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1
Gravett, Sarah, and Coert Loock. "Towards a governance and management model for teaching schools in South Africa." South African Journal of Childhood Education 4, no. 3 (December 30, 2014): 18. http://dx.doi.org/10.4102/sajce.v4i3.237.
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This article reports on a project that was aimed at establishing a model for the governance of teaching schools in South Africa within the framework of the current legal dispensation for the public and the independent schooling sector. The paper mainly addresses the powers and functions of public schools and school governing bodies as defined within the broader framework of The South African Schools Act 84 of 1996, The National Education Policy Act (Act 27 of 1996), and the Employment of Educators Act (Act 76 of 1998). The analysis of these statutes informed the proposal of four possible models for governance of teaching schools. The article recommends two models that fit the mandate of teaching schools as envisioned in the Integrated Strategic Planning Framework for Teacher Education and Development in South Africa, 2011–2025: 1) a model that provides for teaching schools as a school type at national (not provincial) level, and 2) the independent school model
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Ritonga, Tamin, Azwar Ananda, Dasman Lanin, and Helmi Hasan. "PRACTICE TO THEORY OF LEARNING: A LESSON LEARNED FROM ISLAMIC BOARDING SCHOOL IN SOUTH TAPANULI OF INDONESIA." Humanities & Social Sciences Reviews 7, no. 5 (November 13, 2019): 1304–10. http://dx.doi.org/10.18510/hssr.2019.75169.
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Purpose of the study: This research was aimed at constructing a new theory of learning from traditional practice which could give a significant contribution to the educational model. This research was conducted to seek the theory learning and model of teaching of Pondok Pesantren (Islamic Boarding School with Salafi system) in South Tapanuli of Indonesia.
Methodology: A qualitative research design was applied to seek the data in the Islamic Boarding School for constructing a theory of learning. This research applied an observation and interview techniques to collect the data from Islamic boarding school Darussalam Parmeraan (PDP) of the Dolok District of South Tapanuli, North Sumatra Province of Indonesia.
Main Findings: Data revealed that Sorongan and Halaqoh techniques (circling forum in group learning and discussion models), not like the formal school model in the classrooms, have been more effective in two terms; solidarity and control. Sorong and Halaqoh have been preferred to be practiced in that Islamic Boarding School for many years. This study recommends that theory.
Applications of this study: The data obtained of teaching methods in Islamic Boarding School Darussalam Parmeraan (PDP) give the alternative teaching techniques such as Sorongan in which learners put into the circling forum which makes the learners are close to instructors and Halaqoh where the Islamic teachings motivate them to learn more intensively. Those two techniques could be applied to formal school, not only in the Pondok pesantren area.
Novelty/Originality of this study: This study offered the system of Pondok pesantren traditional practice of teaching techniques of Sorongan and Hallaq of Pondok Pesantren which have been originally rooted in Islamic teachings in Southeast Asia for modern schools. Those techniques could be transferred to formal school; as learning practice that gives democratic education and contributes to training learners in formal schools.
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Koonlaboot, Maitree, Noppadon Kongsilp, Anan Malalat, and Parkpoom Rattanarojanakul. "A Study on Current Conditions and Soccer Teaching Model for Elementary School Students in Demonstration Schools." International Journal of Higher Education 7, no. 3 (May 6, 2018): 45. http://dx.doi.org/10.5430/ijhe.v7n3p45.
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The purpose of this study was to study current conditions and soccer teaching model for elementary school students in the demonstration schools. This study used a qualitative method. Data collection was conducted by interview. Twelve informants involved with soccer instruction were selected by using purposive sampling technique from the demonstration schools. The informants consisted of four instructors, four student guardians, and four elementary school students. The interview result has been described its contents based on interview topics and it clarified descriptive information in three aspects as the followings: 1) As for the current conditions of soccer teaching model for elementary school students in the demonstration schools, the informants had different opinions either it was appropriate or inappropriate, 2) Soccer teaching model for elementary school students in the demonstration schools comprises of four prime aspects: instructor, lesson management, facility, and learners, 3) There are recommendations for further implementations of soccer teaching model for elementary school students in the demonstration schools to apply in the future. The findings from this study are useful for soccer instructors at the elementary school level or for instructors in educational institutes at various levels, including those who are interested in using as a guideline to improve their soccer teaching model in case it is appropriate to their students.
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Nordin A Rahman, M., Jazurainifariza Jaafar, M. Fadzil A Kadir, Syadiah Nor Shamsuddin, and Syarilla Iryani A Saany. "Cloud Based Gamification Model Canvas for School Information Management." International Journal of Engineering & Technology 7, no. 2.14 (April 6, 2018): 28. http://dx.doi.org/10.14419/ijet.v7i2.14.11148.
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Information management especially related to teaching and learning materials is an important application in school in order to bring education system more effective and systematic. Modern education requires fundamental changes in current education system platform for ensuring teaching method becomes more efficient. The challenges of current school information management are non-integrated system, difficulty in configuration and deployment as well as complexity of storage provision. These issues reduce the motivation among teachers to participate in sharing teaching and learning materials in school information management system. This article proposes a gamification model canvas framework for school information management under cloud computing environment. The aim is to provide a method for encouraging the teachers to share their teaching materials. Motivation element provided in model canvas method such as dynamics, behavior, component and aesthetic are used in the proposed framework. With the proposed framework, a cloud based prototype will be developed and can be used by schools.
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Zhu, Yu Jin, Jian Hua Ren, and Hui Ding. "School Internationalized Operating Model and the Case Study." Advanced Materials Research 219-220 (March 2011): 1215–18. http://dx.doi.org/10.4028/www.scientific.net/amr.219-220.1215.
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School internationalized operating model acts as a kind of school operating model, with the main task of taking the operating approaches of integration, disposition, control and occupation to utilize teaching resources of foreign school into the teaching, education, and management to enhance the efficiency, quality and standards of teaching, education and management of our school. These resources are the curricula, faculty, teaching techniques, education and school management technology of foreign school. Studies have shown that there exist three basic operating models. They are single-campus internationalized operating model; double-campus internationalized operating model and abroad operating model. By implementing the model of internationalized operation and developing internationalized cooperation and communication, school could broaden its version, could promote its operating standard as well as enhance it.
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Siregar, Fajar Sidik, Arifin Siregar, and Daitin Tarigan. "PENGEMBANGAN MODEL TEACHING PERSONALITY AND SOSIAL RESPONBILITY (TPSR) MATA KULIAH PENDIDIKAN JASMANI SEKOLAH DASAR." SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED 12, no. 3 (December 15, 2022): 195–203. http://dx.doi.org/10.24114/sejpgsd.v12i3.40754.
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Essential investigate targets are: To deliver a item Advancement Demonstrate Educating Identity And Social Duty (TPSR) within the Subject of Physical Instruction in Basic Schools that are substantial. The investigate method employments a 4-D show which is an expansion of Characterize, Plan, Advancement and Spread. The area of the research was carried out within the Essential School Educator Instruction Think about Program, FIP UNIMED. The populace of this investigate is all understudies of the Stambuk Rudimentary School Educator Instruction Consider Program 2020 totaling 225 individuals. The investigate test was arbitrarily doled out to classes, specifically lesson J Customary 2020 totaling 23 understudies. Information collection methods in this think about utilized interviews, surveys and documentation. The comes about of the advancement of the Educating Identity And Social Obligation (TPSR) Show Improvement were gotten (1) The comes about of the fabric master approval as a entire appeared that the Advancement of the Educating Identity And Social Obligation (TPSR) Demonstrate was expressed to be exceptionally substantial (96%) and the comes about of the media master approval as a entire were expressed to be exceptionally substantial (93.3%) (2) The comes about of the adequacy test have an normal esteem of 77,391 with the completeness criteria "Total". The conclusion of the investigate is that the Advancement of the Instructing Identity and Social Duty (TPSR) demonstrate is substantial and viable for utilize within the Physical Instruction Course for Basic School Instructors of Rudimentary School Instructor Instruction Staff of Instruction, State College of Medan.
