestive heart failure. Sixty years after its discovery, aldosterone remains a rich and dynamic research field.
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Österborg Wiklund, Sofia. "Reflexiv internationalisering: Utvecklingsfrågor som ett bildningsområde för en folkhögskola i takt med tiden." Nordic Journal of Educational History 6, no. 2 (December 13, 2019): 101–20. http://dx.doi.org/10.36368/njedh.v6i2.152.
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Reflective Internationalisation: Development Issues as an Educational Area for Folk High Schools in Step with the Times. This article explores discourses on internationalisation in Tidskrift för svenska folkhögskolan (Journal of Swedish Folk High Schools) between 1970 and 1989, an era when engagement for global development had become established within the Swedish popular educational system of folk high schools (FHS). The purpose is to examine what meanings are given to “internationalisation” and “the international” over time, whom and how it would affect, as well as how the FHS would engage with the issues. The study uncovers a retrospective understanding of “the international” through former nationalistic discourses as well as new postcolonial and anti-imperialist criticism. It also shows how the responsibility for development issues individualises over time. In parallel, the FHS start to work with advocacy addressing Swedish society and make the transition from seeing themselves as educators of the Global South, to expecting to become educated by the Global South. The study depict how developmental issues as an educational area continues shape the institutional identity of the FHS over time. It problematises the role of the FHS in both mobilising solidarity engagement and at the same time establishing development issues as an important area of education for the middle classes of the Global North in a society under advanced liberalism.
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De Oliveira, Ricardo Santos. "Prof. James Tait Goodrich 1946 - 2020+." Archives of Pediatric Neurosurgery 2, no. 2(May-August) (June 18, 2020): e472020. http://dx.doi.org/10.46900/apn.v2i2(may-august).47.
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James Tait Goodrich was born on April 16, 1946 in Portland, Oregon, United States, the son of Richard Goodrich and Gail (Josselyn) Goodrich. Dr. Goodrich served as a Marine officer during the Vietnam War, during which time he decided his next step would be to pursue a medical career. Not only was he an elite surgeon, but over the years he was also a generous mentor and teacher who shared his craft with many young surgeons who wanted to follow in his footsteps. During the Tet Offensive, he spotted a Vietnamese surgeon in a medical tent opening up a soldier’s head. “Cool,” he thought. “I want to do that” (1). Upon return to the USA, Jim married Judy Loudin on December 27, 1970, the love of his life who gave him the confidence and support to pursue his dreams. Dr. Goodrich completed his undergraduate work at the University of California, Irvine and his graduate studies at the School of Arts and Sciences of Columbia University (1972), receiving his Masters and Doctor of Philosophy degrees in 1978 and 1980, respectively. He received his Medical Degree from Columbia University College of Physicians and Surgeons. After an internship at Columbia- Presbyterian Medical Center (1980-1981), he completed his residency training at the Presbyterian Hospital in New York City and the New York Neurological Institute (1981-1986). He also holds the rank of Professor Contralto of Neurological Surgery at the University of Palermo in Palermo, Italy. He was Director of the Division of Pediatric Neurosurgery at the Children’s Hospital of Montefiore Health System and he served as a Professor of Clinical Neurological Surgery, Pediatrics, Plastic and Reconstructive Surgery at the Albert Einstein College of Medicine since 1998 (2). Dr. James T. Goodrich dedicated his life to saving children with complex neurological conditions. He had a particular interest in the treatment of craniofacial abnormalities. He was a pioneer in this field and developed a multi-stage approach for separating craniopagus twins who have their brain and skull conjoined. In 2016, he famously led a team of 40 doctors in a 27-hour procedure to separate the McDonald twins. Throughout his distinguished career, he became known as the world’s leading expert on this lifesaving procedure. He has been consulted on hundreds of cases, and he routinely traveled the world sharing his vast knowledge and expertise with colleagues (3,4). In Brazil, Dr. Goodrich played a very important role in leading the processes to successfully separate craniopagus sets in Ribeirao Preto (2017-2018), and in Brasilia (2019). A classical multistage surgery was performed to separate the Ribeirao Preto conjoined twins, and Dr. Goodrich participated on all the neurosurgical procedures as a great mentor. In the final operation, on October 28, 2019, some members of Montefiore Hospital medical staff (Dr. Oren Tepper, plastic surgeon, Dr. Carlene Broderick, pediatric anesthesiologist and Kamilah A. Dowling, nurse) also worked alongside Jim and the Brazilian team. An extraordinary and humble man, his words after the first surgical step, during an interview for a TV channel, were that in “this particular surgery we were able to do more than we expected because the anatomy was very good and the team had exceptional skills that made the difference”. Dr. Goodrich was a chief supporter of the Latin American Pediatric Neurosurgery Course (LACPN), having participated in all editions since 2004. In these events, he did not hesitate to share his knowledge during the hands-on sessions and, likewise, his wonderful conferences. Prof. Goodrich was officially honored by the Brazilian Society for Pediatric Neurosurgery during the “XII Brazilian Congress of Pediatric Neurosurgery”, in Florianopolis, Brazil. Dr. Goodrich was a gentle and truly caring man. He did not crave the limelight and was beloved by his colleagues and staff. He has authored numerous book chapters and articles on Pediatric Neurosurgery and is known worldwide as a prominent lecturer in this field. Outside his work, he was also known for his passion for historical artifacts, travelling, wine, and surfing. Dr. Goodrich was an incredible human being. In March 30th, 2020, he passed away after complications due to Covid-19 (5). In that day the world has become a little less bright without Jim. Our sympathy and prayers go to his wife Judy, his three sisters, and all those who were close to him
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Trappes-Lomax, John. "Letters from School: Francis and Michael Trappes at the English College Douai 1676–77." Recusant History 24, no. 4 (October 1999): 455–71. http://dx.doi.org/10.1017/s0034193200002648.
