To see the other types of publications on this topic, follow the link: Texas charter school.
Journal articles on the topic 'Texas charter school'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Texas charter school.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Sahin, Alpaslan, Victor Willson, and Robert M. Capraro. "Charter School Achievements in Texas: Public versus Charter Schools." International Journal of Educational Reform 27, no. 1 (January 2018): 46–62. http://dx.doi.org/10.1177/105678791802700103.
Full textAbstract:
This study aimed to investigate the performance of a charter school network, Harmony Public Schools (HPS), in a 3-year longitudinal student-level research study of high school mathematics, reading, and science performance using 2009–2011 Texas Assessment of Knowledge and Skill student data. Propensity-score-matched public (N = 19) and Harmony (N = 11) schools' performances were compared. We conducted a two-level multivariate analysis of covariance on binary outcomes (pass–no pass) for grades 9–11. HPS performed significantly better at grade 9 and worse at grade 11, with no statistical differences at grade 10 in mathematics. Type of school was not significant at either grade 9 or 10 for reading. For science performances, Harmony charter schools performed better at 10th grade and significantly better at 11th grade. Implications of the findings were discussed as to whether charter schools keep their promises of providing quality education.
2
Ausbrooks, Carrie Y. Barron, Edith J. Barrett, and Theresa Daniel. "Texas charter school legislation and the evolution of open-enrollment charter schools." education policy analysis archives 13 (March 21, 2005): 21. http://dx.doi.org/10.14507/epaa.v13n21.2005.
Full textAbstract:
This article chronicles the evolution of legislation for Texas open-enrollment charter schools to their implementation by demonstrating how these schools have (or have not) used their freedom from state-mandated requirements to develop innovative learning environments as well as to bring innovative curricula into the classroom. The investigative focus was on an analysis of Texas open-enrollment charter school legislation, from 1995 (74th legislative session) to the 77th legislative session in 2001, and the characteristics of the state's 159 open-enrollment charter schools that were in operation during the 2001-2002 academic year. The authors found that charter school legislation has changed in response to concerns of all involved, and focuses on the need for balance between choice, innovation, and public accountability. Although charter schools are free from most state regulations, legislators were clearly interested in ensuring that this freedom does not impede charter schools' ability to provide a quality education to all students who attend them. The currently operating open-enrollment charter schools in Texas are more racially and economically segregated than other public schools in the state, and charter schools that targeted students most at risk for dropping out of school (and returning students who had previously dropped out) differ from other schools in their stated teaching methods. Teacher turnover remains significantly greater than that for other public schools in the state. However, it does not appear to be specifically associated with schools that target disadvantaged students or minority students. The schools' mission statements suggest that innovative school environments are a factor in school design. Texas is poised to continue along the public education choice model. Charter school legislation provides a framework upon which charter schools may build to meet the educational needs of the students who choose to attend them, including the freedom to be creative in meeting students' unique needs. Questions remain about how and why charter schools exist and the contributions they make to the overall public school system, including whether charters are making a difference in what and how much children are learning.
3
Knight, David S., and Laurence A. Toenjes. "Do charter schools receive their fair share of funding? School finance equity for charter and traditional public schools." education policy analysis archives 28 (March 30, 2020): 51. http://dx.doi.org/10.14507/epaa.28.4438.
Full textAbstract:
U.S. charter schools are publicly funded through state school finance formulas that often mirror the traditional public school finance systems. While charter school advocates and critics disagree over whether charters receive an equitable share of funding, few discussions are based on rigorous analyses of funding and expenditures. Most prior analyses, especially those presented in policy briefs or white papers, examine average funding differences without exploring underlying cost factors between the two sectors. Our purpose is to demonstrate how careful analysis of charter school funding with appropriate methodological approaches can shed light on disagreements about charter school finance policy. Using detailed school finance data from Texas as a case study, we find that after accounting for differences in accounting structures and cost factors, charter schools receive significantly more state and local funding compared to traditional public schools with similar structural characteristics and student demographics. However, many small charter schools are actually underfunded relative to their traditional public school counterparts. Policy simulations demonstrate that on average, each student who transfers to a charter school increases the cost to the state by $1,500. We discuss the implications of these findings for both school finance policy in Texas and nationally.
4
David, Bernard G., Michael Marder, Jill Marshall, and María González-Howard. "How do students experience choice? Exploring STEM course-offerings and course-taking patterns in Texas charter and non-charter public schools." education policy analysis archives 28 (August 17, 2020): 123. http://dx.doi.org/10.14507/epaa.28.4484.
Full textAbstract:
Charter schools are positioned by proponents as a key component of reform efforts striving to expand school choice. Proponents argue that charter schools have the flexibility to experiment with novel curricular and instructional models outside the constraints of the traditional public education system, and therefore have the potential to transform students’ experiences. Influential reports over the last three decades have highlighted the need to improve students’ preparation in STEM, and charter schools have emerged as a reform with the potential to do so. This work uses methods from social network analysis and logistic regression to investigate how course-taking patterns in Texas charter and non-charter schools either promote or constrain student engagement within the STEM disciplines by: 1) exploring STEM course offerings in Texas charter and non-charter public secondary schools; and 2) identifying students’ STEM course-taking patterns in these schools. Findings suggest charter schools are less likely than non-charter public schools to offer STEM courses tailored for special education students and that charter school students’ course-taking patterns tend to be either slightly more advanced or more basic than the course-taking patterns of students in non-charter schools. In addition, students in charter schools tend to be more mobile (e.g., transfer between schools) than students in non-charter public schools.
5
Estes, Mary Bailey. "Zero Reject and School Choice: Students With Disabilities in Texas? Charter Schools." Leadership and Policy in Schools 2, no. 3 (September 1, 2003): 213–35. http://dx.doi.org/10.1076/lpos.2.3.213.16532.
Full text
6
Sass, Daniel Allen, Belinda Bustos Flores, Lorena Claeys, and Bertha Pérez. "Identifying Personal and Contextual Factors that Contribute to Attrition Rates for Texas Public School Teachers." education policy analysis archives 20 (May 30, 2012): 15. http://dx.doi.org/10.14507/epaa.v20n15.2012.
Full textAbstract:
Teacher attrition is a significant problem facing schools, with a large percentage of teachers leaving the profession within their first few years. Given the need to retain high-quality teachers, research is needed to identify those teachers with higher retention rates. Using survival analyses and a large state dataset, researchers examined teacher data to identify those teacher and school variables associated with attrition. Unique to this study was the investigation of testing era (basic competency vs. higher standards based), school districts’ yearly ratings based on state-mandated testing, and charter school status. Analyses revealed that teacher attrition was greater during the high stakes-testing era, at low-performing schools, and for charter schools; however, beginning teacher age, gender, and school level moderated several attrition rates. Implications for public policy are discussed.
7
Naslund, Karlerik, and Branco Ponomariov. "Do charter schools alleviate the negative effect of teacher turnover?" Management in Education 33, no. 1 (October 7, 2018): 11–20. http://dx.doi.org/10.1177/0892020618780963.