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Havu-Nuutinen, Sari, Anttoni Kervinen, Anna Uitto, Aulikki Laine, Anniina Koliseva, Lassi Pyykkö, Pentti Impiö, and Tiina Aittola. "PRE-SERVICE AND IN-SERVICE TEACHERS’ EXPERIENCES OF INQUIRY-BASED PRIMARY SCIENCE TEACHING: A COLLABORATIVE TEAM TEACHING MODEL." Journal of Baltic Science Education 18, no. 4 (August 3, 2019): 583–94. http://dx.doi.org/10.33225/jbse/19.18.583.
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This research clarifies how a collaborative team teaching model (CTTM) can support both pre-service and in-service teachers’ professional development in using inquiry-based science teaching in primary schools. The data were collected via a questionnaire-based survey approach after inquiry projects implementation at public schools in four Finnish cities. In total, 98 pre-service teachers and 51 in-service class teachers were involved in the research. According to their experiences collaborative team teaching was seen as an adequate teaching approach in primary school science lessons. Both in-service and pre-service teachers experienced inquiry-based science teaching enthusiastically and received new ideas, knowledge and skills to carry out inquiries during the school projects. Also, they became more confident to use inquiry-based approach in their teaching. The findings indicate that the CTTM combines pre-service teachers’ professional development and in-service teachers’ expertise and the model successfully support the use of inquiry-based practices in primary school science education. Keywords: collaborative team teaching model, inquiry-based science teaching, survey research, teachers’ experiences.
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Lagun Siang, Jhoni, Moch Sukardjo, Beatrix J. M. Salenussa, Yayan Sudrajat, and Uswatun Khasanah. "Pengaruh Model Pembelajaran dan Kemampuan Berpikir Kreatif Terhadap Hasil Belajar IPA Siswa SMP." JTP - Jurnal Teknologi Pendidikan 22, no. 1 (April 30, 2020): 40–52. http://dx.doi.org/10.21009/jtp.v22i1.15329.
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This study aims to determine the influence of learning models (Contextual Teaching and Learning and Quantum Learning) and the ability to think creatively about the learning outcomes of science education in junior high school students in SMPN 226 Jakarta. This research uses treatment design by level with sample number of 48 students at State Junior Secondary School (SMPN) 226 Jakarta. The data analysis was done by Analysis of Variance (ANAVA) two lane. The results showed that (1) Contextual Teaching and Learning model (CTL) was more effective in improving learning outcomes of IPA SMP Inclusion than Quantum Learning model (QL); (2) there was interaction effect between learning model and student's creative thinking ability toward science learning outcomes 3) for junior high school students in inclusion schools with high creative thinking skills more appropriately using Contextual Teaching and Learning models (CTL), (4) and for students with low creative thinking skills more appropriately using Quantum Learning models (QL).
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Zhao, Lu, Fei Yu, and Lanhui Jiang. "The current situation of English teaching in primary schools of China and application research of SPOC-based teaching model." SHS Web of Conferences 153 (2023): 01030. http://dx.doi.org/10.1051/shsconf/202315301030.
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With modern information technology widely applied to school teaching in all aspects, blended teaching based on SPOC is increasingly popular with colleges and universities. However, it’s still rare to see the applied research into it for English teaching in primary schools. In order to explore the application of SPOC in English teaching of primary schools, this paper analyzed the current situation of English teaching in primary schools in China in detail, and then proposed a blended teaching model based on the SPOC platforms of Cloud Class and 17zuoye.com. We also conducted an experiment that lasts about one year by tracking and recording the performance of two groups of classes in Zhongwu Primary School with an experimental class and a control class in each group. After analyzing the experimental data, we found that the SPOC-based teaching model proposed in this paper can achieve good practical results, and can be applied and promoted for future teaching in other schools.
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Reyes Rodríguez, Ana Carolina, José Angel Vera Noriega, and Angel Alberto Valdés Cuervo. "Teaching Practices, School Support and Bullying." World Journal of Education 7, no. 4 (August 14, 2017): 50. http://dx.doi.org/10.5430/wje.v7n4p50.
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Research in recent years indicates that schools, and in particular teaching practices, play an essential role in preventing bullying. This study’s aim is to investigate the direct and indirect relationships between permissive and direct intervention teacher practices, school support and bullying. In a non-probabilistic way, 386 (58.1%) boys and 278 (41.9%) girls from 30 primary schools were selected in a city in the northwest of Mexico. The average age of students was 10.4 years (SD = 1.3 years). From the results of the calculation of a model of structural equations, it is inferred that permissive teaching practices are directly related positively to bullying, whereas direct intervention does it in a negatively. It is seen that both types of practices are indirectly related to bullying through its effects on school support. These findings confirm the role of the teacher in the prevention of bullying.
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Et al., Phrakrusoponpattaravet (Ittipol Padhãniko). "Model of Activity Development to Promote Students’ Morality in Primary School." Psychology and Education Journal 58, no. 1 (January 15, 2021): 3789–94. http://dx.doi.org/10.17762/pae.v58i1.1393.
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The purpose of this research was to propose a model of activity development to promote students’ morality in primary schools under the Office of Primary Education Service Areas. Mixed methods research was used for the research design. The target group were 17 key informants and 24 school administrators whereas 400 school teachers were used for data collection. Content analysis was used for qualitative analysis, and quantitative data were analyzed by using percentage statistics, frequency, mean, and standard deviation. Results showed that students’ morality was developed through 5 aspects consisted of 1) Sufficiency, 2) Gratitude, 3) Integrity, 4) Responsibility, and 5) Moral ideology, and analyzed results were shown at a high level in all aspects. A model of activity development to promote students’ morality in primary schools composed of 1) Curriculum, 2) Learning objectives, 3) Teaching plan preparation, 4) Teaching and learning activities, and 5) Assessment. The developed model focused on 4 important aspects which were 1) Ethic, promote 5 virtues for students, which are sufficiency, gratitude, integrity, accountability, and moral ideology by using the model to develop activities to promote morality of students. 2) Activity Development, it was focused on teaching and learning activities, including curriculum, learning objectives, teaching plans, teaching and learning activities, and assessment. 3) Support, support the development of activities to promote morality of students under cooperation between administrators, teachers, school board members, monks, parents, and communities. 4) Students, students will receive the most from the activity development promote the morality.
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Kang, Xiaojin, and Jing Han. "Improving Teaching Style with Dialogic Classroom Teaching Reform in a Chinese High School." World Journal of Education 9, no. 2 (March 27, 2019): 38. http://dx.doi.org/10.5430/wje.v9n2p38.
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Lively and effective classroom instruction is an important feature of quality schools. Recently, the lead author's schoolhas launched a reform of classroom teaching methods to implement a dialogic model. The dialogic model, taking cuesfrom constructivist learning theories and Manabu Sato, expects educators to promote multiple kinds of classroomdialogue, including teacher-student dialogue, student-text dialogue, student-student dialogue, and self-reflectivedialogue. The reform efforts of the school are all-encompassing and include changes to teacher training, classroomobservation and teaching evaluation, lesson planning, classroom activities, homework, and testing. This reform ismeant to improve teaching quality, enhance the classroom environment, and bring about better critical thinkingoutcomes in the students. The following text chronicles the details of this reform in a large senior high school in aChinese metropolis, and the first attempts by teachers at the school to implement new dialogic teaching techniques.The preliminary analysis finds evidence of positive effects on student engagement, confidence, and motivation usingdialogic teaching techniques.