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Schoolboy letters do not often survive, no doubt because they are notoriously uninformative; however the collection reproduced here can claim something more than mere scarcity value. It reveals a little of what it was like to be a schoolboy at Douai; the themes of pocket money, illness, injury, discontent, delayed correspondence, and the need for various items from home will be familiar to those who have ever written or received such letters; there is perhaps a greater degree of overt piety than would nowadays be expected. We do also see something of the means by which pupils were escorted to Douai (II, III), and something of the conveyance of Catholic books and objects of devotion from Douai to England (V, VI); there is information about Douai custom in the matter of leaving presents (XII). There is a letter from the boys’ father, and one each from Rev. Christopher Banks, from Rev. Francis Gage (the President), and from Rev. Thomas Lockwood, the latter in particular having composed a masterpiece of tact and concern.
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Dewi, Rosinawati, Sarwiji Suwandi, and Edy Tri Sulistyo. "KESANTUNAN GURU DAN SISWA PEREMPUAN DALAM PEMBELAJARAN BAHASA INDONESIA DI SEKOLAH BILINGUAL." LINGUA: Journal of Language, Literature and Teaching 15, no. 2 (September 4, 2018): 147. http://dx.doi.org/10.30957/lingua.v15i2.490.
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The purposes of this study are to explain (1) the form of politeness principles by language teacher languages and female students in the learning process of Indonesian language at SMA Al Abidin Bilingual Boarding School (SMA ABBS), (2) violation to politeness principle of female teachers and female students in learning process of Indonesian learning in SMA ABBS. Using qualitative approach, this study assigned the 2nd graders of SMA ABBS as the research subjet. Data were collected using recording techniques. Validity in this study was examined using method triangulation. Results of this study show five varieties of politeness principles including maxim of tact, generousity, praise, humanity and consciousness and the violations of the five maxims do occur in learning process of Indonesian language among teachers and female students.
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Maria Fernandes Nunes, Celia, and Fernanda Karine Moura Silva Sales. "OS COORDENADORES DE ÁREA DO PIBID: PERCEPÇÕES SOBRE O SER PROFESSOR FORMADOR." COLLOQUIUM HUMANARUM 17, no. 1 (November 9, 2020): 188–202. http://dx.doi.org/10.5747/ch.2020.v17.h477.
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Teacher training is a theme that permeates the field of studies in the field of education, as well as educational policies. Among the policies, we highlight the Institutional Teaching Initiation Scholarship Program (PIBID), which consists of an inductive action in the training of teachers aiming to value and improve teacher training. The programis developed in partnership with Universities and Basic Education Schools and involves graduates, supervisors (basic education teachers), area coordinators and teachers who work in institutional coordination and in the management of educational processes (higher education teachers). This article is part of a qualitative research that sought to investigate the relationship between training and teaching practice in theperception of the area coordinators of PIBID / Federal University of Ouro Preto (UFOP). In this article, we will present the analysis of the data collected, through questionnaires and interviews, referring to the category: “What it is to be a teacher and teacher trainer”. Among the perceptions, it was possible to identify that the PIBID / UFOP area coordinators are in permanent training and the PIBID was a possibility of approaching the public school of basic education. The study allowed us to conclude that there is a formative reciprocity among the participants, which as they form. The area coordinators reinforced the conception of knowledge and pedagogical tact in line with the inseparation of theory and practice, the work of the trainer based on dialogue, commitment to public education, teacher training, teaching and learning and the constant reassessment of its own practice.