Full textAbstract:
Using data on charter and public school districts in Texas, we test the hypothesis that the labor practices in charter schools, in particular their ability to easily dismiss poorly performing teachers, diminishes the negative effect of teacher turnover on student achievement and graduation rates in comparison to public schools. We find some support for this hypothesis, and discuss implications for theory and practice.
8
Wei, Xin, Deepa Patel, and Viki M. Young. "Opening the “black box”: Organizational differences between charter schools and traditional public schools." Education Policy Analysis Archives 22 (January 18, 2014): 3. http://dx.doi.org/10.14507/epaa.v22n3.2014.
Full textAbstract:
Using survey data collected from 2,273 teachers in Texas, this study explores differences in school organization that contribute to the experiences (e.g., working conditions, instruction and student engagement in learning, self-efficacy and job satisfaction, and teacher evaluation) of charter school and traditional public school teachers. Researchers used propensity score matching to reduce the impact of selection bias and to produce accurate estimates of the charter-traditional public school differences. Compared with similar teachers in traditional public schools, charter school teachers reported a more supportive teaching environment, higher expectations of students among staff, a greater sense of responsibility for student learning, and higher levels of student engagement in learning. However, they reported, attending fewer professional development trainings focused on instruction and aligned to teaching assignments, fewer opportunities for professional development and collaboration with colleagues, and lower perceived fairness of teacher evaluation. Findings from this study provide valuable insight into the school organization factors that may underlie teacher turnover and represent unmet needs among charter school teachers, and suggest strategic areas of focus for policymakers, charter management organizations, and charter school leaders in addressing teacher retention and student achievement.
9
Udoewa, Victor. "YES International Summer Service Program Design for High School Students." International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship 12, no. 2 (November 27, 2017): 34–59. http://dx.doi.org/10.24908/ijsle.v12i2.6658.
Full textAbstract:
YES Prep Public Schools is a group of public charter schools focused on serving students from low-income communities across Houston, Texas. One requirement of all YES students is summer school between grades 5 through 10 and two mandatory summer internships between grades 10 and 12. Due to financial concerns many students who desire to do an international internship cannot afford any available programs offering such internships. In 2005, we introduced a new, internal, international summer service program for YES high school students to satisfy our summer internship requirement. This paper focuses on the process and results of designing, implementing, and modifying the program using the Lean Startup methodology through its first few years before it won a national award for its character-building work.
10
Fryer, Roland G. "Injecting Charter School Best Practices into Traditional Public Schools: Evidence from Field Experiments *." Quarterly Journal of Economics 129, no. 3 (August 1, 2014): 1355–407. http://dx.doi.org/10.1093/qje/qju011.
Full textAbstract:
Abstract This study examines the impact on student achievement of implementing a bundle of best practices from high-performing charter schools into low-performing, traditional public schools in Houston, Texas, using a school-level randomized field experiment and quasi-experimental comparisons. The five practices in the bundle are increased instructional time, more effective teachers and administrators, high-dosage tutoring, data-driven instruction, and a culture of high expectations. The findings show that injecting best practices from charter schools into traditional Houston public schools significantly increases student math achievement in treated elementary and secondary schools—by 0.15 to 0.18 standard deviations a year—and has little effect on reading achievement. Similar bundles of practices are found to significantly raise math achievement in analyses for public schools in a field experiment in Denver and program in Chicago.
11
Cowen, Joshua M., David J. Fleming, and Anat Gofen. "Measuring the Motivation to Charter: An Examination of School Sponsors in Texas." Journal of School Choice 2, no. 2 (July 18, 2008): 128–54. http://dx.doi.org/10.1080/15582150802136116.
Full text
12
Dye, Christopher K. "Descriptive Profile and Survey of Alternatively Certified Texas Music Educators." Journal of Music Teacher Education 27, no. 3 (September 14, 2017): 24–37. http://dx.doi.org/10.1177/1057083717731769.
Full textAbstract:
The purpose of the study was to examine the features of Texas’s Alternative Route to Certification (ARC) programs in music education, the demographics and prior experiences of program completers, and the employment of ARC completers in K–12 public schools. Data were collected from the State Board of Educator Certification about demographics and employment information for all individuals who completed ARC programs in music education between 2002 and 2012 ( N = 1,200), and individuals from that population were surveyed concerning their experiences ( n = 214). Survey respondents completed programs that varied widely in duration, features, instructional modalities, and providing institutions. Music educator gender and ethnicity were significantly associated with the route used to pursue alternative certification. Relative to the distribution of music teaching positions across the state, ARC completers were disproportionately employed in large urban districts, charter school districts, and in districts with large proportions of economically disadvantaged students.
13
Booker, Kevin, Scott M. Gilpatric, Timothy Gronberg, and Dennis Jansen. "The effect of charter schools on traditional public school students in Texas: Are children who stay behind left behind?" Journal of Urban Economics 64, no. 1 (July 2008): 123–45. http://dx.doi.org/10.1016/j.jue.2007.10.003.
Full text
14
Ziyanak, Sebahattin, and Hakan Yagci. "Family perspective on home visiting program." International Journal of Human Sciences 12, no. 2 (August 31, 2015): 477. http://dx.doi.org/10.14687/ijhs.v12i2.3216.
Full textAbstract:
<p>This study focused on a lately constructed survey instrument that was intended to test the family perspective on a home visiting program and school. The four areas investigated were parent-teacher communications, student-teacher interactions, the parent’s perception of the school and the parents’ understanding of the home visiting program. The participants were selected from parents/guardians of 7th, 8th, 9th and 10th grade students at a Charter school in a southwestern major city in Texas, the United States of America. Twenty-two questions were asked to evaluate parent’s viewpoint with the four designated areas of interaction and communication of among school-parent-teacher. The findings showed that 73.5% of the students’ families living were in low income. The outcomes for reliability were promising (a = .909). Yet, the factor analysis outcomes of a rotated four-factor solution were insufficient to assess validity. This might be related to a small sample size (n = 45).</p>
15
Van Overschelde, James P., and Amy N. Piatt. "U.S. Every Student Succeeds Act: Negative Impacts on Teaching Out-of-Field." Research in Educational Policy and Management 2, no. 1 (June 2, 2020): 1–22. http://dx.doi.org/10.46303/repam.02.01.1.
Full textAbstract:
Every Student Succeeds Act (ESSA) requires states to ensure the equitable distribution of out-of-field teachers. Using over 180 million student-course-teacher records from Texas between 2011-12 and 2017-18, we found out-of-field teaching rates have increased dramatically since ESSA became law. We also found vast inequities in which teachers are assigned to teach out-of-field and dramatic differences in student out-of-field course-taking rates across demographic characteristics. The strongest predictors of teachers teaching out-of-field is that they work in a charter school or completed alternative certification programs. Black teachers and students are most likely to teach and take courses out-of-field, and Latinx teachers and students are least likely. Policy implications are considered given negative impacts of out-of-field teaching on student academic achievement.