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Hamra, Arifuddin, and Eny Syatriana. "DEVELOPING A MODEL OF TEACHING READING COMPREHENSION FOR EFL STUDENTS." TEFLIN Journal - A publication on the teaching and learning of English 21, no. 1 (August 29, 2015): 27. http://dx.doi.org/10.15639/teflinjournal.v21i1/27-40.
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This study aimed at designing a model of teaching reading comprehension based on the objectives of teaching reading at the senior high school and the teachers’ understanding of the school curriculum and to describe the implementation of the model. The subject consisted of 24 teachers, 167 students of five SMAs (senior high schools) in South Sulawesi, Indonesia. This developmental study had five steps: analysis, design, development, implementation, and evaluation. The result indicates that the model significantly increases the reading comprehension of EFL students (M= -14.43114), t(166) = -16.155, p <.05. The teachers and students stated that the learning condition, teaching and learning process, reading comprehension, instructional reading materials, and teachers’ teaching performance were well established. This interactive model improved the reading comprehension of the students significantly. Thus, it is an alternative model of teaching reading for EFL students.
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Muhaimin, Muhaimin, Nur Ali, and Sutiah Sutiah. "Model-model Penciptaan Suasana Religius pada SMUN Kodia Malang." ULUL ALBAB Jurnal Studi Islam 3, no. 1 (December 26, 2018): 33–51. http://dx.doi.org/10.18860/ua.v3i1.6078.
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This study aims to examine how educational models create religious atmosphere in schools. This research is a concrete effort to find the right pattern to realize a religious environment in an academic context. This study uses a qualitative research approach with case study design. While the subjects in this study included a number of school principals, former principals, deputy principals, teachers and students of 4th State High School of Malang. The techniques used in data collection in this study include observations to obtain data about various teaching and learning activities, and religious activities as well as the religious atmosphere in schools as well as in-depth interviews. The implementation of religious activities in the school, which was originally "top down", was then developed to "bottom up". Through this approach, it turns out that it can bring peace, peace and increase brotherhood, unity, and friendship between leaders, employees, teachers and students. Besides, the religious atmosphere in the school is running dynamically. How to create a religious atmosphere, among others, through various types of progammed religious activities, both of Islamic and non-Islamic. In addition, school leaders use a personal approach both to students and to students' families.
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Liu, Yongmei. "Case of Reading Teaching on Task-Based Teaching Model in Middle Schools." Pacific International Journal 5, no. 2 (June 30, 2022): 82–87. http://dx.doi.org/10.55014/pij.v5i2.184.
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In April 2022, the Ministry of Education of the People's Republic of China officially announced the English Curriculum Standards for Compulsory Education (2022 Edition). Since the release of the English Curriculum Standards for Compulsory Education (2011 Edition), the reform of the English curriculum for compulsory education has made remarkable achievements; at the same time, however, there are also some problems that need to be solved urgently. The new curriculum standards should change the teaching of vocabulary and grammar knowledge as the main content, select learning contents around the comprehensive performance of core literacy, design teaching units as a whole, and plan the blueprint of unit education. According to the students' comprehensive performance and the objectives of the school section, the content should be closely related to the real life, especially the social life and learning life that students are familiar with and meet the characteristics of their physical and mental development. The content selected should reflect the characteristics of the times and social progress, focus on the themes of people and nature. Elements on theme, discourse, language knowledge, cultural knowledge, language skills and learning strategies should be considered when selecting the the teaching content. Ultimately, students are expected to use the knowledge and skills to solve tasks and problems in practice. In terms of middle school English teaching, the author holds that Task-Based Teaching Mode will help teachers to achieve the above goals. Task-Based teaching emphasizes learning by doing, which allows students to interact with teachers, and it also creates a favorable environment for students to learn and internalize. The middle school English teaching goal is to help the students to obtain the basic English knowledge and the ability of using English to communicate through listening,speaking,reading and writing training. As a helpful teaching approach, the Task-Based Teaching Model can be widely used. Based on the English classroom of middle school, this thesis discusses the relationship between Task-Based Teaching Model and the modern English class through analyzing the reading in middle school English class. The paper draws a conclusion that Task-Based Teaching Model is effective in middle school English classroom and it can improve students comprehensive ability to a all-round development level.
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Handayani, Baiq Sri, and Nining Purwati. "The effectiveness of brain-based learning model (BBL) integrated with the whole brain teaching (WBT) model toward students’ retention." Biosfer 15, no. 1 (April 7, 2022): 36–43. http://dx.doi.org/10.21009/biosferjpb.26030.
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Retention of learning results is a measurement of students’ ability to remember the lesson being learned after an amount of time before. This research aimed at investigating the effectiveness of the Brain-Based Learning Model (BBL) integrated with the Whole Brain Teaching (WBT) model on the retention of students’ learning results. This research was a quasi-experiment using a posttest-only control group design. The population of this research was the students of State Junior High Schools in Malang in the 2017/2018 academic year. The samples were selected from State Junior High School 1, State Junior High School 4, State Junior high School 6, State Junior High School 8, State Junior High School 15, State Junior High School 17, Junior high school 25, and Junior High School 26. The results of the data analysis showed that the learning model provides a significant effect on the retention of students’ science learning in Junior High schools in Malang. LSD notation shows that the effect of the WBT model integrated BBL model on student learning retention is lower as much as 6,79% and significantly different compared to the WBT model. The effect of that model is significantly different from the effect of BBL learning but higher as much as 8,06% and significantly different compared to the effect of the BBL learning model as well as higher (14,12%) and significantly different compared to the effect of conventional learning.
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Bolshakova, Virginia L. J., John Gieng, C. Sheena Sidhu, Mary Vollinger, Lorena Gimeno, and Jessica Guild. "Teens as Teachers in the Garden: Cultivating a Sustainable Model for Teaching Healthy Living." Journal of Youth Development 13, no. 3 (September 18, 2018): 111–35. http://dx.doi.org/10.5195/jyd.2018.621.
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School gardens are an ideal space to deliver a healthy living curriculum, such as nutrition and physical activity education, to elementary school youth. However, public schools often lack the resources and support to establish sustainable garden-based programming. We created the Healthy Living Ambassador program, a collaborative after-school garden program in low-income communities that brought together resources from schools, community programs, and University of California Cooperative Extension. This school garden program featured culturally competent teens as teachers to serve as near-peer educators and mentors to elementary school youth. The program development model incorporated lessons from sustainable community-based health program interventions and essential elements of teens-as-teachers programs. We share the program logic model and discuss the successes and challenges of this program model that we encountered while developing a long-term, maintainable community garden program to teach healthy living.
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Sədrəddin qızı Camıyeva, Sədaqət. "STEAM model in teaching biology." SCIENTIFIC WORK 71, no. 10 (October 23, 2021): 45–51. http://dx.doi.org/10.36719/2663-4619/71/45-51.
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The STEAM educational model is based on the idea of teaching students 5 specific fields of Science ( Teshology) , Enerineering ( Energineering), Art (Art), Mathematics ( Marth) in a joint and integrated way. The teaching of biology at school is based on regular demonstrations of experience. However, it is difficuit for students with figurative memory to leam abstract, pictureless processes. My observations today give grounds to say that the teaching of Biology with the help of STEAM will become more difficuit in order to solve these problems and achieve the active use of internet resources in the teaching process. Learning biology through STEAM wil play an important role in education and prepare children for future challenges and opportunities/ It will develop the skills of rapid learning that are needed in educational institutions and today. Key words: biology subject, STEAM, teaching model, education technology
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BATEN, Md Azizul, Md Kamrul HOSSAIN, and Abdullah AL - ZABIR. "Impact of Information and Communication Technology on the Secondary Schools’ Efficiency in Barisal Division of Bangladesh: Teachers’ Preference and Perceptions." Eurasia Proceedings of Science Technology Engineering and Mathematics 19 (December 14, 2022): 108–19. http://dx.doi.org/10.55549/epstem.1219182.