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Caridade, Nelcicleide Viana Dias. "Inclusion of a deafblind student in a public school in Macapá, Amapá State." Research, Society and Development 9, no. 6 (April 20, 2020): e116962724. http://dx.doi.org/10.33448/rsd-v9i6.2724.
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The aim of this paper is to socialize the schooling of a deafblind student in a school in Macapá, Amapá. We will present aspects of the teaching learning process, didactic resources, methodology, advances and difficulties. The student is a 10 years-old female, reported with deep deafness and blindness. She is studying at the 3rd year of Elementary I for the second time. The regular classroom teacher has a higher education level and has already been mentored by the Multifunctional Resource Room (MRR) teacher. However, this teacher says she has no other professionals to accompany students with difficulties, so the student does not attended classes. At MRR, the student was assiduous and communicated with the teacher through reference objects and tactile pounds. She played games and activities using tact and overlapping hands, and recognized the surroundings when conducted freely by the teacher. This teacher has college and postgraduate degrees and is pursuing a master's degree. We emphasize the importance of trained professionals to the deafblind person from an early age to higher education, because it is necessary to meet their needs, respecting and valuing their time and knowledge. However, there are still noticeable gaps in school to become inclusive, regarding the ability of providing access, permanence and completion of studies.
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Raihany, Afifah, and Eva Nikmatul Rabbianty. "Pragmatic Politeness of the Imperative Speech Used by the Elementary School Language Teachers." OKARA: Jurnal Bahasa dan Sastra 15, no. 1 (May 29, 2021): 181–98. http://dx.doi.org/10.19105/ojbs.v15i1.3810.
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As a means of communication, the politeness aspect of language always comes together with interpersonal communication. People can reflect politeness in communication activities through their verbal language. This research aims to analyze and describe the elementary school language teachers' imperative speech focusing on the form, meaning, and imperative pragmatic politeness. This study is descriptive qualitative research. The data were teachers' speeches during the teaching-learning process. The data were collected by using the observation method with observing, recording, and note-taking techniques. The imperative pragmatic meaning of the prohibition and interrogative speech describes the pragmatic meaning of imperative commands widely used by SD Integral Lukman al-Hakim Sumenep language teachers. Meanwhile, according to Leech's politeness principles, the teachers use six maxims categories; tact maxim, generosity maxim, approbation maxim, modesty maxim, agreement maxim, and sympathy maxim. In addition, imperative speech with the complete agreement is also found, namely in the form of action as a student's reaction to the teacher's imperative speech; the findings also prove that imperative speech found in the imperative form and the non-imperative form of politeness. Both of the politeness in the speech of the Language teacher forms are based on the construction of Leech's politeness principles.
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Southern, R. W. "Beryl Smalley and the Place of the Bible in Medieval Studies, 1927-84." Studies in Church History. Subsidia 4 (1985): 1–16. http://dx.doi.org/10.1017/s0143045900003525.
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In 1927, when Beryl Smalley began to study the Bible in the Middle Ages, I think it would be true to say that the Bible had almost no place in the minds of medieval historians. The strongly constitutional emphasis of the Oxford historical school of Stubbs and the tutors in Oxford, and the elaboration of this tradition by his pupils Tout and Tait in Manchester, was distinctly hostile to the intrusion of unsubstantial intellectual distractions into the business of the historian. It was generally understood of course that the Bible became important as a moving force in politics in the sixteenth and seventeenth centuries; but it could be left out of account, so it seemed, during the preceding thousand years. And this was not just an English phenomenon.
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Indrayani, Anik, Endang Susantini, and Wahono Widodo. "KEEFEKTIFAN PENGEMBANGAN PERANGKAT PEMBELAJARAN MODEL PROBLEM SOLVING UNTUK MELATIHKAN KETERAMPILAN BERPIKIR KREATIF SISWA." JPPS (Jurnal Penelitian Pendidikan Sains) 5, no. 2 (January 30, 2017): 1068. http://dx.doi.org/10.26740/jpps.v5n2.p1068-1076.