16
Clark, Catherine. "Texas Charter Schools: New Choices for Texas Families." Clearing House: A Journal of Educational Strategies, Issues and Ideas 74, no. 2 (November 2000): 64–69. http://dx.doi.org/10.1080/00098655.2000.11478645.
Full text
17
Richards, Meredith P., Kori J. Stroub, and Sarah Guthery. "The Effect of School Closures on Teacher Labor Market Outcomes: Evidence From Texas." AERA Open 6, no. 2 (April 2020): 233285842092283. http://dx.doi.org/10.1177/2332858420922837.
Full textAbstract:
Recent scholarship has highlighted the phenomenon of urban public school closures and their effects on student academic outcomes. However, we know little about the broader impact of closures, particularly on teachers who are also displaced by closure. We assess labor market outcomes for over 15,000 teachers in nearly 700 Texas schools displaced by closure between 2003 and 2015. Using a unique administrative data set, we find that closures were associated with an increased likelihood of teachers leaving teaching as well as changing school districts. Notably, teachers in charters that closed were particularly likely to leave. In addition, closures appear to push out senior teachers and worsen the already substantial underrepresentation of Black teachers.
18
Sahin, Alpaslan, Victor Willson, and Robert M. Capraro. "Comparisons of Students’ Mathematics and Reading Achievement in Texas: Public versus Charter Schools." Journal of Research in Science Mathematics and Technology Education 1, no. 1 (January 15, 2018): 1–27. http://dx.doi.org/10.31756/jrsmte.111.
Full text
19
Samsuri, Suriadi. "URGENSI MANAJEMEN SEKOLAH DALAM MEMBENTUK KARAKTER ANAK." EARLY CHILDHOOD : JURNAL PENDIDIKAN 2, no. 2a (November 30, 2018): 66–77. http://dx.doi.org/10.35568/earlychildhood.v2i2a.262.
Full textAbstract:
ABSTRAK
Pendidikan karakter harus dimulai sejak dini. Karena anak-anak adalah generasi penerus bangsa. Pembentukan karakter sejak usia dini sangat mempengaruhi karakter masa depan bangsa ini. Membangun karakter akan tumbuh dengan baik, jika dalam proses pertumbuhan mereka mendapat perhatian dan bimbingan dari orang tua dan sekolah. Mengelola karakter anak-anak tidak cukup hanya melalui pembelajaran di kelas, tetapi sekolah harus menerapkan sebuah pembelajaran melalui pembiasaan atau budaya sekolah. Kegiatan pembiasaan yang dilakukan oleh Madrasah Tebas Parit Jawai, Kabupaten Sambas bukan hanya memberikan perintah, tetapi guru memberikan contoh praktis secara langsung kepada anak-anak
Kata Kunci : Manajemen, Karakter, Anak.
ABSTRACT
Character education must begin early. Because children are the future generation of the nation. Formation of characters from an early age greatly influences the future character of this nation. Character building will grow well, if in the process of growth they get attention and guidance from parents and school. Managing children's character is not enough to only be taught through classroom subjects, but schools also apply it through habituation or school culture. Habitual activities carried out by the Parit Jawai Private Islamic Junior High School Madrasah Tebas, Sambas District are not just orders, but the teacher gives direct or exemplary practice to the children.
Keyword: Management, Character, Childrent
20
Kennedy, Mary A. "Listening to the Music: Compositional Processes of High School Composers." Journal of Research in Music Education 50, no. 2 (July 2002): 94–110. http://dx.doi.org/10.2307/3345815.
Full textAbstract:
The purpose of the study was to investigate the compositional processes of adolescents to clarify effective strategies for implementing composition activities in high school music programs. The study charted the progress of four high school music students as they completed two separate composition tasks. Data collection techniques consisted of semi-structured interviews, observation, and document analysis. Analysis consisted of studying the field note and interview texts, making marginal notes, sorting, and coding. A model was constructed that reflected the common processes of composition used by the four student participants. Important features of the model are the role played by listening, the necessity of individual thinking time, and the improvisatory character of the final products. Findings from the study suggest that although there may be common elements in student compositional processes, the nature of the compositional process is idiosyncratic.
21
Ghalib, Thikra Kaed. "Children, Gender and School Curricula in Saudi Arabia." International Journal of English Linguistics 7, no. 1 (January 14, 2017): 85. http://dx.doi.org/10.5539/ijel.v7n1p85.
Full textAbstract:
The present study investigates the effect of gender representation in Saudi Arabian school curricula on children’s value systems and social character. In particular, the study examines gender distribution in first-grade school textbooks in Saudi Arabia where schooling, and education at large, is single-sex throughout. The data for the study is constituted by six textbooks prescribed for the first school semester at boys’ and girls’ schools. The study attempts a content analysis of the texts and illustrations in these textbooks in order to examine the representation, indeed construction, for the children of society and the stereotypical social roles of its members. Analysis reveals a gendered representation. Women suffer low visual and verbal visibility, and are almost completely denied occupations. Moreover, social activity is segregated by gender, with women appearing mostly in indoor activities and men in outdoor activities. The paper concludes by revisiting these findings against the backcloth of the idiosyncratic religious and cultural character of the Saudi society in which gender differences are normalized.
22
Jenkins, DeMarcus A. "Unspoken Grammar of Place: Anti-Blackness as a Spatial Imaginary in Education." Journal of School Leadership 31, no. 1-2 (January 2021): 107–26. http://dx.doi.org/10.1177/1052684621992768.
Full textAbstract:
This article builds from scholarship on anti-Blackness in education and spatial imaginaries in geography to theorize an anti-Black spatial imaginary as the prevailing spatial logic that has shaped the configuration and character of American social intuitions, including K-12 schools. As a spatial imaginary, anti-Blackness is circulated through discourses, images, and texts that tell a story of Blackness as a problem, non-human, and placeless. Anchored by the assumption that Black populations are spatially illegitimate, the anti-Black spatial imaginary marks Black bodies as undesirable and therefore extractable from spaces and places that have been envisioned for their exclusion. I consider schools as sites spatialized terror where the exhibitions of terror consist of forcing students to observe other Black bodies being forcibly removed from the classroom and school community; constant rejection of Black language, traditions, music preferences, and other cultural forms of expression; the obliteration of Black names and identities. I offer ways that school leaders can unsettle the anti-Black spatial imaginary to transform schools as sites of holistic healing and possibilities.
23
Ibrahim, Rustam. "DERADIKALISASI AGAMA DALAM PEMAHAMAN TEKS-TEKS LITERATUR PENDIDIKAN PESANTREN." Wahana Akademika: Jurnal Studi Islam dan Sosial 2, no. 2 (March 7, 2016): 51. http://dx.doi.org/10.21580/wa.v2i2.378.