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This study assess the efficiency and identify the factors causing responsible for school inefficiency of Barisal division in Bangladesh using stochastic frontier analysis. Multiple regression analysis was used to investigate the impact of teachers’ preference and use of ICT on their knowledge and motivated factors in teaching and learning. The determinants of factors affecting to secondary school efficiency were investigated by Tobit regression analysis. Through the likelihood-ratio test, Translog model was found an appropriate than Cobb-Douglas model. The number of students, the number of class rooms and teaching ability of the teachers had a positive and significant contribution to improve the efficiency. The ICT lab, teacher’s preference of ICT tools like multimedia projector used played a contributor role in increasing the school efficiency. The urban secondary schools performed better than the rural secondary schools. Barisal district was found comparatively better for urban secondary schools and Jhalokhati district was for rural secondary schools. Both medium and high level ICT teaching ability have positive and significant influence on the secondary school efficiency. Government should take necessary steps to improve the teaching and learning system in Barisal division by improving the teacher-student ratio, rural school and conventional teaching method in secondary school.
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Siddiqui, Nadia, and Sadia Shaukat. "Teacher Mobility in Punjab, Pakistan: Stayers and Movers within the Public and Private Schools." Education Sciences 11, no. 7 (July 16, 2021): 358. http://dx.doi.org/10.3390/educsci11070358.
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Understanding the determinants of teacher mobility is important in order to implement effective policies for the recruitment, retention, and fair allocation of teachers. The teacher transfer policy implemented in Punjab, Pakistan, is intended to address corruption and a fair allocation of teachers in public schools. However, the policy has implications for teacher mobility. This paper presents survey findings on teacher mobility patterns in public schools in Punjab, Pakistan, examining the extent and determinants of mobility in comparison with teachers in private schools. In the survey, 1002 in-service teachers participated, and 46% reported changing school at least once during their teaching career. The findings show that teachers who changed schools in their early career, with an average of two years of teaching experience, gained higher salary benefits by changing schools compared to experienced teachers, with an average of 14 years of teaching experience, who never changed schools. In comparison with early career teachers, experienced teachers who never changed school had lower salaries but higher satisfaction with life in general and with the school as their workplace. The most common reasons for changing school were lack of teaching resources, difficulty in commuting to school, unmanageable student–teacher ratio, and no chance of promotion in their teaching career. Teacher mobility was slightly higher in public schools compared to private schools, despite implementation of a merit-based transfer policy. A binary logistic regression model was constructed with the outcome of teacher mobility (or not), with a base figure of 54%. By adding gender, marital status, school type, length of teaching experience, and teachers’ satisfaction, the model increased correct predictions to 62%. Teacher salary and teaching workload did not explain any variation in the model. These findings have implications for teacher transfer policy in public schools and lessons for private schools to retain teachers by offering longer contracts and reliable pension schemes. Policymakers must consider facilitating teachers’ satisfaction with their workplace, particularly by making public schools in rural areas attractive places for the retention of teachers in early career phases.
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HEROSITA, YULIAN. "Implementasi Model Kepemimpinan Demokratis Kepala Sekolah Dalam Meningkatkan Disiplin Guru Mengajar." Jurnal Daya Saing 3, no. 1 (February 15, 2017): 57–61. http://dx.doi.org/10.35446/dayasaing.v3i1.82.
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Abstract: Labor discipline problems teachers provide learning to students is a phenomenon that needs to be addressed. Through the democratic leadership of headmaster attitude is presumably related to discipline the teacher. Using action research methods were implemented school at SDN 023 samples Pandau Jaya and teachers with the implementation of democratic kepemimponan models and descriptive analysis, the obtained results of the research granting school leadership teacher work can improve work discipline teachers in teaching in schools. The data obtained show that once held measuring the level of work discipline teachers through school leadership to work more efficiency, effectiveness, fairness and responsiveness to the application of these cycles affect the teachers' work. This suggests the provision of school leadership work can improve work discipline teachers in teaching in elementary school N 023 Pandau Jaya.
Keywords: Democratic leadership model, Discipline Teacher
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Mulyani, Heni, Danny Meirawan, and Annisa Rahmadani. "INCREASING SCHOOL EFFECTIVENESS THROUGH PRINCIPALS’ LEADERSHIP AND TEACHERS’ TEACHING PERFORMANCE, IS IT POSSIBLE?" Jurnal Cakrawala Pendidikan 39, no. 2 (June 13, 2020): 279–92. http://dx.doi.org/10.21831/cp.v39i2.28864.
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Efforts to achieve educational goals can’t be separated from the performance of schools in realizing these goals, to achieve this involves many parties and factors that influence it. This study aims to describe the impact of principal’s leadership and teacher’s teaching performance in an effort to increase school effectiveness. This research uses a quantitative approach with a survey method. Population are 466 schools, samples of 210 schools were taken by proportionated stratified random sampling technique, and a total of 2,730 respondents consisted of principals, teachers, students, and school committees. The instrument used was a questionnaire, data processing techniques using the Structural Equation Model. The results indicate that principals’ leadership and teachers’ teaching performance positively and significantly influence school effectiveness, which means that school effectiveness directly determined by the presence of effective principal’s leadership and high teacher teaching performance. The principal's leadership as a driver variable is proven to be able to trigger the teaching performance of teachers to increase school effectiveness. The high effectiveness of this school is inseparable from the effective teacher’s teaching performance. Teachers' teaching performance must be continuously improved to improve school effectiveness. This teaching performance can be improved through the principal's leadership role.
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Coopmans, Manja, Geert Ten Dam, Anne Bert Dijkstra, and Ineke Van der Veen. "Towards a Comprehensive School Effectiveness Model of Citizenship Education: An Empirical Analysis of Secondary Schools in The Netherlands." Social Sciences 9, no. 9 (September 10, 2020): 157. http://dx.doi.org/10.3390/socsci9090157.
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We still have only a limited understanding of the effectiveness of schools in promoting citizenship, the factors explaining this effectiveness and the way in which these aspects interact. Using elaborate cross-sectional data from students, teachers, team leaders and school leaders at 78 Dutch secondary schools, this study empirically examines a school effectiveness model of citizenship education in order to achieve a more comprehensive explanation of citizenship competence acquisition. Using multilevel structural equation models, we analyze direct and indirect school-level predictors of student knowledge, attitudes and self-evaluated skills regarding citizenship. Four aspects of citizenship education are examined: the school’s policies regarding citizenship education, its teaching practices, and its professional and pedagogical learning environment (i.e., teaching community and classroom climate). With respect to school policies, positive effects are found for the attention paid to citizenship education in staff meetings. The professional learning environment is related to students’ citizenship competences mainly indirectly, via the average classroom climate. Effects of teaching practices vary: more emphasis on monitoring is more frequently found at schools with lower average levels of citizenship competences, whereas schools that let students choose their own topics in class have on average higher levels of citizenship competences.
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Khair, Ummul, Eka Rihan K, and Misnawati Misnawati. "Indonesian language teaching in elementary school." Linguistics and Culture Review 6 (December 12, 2021): 172–84. http://dx.doi.org/10.21744/lingcure.v6ns2.1974.
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In learning activities, there is often a learning saturation that arises from students. This can be triggered by various things. Therefore, as a researcher, he took the initiative to apply modeling in learning, especially in language learning. Thus, the purpose of this research is the application of an explicit type of cooperative learning model instructions chronological technique of events in writing narratives from interview texts. This research is applied or piloted to students consisting of several schools in Indonesia as well as the object of research. The research instrument is the researcher himself as the key/main instrument. In addition, the researcher was also assisted by several other teams of research students and teachers from local schools. Based on the results of research through testing the model, it is categorized that there is a significant increase in learning. It can be seen that the average score of students reaches 85% of the maximum threshold of 90%. Thus, it can be concluded that the application of the model is considered successful and can be applied in various schools in the world.