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This research was aimed to describe the effectiveness of learning materials taht developed using problem solving model to facilitate junior high school students’ creative thinking skills on global warming. This research was done because the problem solving model’s learning materials to facilitate students’ creative thinking skill was less available. Learning in schools was tend to emphasize the aspects of knowledge only, whereas creative thinking skill was an important skill possessed in the 21st century. Applying creative thinking skill in problem solving would generate a lot of ideas that were useful in finding solution. The learning materials were developed using 3D model and one group pretest-posttest design was used as the trial design. The subject in this study was learning materials that was implemented on 7th grade students of SMP Negeri 1 Kediri. The results showed that the students' creative thinking skills both in general and each indicator increased. Based on the results and discussion of the study, it can be concluded that the learning materials using problem solving method were effective to facilitate junior high school students’ creative thinking skills on global warming. Penelitian ini bertujuan untuk mendeskripsikan keefektifan perangkat pembelajaran yang dikembangkan dengan model problem solving untuk melatihkan keterampilan berpikir kreatif siswa SMP pada materi pemanasan global. Hal ini dilakukan karena perangkat pembelajaran dengan model problem solving untuk melatihkan keterampilan berpikir kreatif kurang tersedia. Pembelajaran di sekolah cenderung menekankan pada aspek pengetahuan saja, padahal keterampilan berpikir kreatif merupakan skill yang penting dimiliki pada abad 21. Penerapan berpikir kreatif dalam problem solving akan menghasilkan banyak ide yang berguna dalam menemukan penyelesaian masalah. Perangkat pembelajaran dikembangkan menggunakan model 3D dengan rancangan ujicoba penelitian one group pretest-posttest design. Subyek dalam penelitian ini adalah perangkat pembelajaran model problem solving yang diujicobakan pada 32 siswa SMP Negeri 1 Kediri kelas VII. Hasil penelitian menunjukkan bahwa keterampilan berpikir kreatif siswa baik secara umum maupun tiap indikator meningkat. Berdasarkan hasil penelitian dan diskusi hasil penelitian dapat disimpulkan bahwa perangkat pembelajaran model problem solving efektif untuk melatihkan keterampilan berpikir kreatif siswa SMP pada materi pemanasan global.
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Sweet, Richard. "What Do Developments in the Labour Market Imply for Postcompulsory Education in Australia?" Australian Journal of Education 32, no. 3 (November 1988): 331–56. http://dx.doi.org/10.1177/000494418803200307.
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Growth in full-time educational participation since 1975 has been effective in reducing measured levels of youth unemployment. Had full-time participation not grown since 1975, it is estimated that an additional 86 400 15 to 19-year-olds would have been seeking full-time work in August 1985 and the unemployment rate for the age group would have been 31.5% rather than 20.3%. Future increases in school retention rates such as those envisaged by the Quality of Education Review Committee will have implications for levels of demand for the labour of youth as well as for the supply of youth labour. Reductions in unemployment among 18 to 19-year-olds as the result of educational initiatives will require full-time tertiary places to grow significantly. Whether growing full-time participation is of itself sufficient to improve the way in which postcompulsory education supplies productive skills to the economy is open to question. Comparisons between Australia and other OECD countries suggest that issues of vocational preparation, and not levels of senior secondary participation or higher education output, should be seen as central within Australian debate on education's link to the economy. On a number of educational expenditure, participation and output measures, Australia is at least on a par with the OECD average. However the proportion of young Australians in programs of vocational preparation is less than half the OECD average, and is the second lowest of 20 OECD countries for which data are available. Recent Australian reports on postcompulsory education generally reject a role for schools in vocational preparation. This is probably sensible in view of the way in which the traditions and values of Australian schools limit their capacity to provide access to vocational programs. However, it begs the question of why other advanced industrial economies take a contrary view, and prevents attention being paid to questions of how the postcompulsory system as a whole can increase young people's access to recognised programs of vocational preparation. Rather than a quest for a common curriculum in the postcompulsory years, effort to create common credentials that can link schools and technical and further education (TAFE) is urged.
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Permana, Irvan, and Ijang Rohman. "VISUALIZATION MULTIMULTIMEDIA TO ENHANCE CONCEPTS UNDERSTANDING AND GENERIC SCIENCE SKILLS OF VOCATIONAL HIGH SCHOOL STUDENTS ON THE HYDROCARBONS CONCEPT." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 17, no. 1 (January 7, 2012): 132. http://dx.doi.org/10.18269/jpmipa.v17i1.252.