Full textAbstract:
<p>The author’s interest in researching on de-radicalization of religion in the literature of islamic boarding school education was driven by the fact that religion de-radicalization are now starting to touch many aspects of society. Religious radicalism is often associated with terrorism, such as suicide bombers under the pretext of <em>jihad</em> (martyrdom), violence in the name of <em>amar ma'ruf-nahy munkar</em> (commanding the good and forbidding the evil), even now starting to organize religious radicalism in the establishment of the state. Ironically, some of the perpetrators of terrorism are graduates of boarding schools. This is due to the fact that there are several texts in the literature of boarding school education that are vulnerable to radical behaviors, such as <em>jihad</em>, commanding the good, or fighting against non-Muslims. It makes boarding schools are negatively affected despite the fact that they are institutions of Islamic education in Indonesia who spread the teachings of Islam which is <em>rahmatan lil Alamin</em> (blessing for the universe), tolerant, and contextual. Therefore, this study wanted to know about de-radicalization of religion in the understanding of texts in the literature of boarding school education, particularly related to the meaning of <em>jihad</em>, commanding the good, and Islam as the blessing for the universe.</p><p>This research uses library research, which is a pure literature research. This method is used for obtaining data on de-radicalization in the view of boarding schools using descriptive approach. This research is a study on religious teachings in relation to society, nature, character, and the influence of the thoughts and ideas in forming the character of a group.</p><p>De-radicalization of religion in the literature of boarding schools includes several things. First, boarding schools should not teach jihad with war, but with education. Next, the applications of <em>amar ma'ruf-nahy munkar</em> must be done through certain stages, so that the direction fits the condition of the object of the missionary endeavor. Violence must not be used as long as it is still possible to use subtle ways since violence is only legalized when the situation is extremely urgent.</p><p><strong>Keywords:</strong> <em>De-radicalisation of Religion, Text, Literature, Boarding School</em></p>
24
Lovett, Steve, Mary Jane Sauceda, and Musa Essayyad. "Investigating the financial and socio-economic determinants of student learning at US charter and public schools: The Texas experience." International Journal of Monetary Economics and Finance 3, no. 2 (2010): 126. http://dx.doi.org/10.1504/ijmef.2010.031233.
Full text
25
Aguilar, Stephen J., Morgan S. Polikoff, and Gale M. Sinatra. "Refutation Texts: A New Approach to Changing Public Misconceptions About Education Policy." Educational Researcher 48, no. 5 (May 10, 2019): 263–72. http://dx.doi.org/10.3102/0013189x19849416.
Full textAbstract:
Individuals often have misconceptions about education policy issues. Prior research has shown that refutation texts can address misconceptions in other areas (e.g., climate change, GMOs); this study is the first to explore whether participants’ views on controversial education policies—the Common Core State Standards and charter schools—are similarly malleable through refutation text interventions. Results of two experiments show that refutation texts reduced participants’ misconceptions and increased their correct conceptions about both policy issues. These impacts persisted for at least a week in both cases. Our findings hold promise for policymakers, implementers, and researchers seeking to buttress support for policies through direct, evidence-based refutation texts.
26
Xia, Jianping. "Multidimensional Electronic Texts Benefits Literacy Learning." Science Insights Education Frontiers 8, S1 (January 22, 2021): 8. http://dx.doi.org/10.15354/sief.21.s1.ab019.
Full textAbstract:
Chinese class is an essential subject in humanities and social science, with the characteristics of instrumentality and humanity, and the concentration on students’ language construction, cultural understanding, thinking development, and aesthetic appreciation. Meanwhile, the development of Chinese language literacy must be based on words cognitive and language using abilities. The application of multidimensional electronic texts is helpful to Chinese literacy teaching and the development of students’ wisdom. Specifically, the multidimensional electronic text contains assorted new words and a series of words and paragraphs, including group study requirements, reading, dubbing, paragraph generalization, summary, central ideas, writing features, word assessment, etc. This article analyzed specific supporting functions of multidimensional electronic texts in teaching Chinese character “literacy”; It analyzed and showed the specific application methods of multidimensional electronic texts in primary school literacy teaching roles, promoting students’ wisdom development by selecting specific cases.
27
Arnhart, Larry. "Teaching Political Philosophy as Plausible Reasoning." News for Teachers of Political Science 45 (1985): 8. http://dx.doi.org/10.1017/s0197901900004025.
Full textAbstract:
I have taught courses on political philosophy at four schools — the University of Chicago, Rosary College, Idaho State University, and Northern Illinois University. I have had to adjust the style of my teaching to conform to the distinctive character of each school. But I have found that the most fundamental obstacles to winning the attention of students have been the same.Many students have begun my courses with four unfavorable preconceptions. They believe that political philosophy is too abstract. And for that reason they also believe that it has no application to contemporary political issues. Moreover, many students assume that since the classic texts of political thought are old, the ideas they contain must therefore be obsolete. And finally they think that political philosophy is ultimately subjective because no philosopher can prove his ideas to be absolutely true.
28
Rochmiyati, Siti, Die Bhakti Wardoyo Putro, and Eni Lestari. "The Implementation Of Discipline And Responsibility Through Procedure Texts In High Schools Students’ Textbooks." TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE 2, no. 2 (April 29, 2021): 23–30. http://dx.doi.org/10.30738/tijes.v2i2.9939.
Full textAbstract:
School is the place where younger generations are educated both intellectually and characteristically. Through schooling, students are projected to able to develop their potential so that they are capable of living independently in society and pursue higher education. To achieve this objective, students are required to establish, among others, the character of discipline and responsibility since both knowledge transfer and character building are inseparable in teaching-learning processes. During the pandemic, however, the teaching-learning process is facing a new challenge by which both teachers and students must carry the process through online courses. Alternatively, the character of discipline and responsibility can be introduced to students through procedure texts. Procedure text is a type of text whose purpose is to instruct in how to do something through a sequence of steps. Procedure text requires students to ‘get something done’ by the mean of strictly following the steps prescribed in the text. This qualification demand students performing the character of discipline and responsibility so that the goal could be achieved accordingly. Moreover, the teacher are to build the character of discipline and responsibility from an early age. Students' discipline and responsibility improvement necessitate students' awareness as well as both parents' and teachers’ guidance.
29
Demir, Gönül Türkan. "The Relation Between Scouting and Character Education in The Context of “The Book of The Wolf Puppies” Published In The Journal “Çocuk Dünyasi”." Journal of Education in Black Sea Region 4, no. 2 (May 26, 2019): 71–84. http://dx.doi.org/10.31578/jebs.v4i2.171.
Full textAbstract:
In the globalizing world, the success of each nation in transferring the values of its culture to the new generations is directly related to the continuation of their culture. Both international and national studies include findings regarding character education in the family and at school, the cause of which is that the new generation has the desired character characteristics and assimilate the social values. Scouting, one of the out-of-school activities, is one of the important social and sporting activities that children and young people perform outside of the family and school. Scouting activities which have their own rules and which make a close connection between their members are also very effective in character education. In this study, The Book of the Wolf Puppies published in a journal called Çocuk Dünyası in 1926 has been examined. In the study carried out with the method of document analysis, the analysis of the texts was carried out according to the themes determined in the QSR Nvivo 9 program. As a result, it was found that scouting activities directly and positively contribute to character education.