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Cheng, Meng-Fei, Jang-Long Lin, Shih-Yin Lin, and Chi-Ho Cheng. "SCAFFOLDING MIDDLE SCHOOL AND HIGH SCHOOL STUDENTS’ MODELING PROCESSES." Journal of Baltic Science Education 16, no. 2 (April 25, 2017): 207–17. http://dx.doi.org/10.33225/jbse/17.16.207.
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This research explores how scaffolding students’ reflections on scientific modeling criteria influence the students’ views on scientific models, development of explanatory models, and understanding of scientific models. This research recruited treatment groups and comparison groups in middle schools and high schools. The treatment groups adopted a modeling curriculum that was intended to help students engage in scientific modeling by developing scientific models of magnetism while considering scientific modeling criteria. The comparison groups used the traditional curriculum, which offers students scientific models of magnetism. The results show that the modeling curriculum enhanced the students’ views on scientific models and the students’ ability to develop explanatory models of magnetism and modeling criteria. Thus, the findings indicate that the modeling curriculum might serve as a promising tool to facilitate teaching scientific modeling to middle school and high school students, and that the curriculum should be promoted as early as middle school. Keywords: scientific modeling, modeling curriculum, nature of models and modeling, model development, model evaluation, magnetism concepts.
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Hsin, Shih-Chang, Ching-Wei Wang, and Yu-Hui Huang. "An International Cooperative Model of Online Chinese Courses." International Journal of Humanities and Arts Computing 8, supplement (March 2014): 95–106. http://dx.doi.org/10.3366/ijhac.2014.0101.
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This research project attempts to build a new cooperative model with the superintendents of school districts of various states in the United States. The idea behind the project is based on the urgent need of Mandarin Chinese courses in middle school level in the US. Since most school districts encounter the problem of not having enough Chinese teachers or teaching resources, offering Chinese courses through internet videoconferencing from Taiwan could be a feasible solution. This project involved some aspects including teaching materials design specifically for online instruction, communication with schools and their teachers/students, teacher's training for synchronized online instruction, e-learning platform and facilities arrangement, and problem solving along the implementation process. The program has been implemented during the year of 2012. We have cooperative agreements with five schools districts in different states and have established a workable operation model for this international cooperation. Through this cooperative model, American students gain the benefit of learning resources through internet, and Mandarin educators and researchers in Taiwan also gain new insights on how to promote the Chinese language learning in the global community.
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Kazu, Ibrahim Yasar, and Emine Bozu. "Turkish Vocational School Students’ Perception of 5E Teaching Model." International Journal of Learning and Development 2, no. 6 (December 25, 2012): 221. http://dx.doi.org/10.5296/ijld.v2i6.2789.
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This purpose of this study is to determine perception of students about implementation of 5E teaching model, one of the applications of constructivist approach in classroom environment, in vocational schools. For this purpose a 32-question survey was administered. 631 students were surveyed, including 227 male, 404 female studentsof 13 different programmes in Tunceli Vocational School of Tunceli University during the 2011-2012 academic year. Average, t-test, standard deviation, frequency and percentage distribution were used for the analysis of the research data. According to the results of the study, significant variations by gender were detected in 6 items, including “Supporting learning by revealing pre-knowledge”, “Defining the wrong points in the developed hypotheses ”, “Considering as unnecessary the instructor’s encouragement tolearn”, “Listening to the explanations of my friends”, “Giving opportunity for peer-review among students” and “Giving answers to questions with admissible evidences”. Affirming with their replies, the students revealed the applicability of the model. However further studies are necessary to see the implementation of the phases of the 5E model respectively, and it is considered that different researches should be performed with the purpose ofobserving that necessarypre-learning for each phase has been carried out.
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Kundu, Goutam Kumar, and Jyoti Prakas Majumdar. "The learning and teaching area of AACSB standards: a process model framework." Business Process Management Journal 26, no. 6 (April 4, 2020): 1379–99. http://dx.doi.org/10.1108/bpmj-11-2017-0295.
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PurposeThe paper aims to develop a process model for implementation in a business school setting, by doing a thorough analysis of the requirement of the Association to Advance Collegiate Schools of Business (AACSB) standards relating to the learning and teaching area.Design/methodology/approachThe process model is developed by adopting a three-step approach. The authors have presented an articulated procedure for the development of the process model.FindingsThe process model presented in this paper offers a systemic approach to process design and implementation in a business school environment. The process model was developed and applied over the course of systematic reviews in a business school setting by aligning with the requirements of AACSB accreditation standards belonging to the learning and teaching area.Research limitations/implicationsThe limitation of the present study is that the scope of the process model presented here is limited to the requirements of the AACSB standards belonging to the learning and teaching area only. The authors plan to develop process models for the other areas of AACSB standards in the near future.Practical implicationsIt is hoped that this paper can bring a contribution to professionals as well as academics, in regards to development of process framework complying with the requirements of the AACSB standards. The process model presented in this paper comprises macro-level processes and the related activities. It will serve as a guide to develop processes in a business school setting.Originality/valueThe present study has attempted to present a process model complying with requirements of the AACSB standards belong to the learning and teaching area. The authors feel that developed process model can be used by the business schools that are planning to implement AACSB standards for accreditation or are interested in modifying their current processes following the requirements of the AACSB standards.
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Puspita, Dayu Retno, Nuruddin Nuruddin, and Zainal Rafli. "A MODEL OF SPEAKING LESSON PLAN BASED CONTEXTUAL FOR PRIMARY SCHOOL TEACHER EDUCATION STUDENTS." JALL (Journal of Applied Linguistics and Literacy) 6, no. 2 (September 15, 2022): 144. http://dx.doi.org/10.25157/jall.v6i2.8575.
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Lesson plans are an essential component of teaching. English lecturers must be skilled, creative, and innovative in order to enable students to absorb language learning knowledge easily and effectively. In teaching English speaking skills in class, lecturers need good preparation by designing lesson plans as directions or roadmaps for all activities carried out by lecturers and students in class to achieve appropriate and effective competencies so as to create fun and interesting teaching. Students in primary school teacher education are given with English subject as a provision that will be offered in primary schools to aid their performance as prospective primary school teachers in teaching English. Speaking abilities are one of the skills that students pursuing a degree in primary school teacher education must have in order to master the capacity to communicate in spoken English. The purpose of this paper is to provide information about contextual-based English speaking lesson planning. The process of developing model speaking lesson plan based contextual used an educational research and development (R&D). a number of instruments were used, i.e. interview, classroom observation, and document. This study can be useful for English lecturers and researchers as a guide to teaching speaking English using a contextual approach. This review paper delves into the body of research on the term problem of English speaking skills in primary school teacher education, lesson plans, aspects of lesson plans, activity in teaching speaking, teaching cycle, and a sample of lesson plans’ procedure using teaching speaking based on a contextual approach. The more lecturers plan, the better they will be.
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Jones, Karen D., Hellen Ransom, and Crystal R. Chambers. "Teaching Ethics in Educational Leadership Using the Values–Issues–Action (VIA) Model." Journal of Research on Leadership Education 15, no. 2 (April 4, 2019): 150–63. http://dx.doi.org/10.1177/1942775119838297.
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Educational leaders are faced with multiple ethical decisions every day. This article presents the Values–Issue–Action (VIA) Model as a tool for developing ethical decisions in K-12 schools. The model is presented with three scenarios from K-12 education to practice using the model into practice. The model can be used by current school leaders and those in higher education programs developing future K-12 leaders. The model can also be used in school and district professional development to have leaders examine ethical dilemmas they face daily.