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Penelitian ini bertujuan untuk mengetahui pengaruh multimedia visualisasi terhadap peningkatan penguasaan konsep dan keterampilan generik sains siswa SMK pada konsep hidrokarbon. Metode penelitian yang digunakan kuasi eksperimen dengan desain pretest-posttest non-equivalent control group design. Subyek penelitian adalah siswa kelas XII salah satu SMK Negeri di kota Bandung tahun ajaran 2010/2011, yang terdiri atas satu kelompok eksperimen dan satu kelompok kontrol. Kelompok eksperimen berjumlah 33 orang, sedangkan kelompok kontrolnya berjumlah 31 orang. Pengambilan sampel dilakukan dengan teknik cluster random sampling. Untuk memperoleh data yang diperlukan, digunakan instrumen berupa tes pilihan ganda, angket dan lembar wawancara. Hasil penelitian menunjukkan bahwa penggunaan multimedia visualisasi dapat meningkatkan penguasaan konsepdan keterampilan berpikir kritis siswa. Rata-rata nilai N-Gain kelas eksperimen (55,40%) lebih tinggi dibandingkan kelas kontrol (43,39%). Peningkatan penguasaan konsep tertinggi terjadi pada konsep minyak bumi dan terendah pada konsep isomer. Peningkatan keterampilan generik sains tertinggi terjadi pada indikatorpengamatan tak langsung, sedangkan yang terendah pada indikator kerangka logika taat azas.Multimedia visualisasi juga mendapat tanggapan yang positif dari guru dan siswa.Kata kunci: multimedia visualisasi, hidrokarbon, penguasaan konsep, keterampilan generik sains, siswa SMK
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Abdurrochim, Muhamad. "Pengembangan model permainan bolatangan untuk anak usia sekolah dasar kelas atas." Jurnal Keolahragaan 4, no. 1 (April 28, 2016): 60. http://dx.doi.org/10.21831/jk.v4i1.8136.
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Penelitian ini bertujuan mengembangkan model permainan bolatangan untuk anak sekolah dasar kelas atas. Produk yang dihasilkan CD dan buku. Penelitian ini mencakup tiga tahapan yaitu tahapan validasi kesesuaian dan kualitas model oleh ahli, tahap uji coba skala kecil, dan tahap uji coba skala luas. Penelitian ini dilakukan SD Negeri 1 Petir, SD Negeri 2 Petir, SD Negeri Kembangsari dan MI Sananul Ula, Instrumen yang digunakan adalah kuesioner kesesuaian model dan respon siswa terhadap permainan. Hasil penelitian menunjukkan bahwa para ahli dan guru menilai produk telah sesuai. Pandangan siswa, 100% permainan dapat dilakukan, menyenangkan dan dapat membuat anak menjadi senang bergerak, 90,82% memberikan tanggapan bahwa permainan mudah dilakukan, 96,94% dapat memahami peraturan dengan baik, 93,88% siswa taat pada peraturan yang berlaku, 10.20% siswa mengalami kesulitan, 98,98% siswa merasa suka dengan peralatan yang digunakan, 95,92% dapat melakukan kerjasama, dan 6,74 % merasa takut melakukan permainan yang diajarkan.Kata Kunci: Pengembangan, Bolatangan, Sekolah Dasar Kelas Atas DEVELOPMENT OF HANDBALL GAME MODEL TO UPPER CLASS ELEMENTARY SCHOOL CHILDRENAbstractThis research aimed to develop a hand ball game model to upper class elementary school children. The product result is form guide and CD. This research included of three phase were stability and quality of the model by expert phase, small-scale phase, and large-scale pahse. This research conduct in elementary school 1 petir, elementary school 2 petir, elementary school kembangsari and MI sananul Ula. The instruments that use were the suitability of the model and the response of students to the game questionnaire. The results showed that the experts and teachers assess product matches. 100% the game can be done, fun and can make children be happy moving, 90,82% provide responses that the game is easy to do, 96, 94 % can understand the rules very well, 93,88% Students obedient to regulations, 10. 20% students have difficulty, 98,98% students feel a liking equipment used, 95. 92% cooperation can do and 6,74 % feared the games taught.Keywords: development, handball, elementary school upper-class
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Ibrahim, Almukarramah, Gunawan, Mohd Isha Awang, and Marwan. "PELAKSANAAN PENDEKATAN INTEGRATIF DALAM MENINGKATKAN PEMBELAJARAN IPA-BIOLOGI PADA SEKOLAH MENENGAH PERTAMA ACEH INDONESIA." Visipena Journal 11, no. 1 (June 29, 2020): 116–31. http://dx.doi.org/10.46244/visipena.v11i1.1087.