30
Tarigan, Yoana Stephani, Biner Ambarita, and Mutsyuhito Solin. "The Development of Reading Materials in School Literacy Movements for Senior High School Students Based on Local Culture of Karo." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 2, no. 3 (July 29, 2019): 269–88. http://dx.doi.org/10.33258/birle.v2i3.372.
Full textAbstract:
Literacy has the meaning and implications of basic reading and writing skills to acquire and manipulate knowledge through written texts, from metalinguistic analysis of grammatical units to the structure of oral and written texts. This study deals with the development of reading materials in school literacy movements for senior high school students based on local culture of Karo. The type of this study is development study that is the development of short story text reading materials based on character education as an ingredient in the school literacy movement. This development study refers to the development theory proposed by Borg and Gall. The conclusion of this study is the feasibility of reading material in the school literacy movement for senior high school students based on local culture of Karo is eligible and suitable to be used as reading material, based on the assessment of material experts, and design experts. The results of the assessment based on the responses of teachers and students in the Senior High School 1 of Berastagi concluded that reading material in the school literacy movement for senior high school students based on local culture of Karo had been found to be effective because it met the needs and overall criteria "very good".
31
METZGER, MARGARET. "Teaching How Language Reveals Character." Harvard Educational Review 77, no. 2 (July 1, 2007): 187–203. http://dx.doi.org/10.17763/haer.77.2.8qkuk74518653437.
Full textAbstract:
In this Voices Inside Schools essay, a veteran teacher shares her reflections on a classroom unit entitled "How Language Reveals Character." The goal of the unit is to help adolescents read and write critically through an exploration of literary characters' language. Beginning by drawing on adolescents' fascination with one another, Metzger first asks students to analyze the language of their peers as an entry point to thinking about how language and character may be connected. The unit then moves on to ask students to transfer their analytic skills to the world of fiction and how language reveals character in literary texts. Metzger focuses on life inside her classroom, how the unit is taught, how students respond, and how teachers can expand on the concepts of language and character through additional reading and writing activities.
32
Harjali, Harjalai. "PENDIDIKAN KARAKTER (Sebuah Usaha Penanaman Kebaikan)." Cendekia: Jurnal Kependidikan dan Kemasyarakatan 10, no. 2 (December 1, 2012): 185. http://dx.doi.org/10.21154/cendekia.v10i2.410.
Full textAbstract:
Abstract: Character education plays an important role to build an individual's character. In this notion, since about 2500 years ago Socrates had argued that the fundamental purpose of education is to make someone good and smart. In Islamic history, about 1500 years ago Muhammad, the last Prophet of Islam, also confirmed that the primary mission of educating people is to facilitate the formation of good character in which the ultimate teaching objective is about honesty (al-amien) and how can build such good character is to learn (iqra) from written texts and the passages that are not written. Thousands of years afterwards, the formulation of the main goals of education remain similar, that is to build good personality of learners. Undeniably, school or campus have great influence and impact on the character of students, whether intentionally or not. This fact became the entry point to state that the school or college has a duty and responsibility to make moral education and character building. Furthermore, some experts on educational value, moral or character argue that it is not only a duty or responsibility, but also an effort that should be a priority.
33
Inštitorisová, Dagmar. "MILAN RASTISLAV ŠTEFÁNIK IN THEATRE PRODUCTIONS IN SLOVAKIA AND THE CZECH REPUBLIC." CBU International Conference Proceedings 6 (September 27, 2018): 616–23. http://dx.doi.org/10.12955/cbup.v6.1222.
Full textAbstract:
This paper contains a review of plays featuring Milan Rastislav Stefanik as the main character. It involves accessible examples of Slovak and Czech plays, which portray Stefanik as having features of a dramatic character. The paper concentrates on both contemporary plays and those emerging soon after his death. The staging of contemporary plays is analyzed with a focus on dramatic texts and plays that are mainly ceremonial and educational. These were performed, predominantly, in school environments or during celebrations commemorating Stefanik’s tragic death. The paper begins with a short biography of Štefánik.
34
Purnomo, Heri, Subyantoro Subyantoro, and Teguh Supriyanto. "Development of Enrichment Book on the Wayang Banjaran Bima Stories of Based on Drama Text with a Character Education for High School / Vocational School." Seloka: Jurnal Pendidikan Bahasa dan Sastra Indonesia 9, no. 2 (August 21, 2020): 129–39. http://dx.doi.org/10.15294/seloka.v9i2.39964.
Full textAbstract:
The purpose of this research is to describe the characteristics of the needs and development models on the “Wayang Banjaran Bima” Stories of Based on Drama Text with a Character Education for High School / Vocational School. The study is conducted by using research and development design. The enrichment book is developed by applying the feasibility aspects of it, book consisting of four aspects namely material, linguistic, presentation, and graphic. In addition, enrichment book products are arranged in accordance with the principles of preparation of enrichment books such as having conformity with educational goals, adjusting to the development of science, and developing the ability to reason. The draft enrichment book consists of the beginning, contents, and last. The enrichment book development of products are based on the characteristics of the students needs who expect the preparation of puppet story material based on drama texts and there is a character education content. The puppet story is developed in the form of a drama script text divided into six the Banjaran Bima plays, namely (1) Bima Bungkus, (2) Bale Sigala-gala, (3) Dewa Ruci, (4) Bima Suci, (5) Jagal Abilawa, and ( 6) Pandhu Swarga. The content of character education is inserted into the whole story in the conclusion section at the end story. With the content of character education students are expected to be able to understand the values contained in the puppet story and it can be applied in everyday life.
35
Salamah, Salamah, Desnia Verlinda, and Idawati Idawati. "KEMAMPUAN MENGIDENTIFIKASI UNSUR PEMBANGUN TEKS DRAMA PADA SISWA KELAS XI SMA GAJAH MADA BANDAR LAMPUNG." Ksatra: Jurnal Kajian Bahasa dan Sastra 1, no. 2 (November 10, 2019): 7–26. http://dx.doi.org/10.52217/ksatra.v1i2.370.
Full textAbstract:
This article discussed the limited problems namely: lack of the ability to identify intrinsic elements of drama texts in class XI of even semester students at Gajah Mada High School in Bandar Lampung. This study aims to determine the ability identifying intrinsic elements of drama texts in class XI students of SMA Gajah Mada Bandar Lampung. The research used a qualitative descriptive method, namely by identifying students' abilities in determining intrinsic elements of drama texts in accordance with indicators such as themes, mandate, plot/plot, character/ characterization, setting/setting, perspective, language style. In this study, 30 samples from 150 existing populations were determined and random sampling was taken. Based on the results of research was conducted by the author through data collection techniques using test techniques, namely students were given the task of drama text and determine intrinsic elements, that the level of students ability to identify intrinsic elements of drama text of XI grade students of Gajah Mada High School in Bandar Lampung as a whole can be said to be very good with indicators as follows: (1) determining the theme in the criteria is very well, (2) determining the mandate in the criteria is very well, (3) determining the flow in the criteria is very well, (4) determining the character / characterization in the criteria is very well, (5) determining the setting is in good criteria, (6) determining the point of view is in sufficient criteria, (7) determining the style of language is in sufficient criteria.