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Kariadi, Dodik, Enok Maryani, Helius Sjamsuddin, and Mamat Ruhimat. "Teaching Model for Disaster Preparedness School Based Earthquake Prone Earthquake in Lombok." JETL (Journal of Education, Teaching and Learning) 5, no. 1 (March 31, 2020): 185. http://dx.doi.org/10.26737/jetl.v5i1.1965.
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The problem in this research is that the teaching of school-based earthquake disaster preparedness in Lombok has not been optimal. In fact, the island of Lombok is an area with a high level of vulnerability to earthquakes. This is because one of them is the Flores Thrust which stretches from the eastern tip of the Flores Sea to the north of Bali. Thus in this study the main objective is to develop a preparedness teaching model for earthquake-prone schools. Where earthquake disaster preparedness is all efforts and activities carried out before a natural disaster occurs, during a disaster and immediately after a disaster to quickly and effectively respond to the situation or situation. The research method used is a research and development approach (Research & Development). The results showed several results including; First, the use of this preparedness teaching model shows that schools have more knowledge as a result of modeling in learning; Second, the exposure of the functions and responsibilities of one of the main leading sectors in disaster management; and The three resulting teaching models have simplified disaster management in schools because they are integrated with Social Science learning so that they are easily realized. So with the model of teaching student preparedness it will be more effective and efficient in order to improve their ability to face earthquakes that can occur at any time.
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Chen, Dyi-Cheng, Bo-Yan Lai, and Chin-Pin Chen. "Stimulating the Influence of Teaching Effectiveness and Students’ Learning Motivation by Using the Hierarchical Linear Model." Sustainability 14, no. 15 (July 27, 2022): 9191. http://dx.doi.org/10.3390/su14159191.
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In the context of school learning and teaching, teachers are leaders who stimulate students’ learning outcomes through leadership styles. The teacher efficacy of this study is discussed by using multiple teaching and class management strategies. Because the situation of each school is different, the contingency theory is used to design the research structure. This study changed the original leadership style to the new leadership style; effectiveness to teacher effectiveness; and context to school context, and set them as moderators. Since the unit of analysis is teachers, it is difficult to find factors such as differences in regression coefficients in the school context. Therefore, the HLM hierarchical linear analysis is used, and the school context is set as the second level, and then statistical analysis is performed. Teachers’ leadership styles have significant differences in multiple teaching strategies for teacher effectiveness. Moral leadership and charismatic leadership have a moderating effect on the multiple teaching strategies of teacher effectiveness. The multiple teaching strategies of teacher effectiveness have a significant effect in middle school situations with lower moral leadership. On the other hand, charismatic leadership is more pronounced in middle school situations than in high school situations. Teachers’ leadership styles have a significant impact on classroom management of teacher effectiveness. Under the situational control of schools, moral leadership, charismatic leadership, and supportive leadership have moderating effects on classroom management of teacher effectiveness. When the classroom management of teacher effectiveness is in the middle school situation, low moral leadership is more significant; in the high school situation, charismatic leadership will reduce the effectiveness of the class management; in the moderate or high situation, the higher the support of the leader, the greater the effect of class management.
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Voronova, Svitlana. "MULTIDISCIPLINARY TEACHING MODEL AS A NEW UKRAINIAN SCHOOL ANALOG." Science and Education 37, no. 10 (October 2016): 120–24. http://dx.doi.org/10.24195/2414-4665-2016-10-23.
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Zulyadain, Zulyadain. "Penanaman Nilai-nilai Toleransi Beragama pada Pembelajaran Pendidikan Agama Islam (PAI)." Al-Riwayah : Jurnal Kependidikan 10, no. 1 (April 2, 2018): 123–49. http://dx.doi.org/10.47945/al-riwayah.v10i1.146.
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Being tolerant is allowing others to be themselves, respecting others, respecting their origin and background. Tolerance invites dialogue to communicate the existence of mutual recognition. This is the picture of tolerance in its solid form. This article aims to find out the cultivation of religious tolerance values in the learning of Islamic Education (PAI). The results of the study indicate that the following measures are: first, schools should establish and implement local laws, for example school laws that are specifically applied in a particular school. Second, to build a sense of understanding from an early age between students who have different religious beliefs, the school must play an active role in promoting religious dialogue or interfaith dialogue which must remain in the guidance of teachers in the school. Third, another importantthing in the application of the education of tolerance, the curriculum and textbooks used and applied in schools. Furthermore, the teaching model that can be an option for the cultivation of religious tolerance values in schools includes communicative teaching models and active teaching models.
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Zulyadain, Zulyadain. "PENANAMAN NILAI-NILAI TOLERANSI BERAGAMA PADA PEMBELAJARAN PENDIDIKAN AGAMA ISLAM (PAI)." Al-Riwayah: Jurnal Kependidikan 10, no. 1 (November 9, 2018): 123–49. http://dx.doi.org/10.32489/al-riwayah.155.
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Being tolerant is allowing others to be themselves, respecting others, respecting their origin and background. Tolerance invites dialogue to communicate the existence of mutual recognition. This is the picture of tolerance in its solid form. This article aims to find out the cultivation of religious tolerance values in the learning of Islamic Education (PAI). The results of the study indicate that the following measures are: first, schools should establish and implement local laws, for example school laws that are specifically applied in a particular school. Second, to build a sense of understanding from an early age between students who have different religious beliefs, the school must play an active role in promoting religious dialogue or interfaith dialogue which must remain in the guidance of teachers in the school. Third, another important thing in the application of the education of tolerance, the curriculum and textbooks used and applied in schools. Furthermore, the teaching model that can be an option for the cultivation of religious tolerance values in schools includes communicative teaching models and active teaching models.
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Hidayatulloh, Sibakhul Milad Malik. "SEARCHING FOR ESP TEACHING MODELS TO MATCH THE TEXT-BASED INSTRUCTION FOR SENIOR SECONDARY VOCATIONAL SCHOOLS." IJIET (International Journal of Indonesian Education and Teaching) 6, no. 2 (July 14, 2022): 262–78. http://dx.doi.org/10.24071/ijiet.v6i2.4388.
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Students at vocational high school are expected to have proper English proficiency along with their vocational skill. However, Indonesian government has already set the teaching model to be Text-based Instruction (TBI) which is same with senior high school. As a result, English lesson for vocational school indicated as less purposeful. Therefore, this paper is intended to design appropriate teaching model in ESP to be integrated with the teaching cycle in TBI. By reviewing underlaying theories from TBI, and Teaching model in ESP, this paper proposed two teaching model combined with TBI. The first integration is integrating TBI with the practices of Flipped Learning Model in which the activities are divided into two phases namely before classroom time and inside classroom time. The second integration is integrating TBI with the phases of Project Based Learning in which the activities will be divided into four phases. The two proposed teaching model will be useful for promoting writing activities for students. Finally, by proposing those teaching models, it is expected that the practice of English lesson in vocational school will meet its objectives.
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De Pro Chereguini, Carlos, and Ana Isabel Ponce Gea. "Model for the Evaluation of Teaching Competences in Teaching–Learning Situations." Societies 11, no. 2 (June 4, 2021): 56. http://dx.doi.org/10.3390/soc11020056.
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Social changes have brought educational challenges at all levels of education. One of the most important elements has been adopting the development of competences as a main goal. As regards teacher training, competences have been included in university degrees responding to a traditional concern related to teacher training: the necessary relationship between theory and educational practice. The objective of this work, in the Spanish context, is to define a model for the evaluation of didactic-disciplinary competences (frequently taught in university classrooms, in a theoretical way) within the framework of the school practicums of the degree in early childhood education (the unique practical context where a real application of competences may be assessed before professional performance). For this purpose, we analyzed the legislation (the specific didactic-disciplinary competences of the ECI/3854/2007 Order) and the school practicum plans of Spanish universities, in order to provide a useful tool to know how students apply theoretical learning in their classroom practices. The resulting model, focused on the learning of natural sciences, social sciences and mathematics, enables understanding the level of development of the didactic-disciplinary competences and can be considered as a conceptual framework to design instruments for different contexts.
