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Ahmad, Syafri, Refiona Andika, Sherlyane Hendri, and Ary Kiswanto Kenedi. "Training Program on Developing HOTS's Instrument (The Improving Abilities for Elementary School Teachers)." Digital Press Social Sciences and Humanities 6 (2020): 00010. http://dx.doi.org/10.29037/digitalpress.46376.
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Many teachers were unable to write HOTS questions based on the outlines for elementary school students. This resulted in many students being unable to answer HOTS questions because the questions developed were difficult, not following the HOTS category. The purpose of this training is to improve the ability of elementary school teachers to write HOTS questions. This training method is a participatory method using a lecture approach and direct guidance. The result of this training is to increase the teacher's knowledge from the teacher's initial ability of 63.76 to 87.65. Besides, teacher skills also increased from basic skills with a score of 56.95 to 85.35. In conclusion, the training provided can improve the knowledge and skills of teachers in writing HOTS questions. The implication of this training is as a reference in improving the ability to write HOTS questions for elementary school teachers.
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Hasanah, Nur. "MOTIVASI MENULIS KARYA ILMIAH GURU MADRASAH IBTIDAIYAH DI KOTA SALATIGA TAHUN 2014." ATTARBIYAH 24, no. 2 (2014): 91. http://dx.doi.org/10.18326/tarbiyah.v24i2.91-110.
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The study aimed (1) to find the motivation to write scientific papers Elementary School (MI) teacher in Salatiga (2) to know some enabling and inhibiting factors of motivation to write scientifc papers Elementary School teacher in Salatiga. Tis study focuses on the motivation to write scientifc papers Elementary School teacher in Salatiga. The subjects of the study was the teacher MIN Kecandran, MI Pulutan, MI and MI Blotongan Mangunsari. The data collection methods used were observation, interviews, and documentation. And to engineer data analysis is inductive analysis techniques. The results of his research fndings indicate that the motivation to write scientifc papers Elementary School teacher Salatiga is intrinsic and extrinsic motivation. But in general, or in the majority of teachers’ motivation to write scientifc papers MI in Salatiga is extrinsic motivation, and a small portion of intrinsic motivation. And supporting factors of motivation to write scientifc papers teacher is curiosity about science writing scientifc papers and demands of institutions or agencies associated with the development of teaching skills. Medium obstacle or hindrance of writing scientific work of teachers is the lack of time to write, a lack of literature or reference, less insight about knowledge to write scientific papers, and the lack of facilities for writing scientific papers.Keywords : Teachers Motivation, write scientific papers, MI
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Hartono, Rudi, Bambang Purwanto, and Seful Bahri. "One Book One Teacher Program for Upgrading Teachers’ Writing Competence (A Descriptive Survey)." Language Circle: Journal of Language and Literature 14, no. 1 (2019): 59–66. http://dx.doi.org/10.15294/lc.v14i1.21473.
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Writing competence is one of significant and basic demands for teachers in delivering their profession as educators. Many teachers feel that writing a book is a pride but it is too difficult for them to do. Many factors influence them not to start to write, such as inner motivation, institution supports, ideas, materials, and opportunities. For examples, many of them are lack of motivation to be confident course book writers, their institutions do not support their efforts and facilitate them well, they have no idea what they are going to write, they are not accustomed to provide their own lesson materials for their daily instruction—only copying from books or other resources, and most of them do not have any opportunity at all to write a course book. Therefore to create teacher-writers and produce course books in one school, One Book One Teacher (OBOT) program comes as a solution. OBOT is a program designed for teachers to be a course book writer at schools. Recently we revealed that OBOT has potential activities as an integrated program in preparing teachers to be professional course book writers. In this study, to dig up their responses on course book writing activity and OBOT implementation in their school, we conducted a descriptive survey and observation on 13 teachers in Senior High School Bina Amal Semarang. We distributed questionnaires, tabulated, analyzed and interpreted the data, then drew the conclusion. The research results show that significantly OBOT encouraged teachers to write course book actively and led them to be productive course book writers.
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Andiyanto, Tri. "PERAN GURU DALAM IMPLEMENTASI KURIKULUM 2013: STUDI PADA TK MENTARI KEC. ABUNG SELATAN KAB. LAMPUNG UTARA." Elementary: Jurnal Ilmiah Pendidikan Dasar 3, no. 1 (2017): 73. http://dx.doi.org/10.32332/elementary.v3i1.790.
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The curriculum is a vehicle for learning dynamic that needs to be developed and assessed continually ongoing in accordance with the existing developed community. The teacher’s role in the implementasi 2013, namely: a) the teacher haddiscussions in the process of preparation of the RPP; b) teachers write lesson plans through appropriate measure; c) teachers carry out a detailed study; d) the teacher as a facilitator; e) teachers provide character education; f) teachers guide students in learning in accordance with a scientific approach; g) teacher choose and use methods, media, and a variety of learning resources; h) teacher conduct authentic assesment; i) the teacher chooses and using valuation technique vary.
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Jenkins, Marcia W. "Effect of a Computerized Individual Education Program (IEP) Writer on Time Savings and Quality." Journal of Special Education Technology 8, no. 3 (1986): 55–66. http://dx.doi.org/10.1177/016264348700800306.
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This study compared the amount of time 42 special education teachers in the state of Hawaii took to write handwritten and computer-generated Individual Education Programs (IEPS) after 12 hours of training on “IEP Writer,” a word processing method. The subjects were randomly divided into two groups. Group 1 wrote IEPs using their newly learned computer skills and Group 2 wrote IEPs by writing them out by hand. It was hypothesized that the computer method would take significantly less time and the quality of the computer-generated IEP would be significantly higher. Both hypotheses were compared by t-tests. Results showed: 1) The computer group took significantly less time to write their IEPs. 2) The quality of the computer generated IEP was significantly higher than the handwritten IEP.