36
Hardianti, Vivi. "Development of Interactive Teaching Materials Using Character Education in Student Fabel Learning in 1st Grade in State High School One, Tinggi Raja, North Sumatera, Indonesia." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 2, no. 1 (February 26, 2019): 103–15. http://dx.doi.org/10.33258/birle.v2i1.190.
Full textAbstract:
Character education associated with learning fable story texts is very influential on the development of the character of students who are known to be very bad and deviant. Obviously, only for students of State of junior high school One, Tinggi Raja, there are still many students who are not disciplined in terms of attendance, are less responsible for completing homework assignments, and are also often dishonest to teachers or parents. This aims of research is to improve the ability to think and understand by linking messages to fable stories with self-character so that students are expected to be able to master some character education that must be fulfilled to be subsequently applied in everyday life. This research is a type of research and development. This research method is used to produce certain products and test the effectiveness of these products.
37
Miguel, Jr., Guadalupe San, and Richard Valencia. "From the Treaty of Guadalupe Hidalgo to Hopwood: The Educational Plight and Struggle of Mexican Americans in the Southwest." Harvard Educational Review 68, no. 3 (September 1, 1998): 353–413. http://dx.doi.org/10.17763/haer.68.3.k01tu242340242u1.
Full textAbstract:
The Treaty of Guadalupe Hidalgo, which brought an end to the Mexican American War of 1846–1848, marked its sesquicentennial on February 2, 1998. The signing of the Treaty and the U.S. annexation, by conquest, of the current Southwest signaled the beginning of decades of persistent, pervasive prejudice and discrimination against people of Mexican origin who reside in the United States. In this article, Guadalupe San Miguel and Richard Valencia provide a sweep through 150 years of Mexican American schooling in the Southwest. They focus on the educational "plight" (e.g., forced school segregation, curricular tracking), as well as the "struggle" (e.g., litigation) mounted by the Mexican American people in their quest for educational equality. The authors cover four major historical eras: 1) the origins of schooling for Mexican children in the "American" Southwest, 1848–1890s; 2) the expansion of Mexican American education, 1890–1930; 3) the changing character of public education, 1930–1960; and 4) the contemporary period. In their discussion they identify a number of major themes that characterize the education of Mexican Americans in the Southwest from the time of the Treaty up to the Hopwood decision in Texas—the landmark case that gutted affirmative action in higher education. These include the exclusion and removal of the Mexican-origin community and its cultural heritage from the schools; the formation of the template (segregated, inferior schooling) for Mexican American education; the quest for educational equality; the continuing academic gap between Mexican American and Anglo or White students; and the impact of nativism on educational opportunity, as reflected most recently in the regressive and oppressive voter-initiated propositions in California and in the legal decisions in Texas. As such, Mexican Americans face an educational crisis of an unprecedented magnitude in the history of racial/ethnic minority education.
38
Khoirunnisa, Aulia, and Estu Widodo. "Students’ Difficulties in Comprehending Narrative Text." Tell : Teaching of English Language and Literature Journal 7, no. 2 (September 18, 2019): 65. http://dx.doi.org/10.30651/tell.v7i2.3441.
Full textAbstract:
Reading skill has been found to be one of difficult skills to achieve for many learners of English as a Foreign Language (EFL). Importantly, based on the preliminary study, narrative texts are deemed to be difficult. This study was conducted to investigate the students’ difficulties in reading text at a private primary school in Batu, involving 29 ninth grade students in the academic year of 2018-2019 as the samples. Employing the purposive sampling method by which the best class was selected, the researcher used10-items of a closed-ended questionnaire to collect the data. In the analysis, some aspects of the narrative text such as words, structure, language feature, character, setting, plot, moral value, and point of view were highlighted. Consistently, narrative texts were found to be the most difficult text faced by students at school. According to the English teacher, students got the difficulties because of lack of vocabulary, the use of simple past tense, and the instruction to make sense of the moral values. Further, difficulties pertain to the effort to comprehend the structure, point of view, and the words.
39
WAUTERS, LOES N., AGNES E. J. M. TELLINGS, WIM H. J. VAN BON, and A. WOUTER VAN HAAFTEN. "Mode of acquisition of word meanings: The viability of a theoretical construct." Applied Psycholinguistics 24, no. 3 (August 1, 2003): 385–406. http://dx.doi.org/10.1017/s0142716403000201.
Full textAbstract:
This article examines the reliability and validity of the construct, mode of acquisition (MOA). The MOA of a word denotes the way in which the word's meaning is learned. A word's meaning can be acquired perceptually, linguistically, or by some combination of both. In Experiment 1, 26 student volunteers from third year special education courses rated 566 words, taken from reading texts in elementary school, on MOA. Our findings show that MOA ratings gradually change over grades, shifting from mainly perceptually acquired word meanings in Grade 1 texts to mainly linguistically acquired concepts in Grade 6 texts. In Experiment 2, 34 educational professionals completed a list on MOA, concreteness, or imageability. Judgments on the MOA proved to be different from judgments of concreteness and imageability. We suggest that the increasingly linguistic character of word meanings contribute to explaining some of the reading difficulties of deaf children.
40
Skorova, L. V., and E. V. Chernikova. "Psychological Media Competence of Parents of Primary School Children." Bulletin of Kemerovo State University 21, no. 1 (May 29, 2019): 141–51. http://dx.doi.org/10.21603/2078-8975-2019-21-1-141-151.
Full textAbstract:
The paper features sychological media competence of parents on the basis of ideas about psychological media competence as a meso- level phenomenon, differing complex composition. The psychological media competence of parents is considered in the structure of their psychological competence, including cognitive, practical, and reflexive components. The cognitive component includes knowledge that allows one to take part in the media communication and analyze the influence of media texts on the psyche of children. The reflexive component is the awareness of internal changes after interacting with media. The practical component is represented by the ability to realize competence in interaction with children. The procedure for diagnosing these components was developed based on the research method of “Psychological media competence of parents of primary school pupils”. The first part was represented by ituations describing behavior and actions of primary school pupils in media sphere and identifying how parents react to them. The second part included watching an animated film, answering questions that reveal how parents understood the effect of the cartoon on children’s emotional state and behavior, and writing a letter to the main character of the cartoon on behalf of their children. The analysis of the psychological media competence study involved a method of expert assessments. The results indicate a certain use of constructive ways of reaction to situations, which are related to information search via internet and watching destructive video. The parents proved to underestimate effect of various media on children and demonstrated problems in assessing and meaningful discussion of the media texts with children.