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Kavanagh, Kathleen, Jan DeWaters, Seema Rivera, Melissa Richards, Michael Ramsdell, and Ben Galluzzo. "University-Community Partnership Model to Support Rural STEM Teaching and Student Engagement." Theory & Practice in Rural Education 12, no. 2 (November 4, 2022): 229–48. http://dx.doi.org/10.3776/tpre.2022.v12n2p229-248.
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Rural economically disadvantaged communities face unique challenges in engaging students in science, technology, engineering, and mathematics (STEM). School district administrators, teachers, and students do not have access to high-quality STEM opportunities compared to urban schools. This article describes a partnership between a small, private STEM university and a network of school districts scattered across the geographically isolated region of upstate New York. The partnership’s primary goal is to support the teaching and learning of STEM. This is achieved through actively engaging a range of university and community stakeholders in STEM enrichment and professional development. Programming includes summer camps and after-school activities, challenges and competitions that focus on inspiring students to pursue STEM careers, undergraduate and graduate student mentors, and a university curriculum designed to prepare teachers to work in high-need school districts. Activities are supported by the university’s Institute for STEM Education, which fosters collaborations for like-minded faculty and campus members to pursue grant opportunities and connect with community members. The paper describes various program components and how they work to support each other, discusses impacts of the program, and describes ways in which elements can be implemented elsewhere.
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Curreli, Marco, and Sladjana Sandy Rakich. "An integrated approach to teaching and learning nanotechnology: the Omni Nano model." Journal of Research in Innovative Teaching & Learning 13, no. 1 (April 29, 2020): 141–45. http://dx.doi.org/10.1108/jrit-02-2020-0012.
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PurposeThe purpose of this commentary is to describe how Omni Nano has designed and implemented a model for teaching Nanotechnology to high school students.Design/methodology/approachThis commentary describes the Omni Nano program and the approach taken to support high school science teachers to include Nanotechnology education in their STEM programs.FindingsThe program findings are determined from qualitative teacher and student program surveys and informal interviews. The strong positive comments indicate that Omni Nano is successful at sparking students’ interest in nanotechnology and teaching nanotechnology concepts effectively.Practical implicationsThe Omni Nano model demonstrates how complex STEM topics such as Nanotechnology can be designed and implemented effectively to promote student learning.Originality/valueAs the field of nanotechnology continues to evolve, high schools will need to provide additional coursework to scaffold student development and meet the demand for nanotech careers. Omni Nano has developed the first nanotechnology curriculum for high school students.
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Li, Caimin. "Implementation and Analysis of Intelligent Inquiry Teaching Model in Primary School English Teaching." Science Insights Education Frontiers 8, S1 (January 22, 2021): 4. http://dx.doi.org/10.15354/sief.21.s1.ab015.
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As a linguistic discipline, the critical point of teaching English is to cultivate students’ comprehensive language application ability in listening, speaking, reading, and writing. Moreover, the cultivation of ability requires authentic linguistic context. The intelligent learning environment can provide a more authentic English situation in the intelligent inquiry teaching model and help students’ better familiar with communication methods. What is more, it attaches great importance to students’ learning process, such as discovery, induction, and evaluation, as a result, to promote and develop students’ intelligence. Based on intelligent inquiry teaching mode research, this article chose the E-book Bag as the learning environment. It focused on its improvement and application in primary school English teaching.
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Tang, Tricia S., Eric J. Hernandez, and Barbara S. Adams. ""Learning by Teaching": A Peer-Teaching Model for Diversity Training in Medical School." Teaching and Learning in Medicine 16, no. 1 (January 2004): 60–63. http://dx.doi.org/10.1207/s15328015tlm1601_12.
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Wahyuni, Lilik, and Sugeng Riyanto. "Model Sekolah Adiwiyata Melalui Program Asistensi Mengajar Berbasis Pembelajaran Experiential." Jurnal Paedagogy 9, no. 4 (October 21, 2022): 616. http://dx.doi.org/10.33394/jp.v9i4.5673.
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The study aims to get descriptions of (1) collaboration between teachers and students; (2) the development of Adiwiyata school model; and (3) optimizing Adiwiyata schools through a teaching assistance program based on experiential learning. This study used a qualitative descriptive method with a survey and development research design. The data sources of this research were the residents of SMP 12 Malang and students of the teaching assistance program at the Faculty of Agriculture, Universitas Brawijaya. The key instrument of this research was the researcher, assisted by using a questionnaire instrument and observation and interview guidelines. Data analysis was carried out through the stages of (1) data review, (2) data category and classification, (3) data reduction and codification, and (4) drawing conclusions. The research showed (1) students and teacher collaboration in an experiential learning-based teaching assistance program was the students manage the learning in the Concrete Experience and Active Experimentation stages while the teacher manages the learning in the Reflective Observation and Abstract Conceptualization stages; (2) the development of the Adiwiyata school model through the experiential learning-based teaching assistance program was carried out by reviewing the school's vision, mission, and goals, developing a learning plan using the experiential learning method, and developing an environment-based learning arena; and (3) optimization of Adiwiyata schools through experiential learning-based teaching assistance programs was carried out through habituation with a participatory approach.
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Şen, Özgür. "Analysing the Correlations between Primary School Teachers’ Teaching Styles and Their Critical Thinking Disposition." Journal of Education and Training Studies 6, no. 1 (December 28, 2017): 130. http://dx.doi.org/10.11114/jets.v6i1.2790.
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This study aims to analyse the correlations between teaching styles primary school teachers prefer to use and their critical thinking disposition. The research was conducted with the participation of 380 primary school teachers teaching in schools located in Ankara. The study employs relational survey model. In this study “Teaching Styles Inventory” was used to determine the teaching styles preferences of primary school teachers and in order to define their critical thinking dispositions the scale of “Critical Thinking Disposition” was used. Descriptive statistic one way variance analysis (ANOVA) was used in the analysis of the data. It was found in conclusion that the teaching style the participating teachers preferred most was delegator-facilitator-expert style of teaching. Besides, significant correlations were found between primary school teachers’ preference of teaching styles and their critical thinking disposition.
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Huynh, Van-Son, Thien-Vu Giang*, Vinh-Khuong Nguyen, Chung-Hai Nguyen, and Hong-Quan Bui. "The Possibility of Applying the Social-Emotional Learning Model in Teaching of Primary Teachers: A Vietnamese Case Study." European Journal of Educational Research 12, no. 1 (January 15, 2023): 387–95. http://dx.doi.org/10.12973/eu-jer.12.1.387.
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<p style="text-align: justify;">Although the social-emotional learning model (SEL) has been researched in Vietnam for many years, studies on teachers' SEL-based teaching competence have not been the focus. This study explored the possibility of applying the SEL model to the teaching of Vietnamese primary school teachers. Our case study of 50 teachers who participated in previous SEL projects highlights three factors that prevented successful SEL application in Vietnamese schools, including (a) confusion about the SEL-based teaching perspective, (b) traditional teaching methods, (c) limited training in social-emotional skills, and mental health policies for primary school teachers. The findings have broadened and deepened our understanding of the possibility of successful application of the SEL model in the classroom, which would depend on SEL-based professional supervision, consistency in SEL-based teaching methods and SEL practice guides/manuals, and promotion or adaptation of policies for SEL-based practice and application in schools.</p>
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Sangsurin, Kantawan, Dr Prayuth Chusorn, and Dr Pha Agsonsua. "A Model of Causal Relationships Affecting the Effectiveness of Primary Schools under Khon Kaen Primary Education Service Area." International Journal of Higher Education 9, no. 1 (January 16, 2020): 230. http://dx.doi.org/10.5430/ijhe.v9n1p230.