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The authority of the Aceh government in giving birth to a Madani Islamic community based on the Islamic Sharia in the Serambi Mecca through the primary and secondary education channels, it is necessary to integrate Islamic values in all subjects in schools, including the Natural Sciences (IPA) Biology. The problem in conventional teaching and learning approaches for science subjects (Biology) has nothing to do with knowledge of the Quran and Hadith which is the capital for integrating science and technology. This research aims to study the implementation of teaching and learning (Biology) which integrates Islamic values in Middle School (SMP). Specific aspects that are studied are comparing conventional approaches with Islamic group approaches in Natural Sciences (Biology) in the classroom using experimental designs, with the structure of biology tests. The research sample consisted of 123 middle school students and the data were analyzed using statistical tests to determine the average value of the two classes. The results of data analysis show that learning outcomes in natural science (Biology) education are enhanced through an integrative approach to Islam. Multi-way interaction patterns include the ability to ask and answer questions of teachers and peers. Therefore, the integrative approach to Islam in the Natural Sciences (Biology) curriculum needs to be improved and fully applied in general high schools in Aceh. The Aceh Education Office must take this reference for implementing an integrative approach to Islam in all subjects in secondary schools to build a civil society that is obedient to God in the area of Islamic law.
Abstrak
Otoritas pemerintah Aceh dalam melahirkan komunitas Islam Madani berdasarkan Syariah Islam di Serambi Mekah melalui saluran pendidikan dasar dan menengah, perlu untuk mengintegrasikan nilai-nilai Islam dalam semua mata pelajaran di sekolah, termasuk Ilmu Pengetahuan Alam (IPA) ) Biologi. Masalah dalam pendekatan pengajaran dan pembelajaran konvensional untuk mata pelajaran sains (Biologi) tidak ada hubungannya dengan pengetahuan tentang Quran dan Hadits yang merupakan modal untuk mengintegrasikan sains dan teknologi. Penelitian ini bertujuan untuk mempelajari implementasi pengajaran dan pembelajaran (Biologi) yang mengintegrasikan nilai-nilai Islam di Sekolah Menengah (SMP). Aspek khusus yang dipelajari adalah membandingkan pendekatan konvensional dengan pendekatan kelompok Islam dalam Ilmu Pengetahuan Alam (Biologi) di kelas menggunakan desain eksperimental, dengan struktur tes biologi. Sampel penelitian terdiri dari 123 siswa sekolah menengah dan data dianalisis menggunakan tes statistik untuk menentukan nilai rata-rata kedua kelas. Hasil analisis data menunjukkan bahwa hasil belajar dalam pendidikan ilmu alam (Biologi) ditingkatkan melalui pendekatan integratif ke Islam. Pola interaksi multi-arah meliputi kemampuan untuk bertanya dan menjawab pertanyaan dari guru dan teman sebaya. Karena itu, pendekatan integratif terhadap Islam dalam kurikulum Ilmu Pengetahuan Alam (Biologi) perlu ditingkatkan dan diterapkan sepenuhnya di sekolah menengah umum di Aceh. Kantor Pendidikan Aceh harus mengambil referensi ini untuk menerapkan pendekatan integratif terhadap Islam di semua mata pelajaran di sekolah menengah untuk membangun masyarakat sipil yang taat kepada Tuhan di bidang hukum Islam.
Kata Kunci: pendekatan integratif, nilai-nilai islam, pengajaran, materi ilmu biologi
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Saputro, Muhammad Yusuf, Wini Tarmini, and Ade Hikmat. "MODEL KESANTUNAN BERBAHASA SISWA TIONGHOA DI SEKOLAH PAH TSUNG JAKARTA: KAJIAN ETNOGRAFI KOMUNIKASI." Widyaparwa 48, no. 2 (December 24, 2020): 148–60. http://dx.doi.org/10.26499/wdprw.v48i2.646.