41
Rokhayati, Titi. "INTERCULTURAL APPROACH AND CHARACTER EDUCATION- BASED DEVELOPING ENGLISH TEXTBOOK." English Review: Journal of English Education 5, no. 1 (December 12, 2016): 131. http://dx.doi.org/10.25134/erjee.v5i1.393.
Full textAbstract:
This research was conducted with the purpose to develop the materials of textbook based on intercultural approach and character education as a guideline in learning English for senior high school class X in Purworejo regency, and to determine the validity of the development of textbooks. The method used in this research is R and D. Based on the findings, it can be concluded that English book published by the government in 2014 requires improvement in terms of 1) the current topic which are very important because the topics are most needed by the students as information directly from the book contained current trends, 2) Insight of diversity means that the knowledge, experience, and discourse reflected in the texts contained insight of diversity including the target language, and 3) Relationship with social emotional material students need to be improved. The material contained in this book will be developed based on the intercultural approach, meaning that based on the findings and goals to be achieved in this study, the findings of the field study is appropriate.Keywords: Textbooks, English, intercultural approach, character education
42
Nursanti, Ririn. "The Role of Al Irsyad Al Islamiyyah to Development Islamic Education in Indonesia." International Conference of Moslem Society 3 (April 12, 2019): 34–47. http://dx.doi.org/10.24090/icms.2019.2490.
Full textAbstract:
Al Irsyad Al Islamiyyah as one of the Islamic organizations in Indonesia has a special nature, namely believers with Islamic aqeedah based on the texts of the Qur'an and Sunnah in providing services to the community, in the fields of education and teaching, preaching, economics and national-level socialism.
The role of Al Irsyad Al Islamiyyah in education in Indonesia is very influential and gives its own style in the development of education in Indonesia, which is having a commitment to develop students for the realization of a civilized society and Islamic character, and able to benefit the people of Indonesia.
The education principle of Al Irsyad Al Islamiyyah is to foster a scientific culture among Muslims, with reference to the Qur'an and Sunnah, so that it will form a mindset that is characterized by Islam properly and correctly. This concentration on the modernization of education has made Al Irsyad Al Islamiyyah have played many roles in the advancement of education in Indonesia.
The development of Islamic education carried out by Al Irsyad Al Islamiyyah is under the responsibility of the Education and Teaching Council through the program; 1) publishing an education quality management system, 2) publishing curriculum and textbooks on Islamic Education, Al Qur'an and Arabic subjects, 3) conducting school management assistance in each branch, 4) holding training / workshops to improve school management competencies and teachers, and 5) measuring the development of Al Irsyad Al Islamiyyah schools.
43
Issataeva, Asel, and Gulnar Uaisova. "Linguistic bases of primary school children’s development of speech activity." Pedagogy and Psychology 42, no. 1 (March 30, 2020): 156–63. http://dx.doi.org/10.51889/2020-1.2077-6861.20.
Full textAbstract:
The article considers linguistic bases of primary school children’s development of speech activity. When forming speech activity, speech has a special role in the formation of the text. It was shown that speech activity requires is not making separate sentences, but making several sentences, as well as grammatical and semantic character and speech in the form of the whole text. Therefore, the final result of the formation of speech activity of primary school students should be a work, a story, that is, a text. The article analyzes the works of scientists on the role of text in language relations. In primary classes, the basic concepts of the text are presented, as well as scientific features are shown. It was also noted that through reading and discussing texts, you can learn to speak and write correctly. On their basis, ways of developing the speech of primary school students through text are provided.
44
Yunita, Sri. "THEME AND THEMATIC PROGRESSION IN STUDENTS’ RECOUNT TEXTS." Indonesian Journal of Applied Linguistics 7, no. 3 (January 31, 2018): 524. http://dx.doi.org/10.17509/ijal.v7i3.9797.
Full textAbstract:
This study aims to investigate the Theme and Thematic progression patterns in students’ recount text in a state vocational school in Bandung. This study employs a descriptive-qualitative research design. The data were obtained from a collection of students’ texts. This study uses the theory of Theme system developed by Halliday (1994) and the theory of Thematic progression proposed by Eggins (2004) as the framework to analyze the data. The findings showed that the Theme and Thematic progression supports the character of Recount text written by the students to some extents: the Topical Theme represents the students’ ability to deliver what the text is about, the Interpersonal Theme helps students declare their personal comments, while the Textual Theme showed the students’ ability to develop the logical relationship between clauses and make their texts more cohesive and coherent. In terms of thematic progression patterns, the Theme Reiteration pattern signposts that the students tend to make the text focus by repeating the same element as Themes; the Zig Zag pattern showed that the students introduce newly information by promoting the Rheme in a clause to the Theme in the subsequent clause, and the Multiple Theme pattern specifies that the students develop the texts well according to the prior plan before writing those ideas in the text.
45
Volk, Terese M. ""Charts and Other Paraphernalia"." Journal of Research in Music Education 55, no. 4 (December 2007): 302–12. http://dx.doi.org/10.1177/0022429408317512.
Full textAbstract:
Materials to assist instruction have a long history in music education. Charles H. Congdon was the director of music education in St. Paul, Minnesota, from 1885 to 1898. He ceased classroom teaching and began his own music publishing company around 1900. He remained active in music education and was one of the charter members of MENC. Congdon is best known for the six songbooks in The Congdon Music Readers series. To assist the classroom teacher, he devised a series of large song scrolls to accompany his textbooks. He later developed a system to store and display these scrolls, and designed the first chromatic pitch pipe for school use. Congdon's texts, scrolls, scroll holders, storage cabinets, and pitch pipes all led the way for the commercialization of music materials today.
46
Teh, David T. "Using Character Maps to Learn English Literature." English Teacher 50, no. 1 (April 30, 2021): 14–31. http://dx.doi.org/10.52696/lugk7765.
Full textAbstract:
Learning English literature has always been a challenge, as it demands advanced analytical skills, especially when learners are expected to critically analyse and discuss literary texts. Character mapping is proposed as a technique that develops analytical and critical thinking skills among learners. Drawing theoretical basis from cognitive science, constructivism, and cognitive stylistics, character mapping helps learners visualise connections between characters and events in a literary narrative, which then allows better comprehension of the literary text. 18 respondents from a Form 4 secondary school in Sabah, Malaysia, participated in a small-scale action research study. First, their previous experiences learning English literature was extrapolated via a need analysis, after which the respondents were then exposed to character mapping and its underlying principles. Then, they were asked to reflect and provide feedback on their experiences learning English literature using character maps. The feedback indicated positive support from the respondents, suggesting that character mapping can help learners learn English literature more effectively. Key observations include enhanced levels of comprehension, engagement, creativity, memory retention and organisation of thoughts. Two negative feedback were observed: (i) character mapping is time-consuming, and (ii) overusing character mapping might impede learning engagement. Future studies need to recruit larger sample population and potentially an experimental paradigm to investigate the impact of character mapping in greater detail.