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The objectives of this research were 1) to examine the causal relationship model of factors affecting the effectiveness of primary schools which was developed through empirical data, 2) to study the factors that have direct, indirect and overall influence on the effectiveness of primary schools in Khon Kaen. The samples were 640 school administrators including teachers in Khon Kaen primary schools. The data were analyzed by program computer using the method of structural equation modeling (SEM). The research results indicated that the causal relationship model factors affecting the effectiveness of Khon Kaen primary schools consist of 5 latent variables or factors namely: 1) school vision, 2) academic leadership, 3) promotion of school climate and environment, 4) quality teaching, and 5) learned behavior of students. As for causal relationship model of factors affecting the effectiveness of the above-stated schools, it is found that the construct validity is in congruence with the empirical data. The indices of congruence are Chi-Square at 94.793, df = 87, P-value=0.2662, TLI= 0.998, CFI=0.999, SRMR=0.031, RMSEA=0.013, with statistical significance at .01. The factors that directly and positively affect were of statistical significance at .01, are 1) shared vision, 2) academic leadership, 3) teaching quality, respectively, The most indirect influential factors affecting the school effectiveness are 1) shared vision, having indirect influence in positive manner to climate and environment of the schools, affecting in positive manner to teachers’ teaching quality, and 3) academic leadership having indirect influence in positive manner on school climate and environment that affect students’ learning, respectively.
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Yang, Yiting. "Research on Grammar Teaching in Senior High School Classes from the Perspective of Constructivism." International Journal of Education and Humanities 6, no. 1 (November 24, 2022): 115–20. http://dx.doi.org/10.54097/ijeh.v6i1.3062.
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Grammar is an essential part of English teaching in senior high schools. Based on constructivist theory, the author observes eight English grammar classes which are selected from the high-quality classes competition of Nanning No.15 Middle School, aiming at answering the following questions through classroom observation: (1) What are the major models teachers use in English grammar teaching in senior high school ? (2) What activities do teachers adopt in senior high school’s English grammar teaching? After collecting and analyzing the data, it shows that teachers prefer to use the Guided-discovery Model and Meaningful Practice in grammar lessons.
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Maxwell, Nan L., Yolanda Bellisimo, and John Mergendoller. "Problem-Based Learning: Modifying the Medical School Model for Teaching High School Economics." Social Studies 92, no. 2 (March 2001): 73–78. http://dx.doi.org/10.1080/00377990109603981.
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Wang, Fachang, Qingling Wang, and Cuifang Du. "WeChat-Based Interactive Translation Mobile Teaching Model." Mobile Information Systems 2021 (December 22, 2021): 1–9. http://dx.doi.org/10.1155/2021/7054016.
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Although the research results of mobile teaching mode at home and abroad have been involved in all aspects of education and teaching and provided a lot of useful reference for subsequent researchers, the lack of research on WeChat interactive translation teaching mode makes the practical research in this field urgent. As China’s education industry continues to pursue international development, it is necessary to train a large number of international talents who have an international perspective, are familiar with international rules, and can participate in international affairs and international competition. However, to become an international talent, you must first have superior English communication skills and be able to deal with various international situations proficiently. The English education goals at the basic education stage are simply beyond reach and can only be cultivated through professional and systematic college English courses. This shows that college English education is at a crucial position in the future development of education. This study attempts to explore how to apply the interactive teaching mode supported by WeChat network platform in translation teaching and English learning of high school students, so as to improve students’ autonomy in translation practice, promote students’ personalized learning, and improve students’ interest and ability in English learning. Based on the investigation of a senior high school in our city, the school began to implement the interactive translation mobile teaching mode based on WeChat in September 2018. The experiment selected the change of students’ English learning achievements in a certain semester and judged whether the mobile teaching mode was conducive to the improvement of learning performance based on t-test. We also need to collect the needs of teachers and parents for the WeChat based mobile teaching mode and judge whether the mode can be promoted. The experimental results show that this teaching mode has an obvious effect on the improvement of students’ English scores, especially in the eighth grade, whose scores have increased from 72.6 to 75. Through the construction of WeChat based interactive translation mobile teaching mode, parents can fully understand the key points of English learning and make English tutoring more targeted and timely. This teaching mode is worthy of promotion in senior high school English course learning.
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Al Farabi, Mohammad, and Maja Hamdani. "PENGEMBANGAN EKSTRAKURIKULER KEAGAMAAN DAN UPAYA PENANAMAN AKHLAK DI SEKOLAH." JALIE; Journal of Applied Linguistics and Islamic Education 6, no. 1 (March 5, 2022): 59–76. http://dx.doi.org/10.33754/jalie.v6i1.437.
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Abstract: This study aims to examine and analyze the model of religious extracurricular development and efforts to inculcate morals in schools, where the subject of this research is based on al-Washliyah 80 Kisaran Elementary School. This study uses qualitative methods with data collection techniques using observation, interviews and documentation, while data analysis consisting of data reduction, data presentation, and drawing conclusions. The results of this study are (1) the religious extracurricular development model was developed through three models of developing teaching materials, namely the model of teaching materials based on a science approach; model of teaching materials based on an integrated thematic approach; and a model of teaching materials based on the direction learning approach. The three models of teaching materials are carried out in a measurable and systematic way so that they are able to have a good impact on the cultivation of morality in students at Al-Washliyah 80 Kisaran Elementary School.Keywords: Development Models; Teaching Materials; Religious Extracurriculars
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Turan, Mehmet, and Betül Bayar. "Examining Teachers View on Primary Teaching Practices Based on Co-Teaching Model." Journal of Education and Training Studies 5, no. 11 (October 15, 2017): 82. http://dx.doi.org/10.11114/jets.v5i11.2708.
Full textAbstract:
The purpose of the two-teacher primary teaching model is to find a solution, to some extent, for the crowded classes and the classes in which the inclusive students study in primary school. Furthermore, it is aimed to increase the efficiency of the lessons, better take care of the inclusive students, implement the constructivist approach as required, collect the attention of the students who lost their attentions, support students who have difficulties in their studies, ensure that students who learn slowly can learn the lessons completely and increase the quality of education by giving additional studies to the students who learn quickly. The co-teaching model that can be considered as an alternative in solution of the educational problems can be used effectively in the crowded classes and the classes in which the inclusive students study. Moreover, this study can be considered as an alternative model so that the "Teaching Practice" lessons taken by the teacher candidates studying at the education faculty can be more qualified and efficient.The purpose of this study is to review the effectiveness of teaching practice in primary school based on co-teaching model. In this context, it was tried to determine the opinions of primary school teachers about the co-teaching model. To achieve this purpose, 12 primary teachers serving in the city center of Muş were determined as working group. In the study, the data were obtained by semi-structured interview method. Content analysis was used for the analysis of the data.According to the teachers' opinions obtained as a result of the study, the most important one of the problems experienced by the teachers during the teaching period is the crowded classes. It is concluded that in the crowded classes, the activities are not implemented at the desired level, it is not possible to allocate enough time for the students, incorrect and incomplete learning of students cannot be realized on time and it is difficult to give a student-centered education.As a result of the study, in order to ensure that the teaching practice can be efficient, it is concluded that the internship duration should be extended, the teacher candidates should be assigned more responsibilities, the teacher candidates should do internships in the rural schools and combined classes so that they can see different environments and they should carry out implementation-oriented studies rather than observation-oriented studies in this lesson.According to the teachers' opinions obtained as a result of the study, it is concluded that the co-teaching model will increase the efficiency of the lesson, the classroom management will be easier, this model will ensure that the students who fall behind and learn slowly can learn the lessons completely, the saving on time will be ensured, the opportunity to take care of students personally will increase, the workload of the teachers will decrease, the equal opportunity in education will be ensured by taking care of the inclusive students more than before and the faster and more practical solutions will be created for the problems to be encountered in the teaching process.