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This research is aimed to know and describe further detail about how the politeness in the language of Chinese students at Pah Tsung School Jakarta, by looking at the forms of politeness used by Chinese students in speaking. The research approach used was a qualitative approach with an ethnographic study of communication methods. The researcher collected research data using literature/documentation methods, records, interviews, direct observation, and FGD with language and language politeness experts. Then, the data were analyzed using the content analysis method equipped with analysis tables. The data of this research are in the form of students’ and teachers’ speeches both written and oral. According to that, it was discovered that ten forms of politenesses of Leech (2014) were implemented, namely generosity maxim of 5.3%, tact maxim of 12.4%, approbation maxim of 6.2%, modesty maxim of 0.9%, obligation S to O maxim of 18.6%, obligation O to S maxim of 8,8%, agreement maxim of 19,5%, opinion reticence maxim of 20,4%, sympathy maxim of 5,3%, and feeling reticence maxim of 2,7%. Based on these results, the forms of Chinese students’ politeness language at Pah Tsung School are dominated by the opinion reticence maxim, the agreement maxim, and the obligation S to O maxim. The lingual forms in speaking also have unique characteristics in each maxim.Penelitian ini bertujuan untuk mengetahui dan mendeskripsikan secara mendalam model kesantunan berbahasa siswa Tionghoa di Sekolah Pah Tsung Jakarta dengan melihat wujud-wujud kesantunan berbahasa yang dipergunakan siswa Tionghoa dalam bertutur. Pendekatan penelitian yang digunakan yakni pendekatan kualitatif dengan metode etnografi komunikasi. Peneliti mengumpulkan data penelitian dengan metode pustaka/dokumentasi, rekam, wawancara, observasi langsung, dan FGD dengan pakar bahasa dan kesantunan berbahasa. Pengolahan data menggunakan metode analisis isi yang dilengkapi dengan tabel analisis. Data penelitian ini berupa tuturan siswa dan guru, baik secara lisan maupun tulis. Pada tuturan tersebut, diperoleh hasil sebagai berikut: penerapan wujud dari sepuluh kesantunan Leech (2014), yaitu generosity maxim 5,3%, tact maxim 12,4%, approbation maxim 6,2%, modesty maxim 0,9%, obligation S to O maxim 18,6%, obligation O to S maxim 8,8%, agreement maxim 19,5%, opinion reticence maxim 20,4%, sympathy maxim 5,3%, dan feeling reticence maxim 2,7%. Berdasarkan hasil tersebut model kesantunan berbahasa siswa Tionghoa di Sekolah Pah Tsung didominasi oleh opinion reticence maxim, agreement maxim, dan obligation S to O maxim. Penanda lingual yang digunakan dalam petuturan pun memiliki karakteristik yang khas pada setiap maksimnya.
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최진혁. "The Effects of Providing Contingent Tact Opportunities upon the Occurrence of Vocal Stereotypy for Two Middle School Students with ASD." Journal of Special Children Education 14, no. 4 (December 2012): 253–69. http://dx.doi.org/10.21075/kacsn.2012.14.4.253.
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Lee, Minhee, and Inseon Choi. "Exploring the Direction of Financial Literacy Education in High School Mathematics Curriculum: Focusing on Financial Literacy Standards in Jump$tart." Korean Association For Learner-Centered Curriculum And Instruction 18, no. 15 (August 10, 2018): 999–1021. http://dx.doi.org/10.22251/jlcci.2018.18.15.999.
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Raby, Rosalind Latiner, and Edward J. Valeau. "Access and Social Capital: A Profile of Community College and Global Counterparts." Excellence in Higher Education 5, no. 1 (December 11, 2014): 6–13. http://dx.doi.org/10.5195/ehe.2014.126.
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Alternatives to the traditional four-year public and private university include a sector of higher education that offers a more advanced curriculum than secondary school and serves as a local and often lower-cost pathway that gives options for university overflow for adult learners, displaced workers, life-long learners, workforce learners, developmental learners, and non-traditional learners (Raby and Valeau 2009). These institutional types are known by several names including College of Further Education, Community College, Polytechnic, Technical College, and Technical and Further Education (TAFE) and are found on all continents. Based on a literature review of 1,083 academic publications these institutions share a mission that views educational access as necessary for growing the economic and social capital that is needed to help students improve lives. Central to this mission is the belief that any amount of post-secondary education is life-enhancing, regardless of length of study or level of completion. This article examines application of this mission at community colleges and global counterparts throughout the world.
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Arifin, Zaenal, Ikhwan Aziz, Umar Alfaruq A. Hasyim, and Nur Alfi Khotamin. "Makna Kualat dalam Kitab Ta’lim al-Muta’allim sebagai Doktrin Penanaman Karakter Santri." Al-Adabiya: Jurnal Kebudayaan dan Keagamaan 16, no. 1 (July 5, 2021): 69–78. http://dx.doi.org/10.37680/adabiya.v16i1.722.
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The meaning of kualat in the character cultivation doctrine in madrasah or pesantren (Islamic boarding school) has not been proven scientifically or rationally. Therefore, this descriptive qualitative research conducted at Darul A'mal Islamic boarding school, Metro Lampung, tries to rationally discuss the meaning of kualat using theories or rules in the book Ta'lim al-Muta'allim by Sheikh Tajuddin Nu'man bin Ibrahim bin al-Khalil al-Zarnuji as the analytical tool. By providing the teaching essence of the path as a guide for seekers of knowledge (tariq at-ta’allum), explaining theoretical theories and wisdom, including moral habituation and obedient to the kiai or ustaz, this research is expected to find how the santri in Darul A’mal live the teaching of book Ta'lim al-Muta'allim in their daily lives.