47
Syam, Aldo Redho, Nurul Ulfatin, and Maisyaroh Maisyaroh. "Strategy for Establishment Santri Leadership Character." Istawa: Jurnal Pendidikan Islam 5, no. 1 (February 18, 2020): 39. http://dx.doi.org/10.24269/ijpi.v5i1.2197.
Full textAbstract:
The purpose of this study was to describe the Strategic Forming of Santri Leadership Character in Islamic Boarding Schools. This research uses a qualitative approach. Data collected by interview and observation methods. The location of the study was Pondok Modern Darussalam Gontor. As for the results of his research are as follows: (1) In shaping the character of leadership of students, Islamic boarding schools have a purpose that is directed, as for the objectives are: a) students are able to form leadership characters in themselves; b) students are able to be confident in their abilities and potential; c) students are able to have a directed mindset in choosing their life goals; and d) students are able to build dynamic attitudes and behavior; (2) Care of students as an extension of the leadership of Islamic boarding schools and leaders in student activities for 24 hours, has been able to design strategies in shaping the character of student leadership with the following steps, direction; training; assignment; refraction; and escort; and (3) In addition to making steps in shaping the character of santri leadership, the nurturing of santri has also set benchmarks of success in the process of shaping the character of santri leadership, namely: testing with problems; test to make a choice; test to be ready to sacrifice; test to be firm in attitude; and test to evaluate yourself.Tujuan penelitian ini untuk mendeskripsikan strategi pembentukan karakter kepemimpinan santri di pondok pesantren. Penelitian ini menggunakan pendekatan kualitatif. Data dikumpulkan dengan metode wawancara, dan observasi. Lokasi penelitian adalah Pondok Modern Darussalam Gontor. Adapun hasil penelitiannya adalah: (1) Dalam membentuk karakter kepemimpinan santri, Pondok Pesantren telah memiliki tujuan yang terarah, adapun tujuanya adalah: a) santri mampu membentuk karakter kepemimpinan dalam dirinya sendiri; b) santri mampu percaya diri terhadap kemampuan dan potensi dirinya; c) santri mampu memiliki pola pikir terarah dalam memilih tujuan hidup mereka; dan d) santri mampu membangun sikap dan tingkah laku yang dinamis; (2) Pengasuhan santri sebagai kepanjangan tangan dari pimpinan pondok pesantren dan pemimpin dalam aktifitas santri selama 24 jam, telah mampu merancang strategi dalam pembentukan karakter kepemimpinan santri dengan langkah-langkah sebagai berikut, pengarahan; pelatihan; penugasan; pembiasan; dan pengawalan; dan (3) Selain membuat langkah-langkah dalam pembentukan karakter kepemimpinan santri, pengasuhan santri juga telah menetapkan tolak ukur keberhasilan dalam proses pembentukan karakter kepemimpinan santri, yaitu: menguji dengan permasalahan; menguji untuk memutuskan pilihan; menguji untuk siap berkorban; menguji untuk tegas dalam bersikap; dan menguji untuk mengevaluasi diri sendiri.
48
Emidar, Emidar. "THE DEVELOPMENT OF CULTURAL AND CHARACTER EDUCATION THROUGH BAHASA INDONESIA SUBJECT." Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni 15, no. 1 (March 10, 2014): 16. http://dx.doi.org/10.24036/komposisi.v15i1.7148.
Full textAbstract:
PENGEMBANGAN PENDIDIKAN BUDAYA DAN KARAKTER BANGSA MELALUI PEMBELAJARAN BAHASA INDONESIASince the implementation of Curriculum 2013, the discussion on the National Character and Culture Education Program, which was started from 2011, has been seen to be decline lately. However, a deeper look at the program’s fundamentals shows that it is indeed relevant with the newly curriculum since topics on national character and culture education are inherent parts of the subject of Indonesian Language, one of compulsory subjects taught at Indonesian schools. This article shows how phases in texts-based Indonesian Language teaching and learning, which comprises of teacher modeling, group composition tasks, and individual composition tasks, are effective steps in teaching national culture and national character to learners.Keywords: National culture and character, Texts-based Bahasa Indonesia Learning and TeachingAbstrakSejak pelaksanaan Kurikulum 2013, Karakter Nasional dan Program Pendidikan Kebudayaan, yang dimulai dari 2011, telah terlihat penurunan pembahasannya akhir-akhir ini. Namun, jika dilihat lebih dalam pada fundamental program menunjukkan bahwa memang relevan dengan kurikulum baru karena topik pada pendidikan karakter nasional dan pendidikan budaya merupakan bagian yang melekat dari pelajaran Bahasa Indonesia, salah satu mata pelajaran wajib yang diajarkan di sekolah-sekolah Indonesia. Artikel ini menunjukkan bagaimana tahapan-tahapan dalam pembelajaran dan pengajaran berbasis teks-teks Bahasa Indonesia, yang terdiri dari pemodelan guru, tugas komposisi kelompok, dan tugas komposisi individu, adalah langkah-langkah yang efektif dalam mengajar kebudayaan nasional dan karakter nasional untuk peserta didik.Keywords: karakter dan budaya nasional, Bahasa Indonesia berbasis teks, belajar dan mengajar
49
Atmaja Perdana, Chandra Ramadhan, Hanung Adi Nugroho, and Igi Ardiyanto. "Comparison of text-image fusion models for high school diploma certificate classification." Communications in Science and Technology 5, no. 1 (July 2, 2020): 5–9. http://dx.doi.org/10.21924/cst.5.1.2020.172.
Full textAbstract:
File scanned documents are commonly used in this digital era. Text and image extraction of scanned documents play an important role in acquiring information. A document may contain both texts and images. A combination of text-image classification has been previously investigated. The dataset used for those research works the text were digitally provided. In this research, we used a dataset of high school diploma certificate, which the text must be acquired using optical character recognition (OCR) method. There were two categories for this high school diploma certificate, each category has three classes. We used convolutional neural network for both text and image classifications. We then combined those two models by using adaptive fusion model and weight fusion model to find the best fusion model. We come into conclusion that the performance of weight fusion model which is 0.927 is better than that of adaptive fusion model with 0.892.
50
Dickson, Vernon Guy. "“A pattern, precedent, and lively warrant”: Emulation, Rhetoric, and Cruel Propriety inTitus Andronicus." Renaissance Quarterly 62, no. 2 (2009): 376–409. http://dx.doi.org/10.1086/599865.
Full textAbstract:
AbstractShakespeare'sTitus Andronicuscritically engages and enacts teachings and patterns of emulation, including those of Quintilian, Roger Ascham, and other contemporary humanists and playwrights, pressing emulation's uses to extremes that suggest that imitative self-fashioning potentially results in monstrous or fragmented characters, decisions, and texts. The professed aim of the grammar-school education, the ability to judge well, is conflicted byTitus's exposure of judgment as itself a contested concept, locked within a circularity of intertextual precedents. Titus's excessive, even parodic, repetition of emulative strategies acts as a rebuttal of seemingly straightforward humanist models of character, judgment, self, and decorum.