Makna kualat dalam doktrin penanaman karakter di madrasah atau pesantren belum dibuktikan secara ilmiah atau rasional. Oleh karena itu, penelitian kualitatif deskriptif yang dilakukan di Pondok Pesantren Darul A'mal Metro Lampung ini mencoba membahas secara rasional makna kualat dengan menggunakan teori atau kaidah dalam kitab Ta'lim al-Muta'allim karya Syekh Tajuddin Nu'man bin Ibrahim. bin al-Khalil al-Zarnuji sebagai alat analisis. Dengan memberikan esensi ajaran jalan menuntut ilmu sebagai pedoman bagi para pencari ilmu, menjelaskan teori dan hikmah, termasuk pembiasaan akhlak dan taat kepada kiai atau ustaz, penelitian ini diharapkan dapat menemukan bagaimana santri di Darul A'mal menjalani ajaran kitab Ta'lim al-Muta'allim tersebut dalam kehidupan sehari-hari.
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Marginson, Simon. "Markets in Education: A Theoretical Note." Australian Journal of Education 39, no. 3 (November 1995): 294–312. http://dx.doi.org/10.1177/000494419503900306.
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The development of market relations is a striking feature of education in Australia and comparable countries. Education continues to produce non-market outputs (‘use values’) as well as market outputs, but participation in schooling is being reworked as market consumption; schools, TAFE institutions and universities are now required to sell themselves, and a range of services is provided on full cost basis. This article re-theorises markets in education, drawing on political economy and social theory (including the literature on post-modernism). It defines educational markets and describe four types of commodity produced: positional goods, self goods, training goods and knowledge goods. Post-compulsory education's long-standing role, as a vast competition for scarce social position, constitutes a form of market (one ordered by both government and private interests), and is the platform on which more orthodox economic markets in training and knowledge goods are being erected.
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Popova, Tsvetanka, and Nikolina Kroteva. "NEW EDUCATIONAL PARADIGMA AND STATE STANDARDS MUSIC EDUCATION IN ELEMENTARY SCHOOL." Knowledge International Journal 28, no. 3 (December 10, 2018): 1043–49. http://dx.doi.org/10.35120/kij28031043t.
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The report examines the new state educational standards (DSS) as regards the content of music curricula that were imposed by the Pre-school and School Education Act approved by the Ministry of Education and Science which entered into force on 01.08.2016. One of the main reasons for the creation of this law was the need for an adequate and adequate educational environment in which to promote the individual development of each person using attractive forms of training. The adopted DSS provides for the acquisition of different general and specific competences that are expected as a result of the music education at each educational level. After the analysis of the content of the music curriculum at an early stage, it is possible to ascertain their suitability for the new positive ideas and trends in the musical education process. Musical activities that construct the unit of study are tailored to the pupils' age skills to perceive music and their accumulated listening experience. The pre-set variety of textbooks with different author teams required a more detailed review. The new methodology for the presentation of elements of musical expression is in line with state educational standards. Noting literacy and the absorption of elements of musical expression have been set too early in first grade textbooks, but it is most widely used in music education in the third grade. It highlights the great thematic wealth associated with putting the foundations in the literacy and musical script. The key points are the concepts: pen, note key, notes, tonal names, pauses, size, tact, stroke, and so on. The expected key learning outcomes of the pupils' preparation are key competencies. We are pleased to note that the information provided in the curriculum is presented in an attractive way. Various visual aids are available in various variants of music textbooks: interesting, entertaining and accessible to children. The musical education process is based on the conditions for a more effective development of musical abilities as an effective force for emotional communication with music and the realization of musical activities. In this process a special place is given to the role of the teacher, who will guide his students in the right direction and unobtrusively enable them to be the creators of modern times.
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Ostovar-Nameghi, Seyyed Ali, and Mohsen Sheikhahmadi. "From Teacher Isolation to Teacher Collaboration: Theoretical Perspectives and Empirical Findings." English Language Teaching 9, no. 5 (April 18, 2016): 197. http://dx.doi.org/10.5539/elt.v9n5p197.
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<p>This study aims at: (1) reviewing the underlying causes of teacher isolation; (2) unreavelling the negative effects of isolation on teachers’ professional and personal life; (2) illustrating different modes of voluntary collaboration among teachers; (4) presenting substantive evidence is support of collaboration as an efficient mode of professional development, and (5) drawing implications for practice. Since collaboration leads to professional development and academic satisfaction, it is suggested that schools: (1) be structured in ways that maximize collaborative discussion among teachers; (2) create conditions taht are conducive to growth and development for both teachers and learners; (3) reinforce study groups which aim at making teachers reflect on their current beliefs and practices and chane them for the better; (4) move away from the once-popular teacher training courses towards teacher study groups, peer observation of teaching and mentoring, which are conducive to constructing knowledge rather than passively receiving knowledge. The review has many other clear implications for pracatitioners and other stakeholders.</p>