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Sumarsilah, Siti, Susandi Susandi, and Anita Kurnia Rachman. "Pelatihan Dan Pendampingan Penulisan Artikel Ilmiah Hasil Penelitian Bermuatan Pendidikan Karakter Bagi Guru Mi Se-K3MI Kecamatan Kedungkandang 1 Kota Malang." PAMBUDI 3, no. 1 (2019): 38–44. http://dx.doi.org/10.33503/pambudi.v3i1.511.
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Teachers have the obligation to write articles as a form of creativity and achievement. Writing articles better in accordance with the field of science they have. Referring to the problem of the difficulty of writing scientific articles in the Teacher Working Group in K3-MI in Kedungkandang District 1, namely the teacher has not been able to choose themes, frameworks, write paragraphs, and determine theories in writing articles. Solutions offered, namely the teacher writes articles according to interests. Before writing articles it's better to write an article framework. Paragraph compilation which is cohesion and coherence. Theory for strengthening ideas and ideas. The method used aims to produce skills in writing articles. This stage includes discussion of work plans, training activities include the provision of theoretical and practical material, with a composition of 30% theory and 70% practice. Article writing activities are carried out with guidance. Program evaluation and monitoring to provide solutions to problems. Skill improvement for participants is in accordance with experiential learning theory. The trainees who are increasingly active in the training activities, the more knowledge they have because the more information they get. The conclusion of this activity is that teachers are better off writing articles according to their interests. Before writing an article it would be better to write a framework. Good writing is generated from the preparation of paragraphs that are cohesion and coherence. Theory is needed to strengthen ideas and ideas in writing.
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Ardiansyah, Tedy. "Writing Training Classroom Action Research (CAR) in Supporting Teacher Quality and Professional Teacher ]Pelatihan Menulis Artikel Peneltitian Tindakan Kelas (PTK) dalam Menunjang Kualitas Pembelajaran dan Profesional Guru]." Proceeding of Community Development 2 (February 21, 2019): 760. http://dx.doi.org/10.30874/comdev.2018.476.
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The implementation of community service aims to provide tips for writing classroom action research articles so that this activity can motivate teachers to write and improve their abilities in researching and writing articles where the benefits can be implemented in the classroom. Facts on the ground indicate that the obligation of teachers to write PTK is a "horror" and burdensome for teachers. That is because the teacher is not used to writing and researching. Hope after community service in both schools, the teacher can overcome problems in class and make the research culture the best solution in school.
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Suranto, Suranto. "Gerakan Guru Menulis Buku Melalui Pelatihan Online dengan Microsoft Teams bagi Guru Se Kota Salatiga." J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) 4, no. 2 (2020): 109. http://dx.doi.org/10.30734/j-abdipamas.v4i2.1290.
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The recent problems of teacher, among other, is the productivity of writing a book. There are many obstacles that teacher faces, among them, mostly, are the lack of motivation and the lack of knowledge of writing a book. The purposes of this service are: 1) to increase teacher’s motivation for writing a book, 2) to increase teacher’s skill in making a book from a research outcome, 3) to increase teacher’s skill in writing a lesson book and an enrichment book, 4) to increase teacher’s skill in writing a fiction book, 6) to increase teacher’s knowledge of publishing a book. The participants are teachers from all educational levels in Salatiga City amounted to 117 teachers. The method of activity implemented was a Microsoft Teams-aided online training. The training activity included web meeting, discussion, consultation, and assistance for 1 month. The service activity is able to motivate the teachers to write a book based on the right principles of writing a book and to produce a book in accordance with the necessity of the school where the teachers teach.
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Sofyan, Herminarto, Wardan Suyanto, Agus Budiman, Ibnu Siswanto, Agung Gumelar, and Wahyu Arya Ruswanto. "PELATIHAN PENELITIAN TINDAKAN KELAS DENGAN VARIASI METODE DAN MEDIA PEMBELAJARAN UNTUK MENINGKATKAN KEMAMPUAN PENULISAN KARYA ILMIAH GURU-GURU SMK NEGERI 3 YOGYAKARTA." Jurnal Pendidikan Vokasi Otomotif 2, no. 1 (2020): 11–22. http://dx.doi.org/10.21831/jpvo.v2i1.27730.
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The Community Service Program (PPM) at SMKN 3 Yogyakarta aims to (1) increase the motivation of teachers to conduct action research and write papers, (2) increase teachers’ ability to select and use appropriate learning methods and media to conduct classroom action research, (3) increase the competence of vocational school teachers in writing scientific papers, (4) increase teachers’ knowledge in accessing scientific journals and conference to publish their work. The activity was attended by 25 participants consisting of 16 productive subject teachers and 9 normative/adaptive subject teachers. The activities carried out in the form of presentation of material about the importance of increasing teacher productivity in publishing scientific work to enhance careers, design action research in the classroom by implementing appropriate media variations and learning methods, writing strategies and publishing articles in journals and proceedings, tutorial guidance on writing articles, and the practice of compiling scientific articles. This PPM activity succeeded in increasing the motivation of teachers to conduct research and write scientific papers, improve the ability of teachers to select the right learning media and methods for conducting classroom action research, increase participants’ ability to write articles, increase teachers’ knowledge in accessing scientific journals and conference to publish their work. Participants satisfy to get new knowledge and skills about classroom action research techniques, they are open-minded and wish to further enhance their ability to conduct classroom action research and write articles to be published in proceedings/journals.
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Özdemir, Serpil. "The Effect of Argumentative Text Pattern Teaching on Success of Constituting Argumentative Text Elements." World Journal of Education 8, no. 5 (2018): 112. http://dx.doi.org/10.5430/wje.v8n5p112.
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The aim of this study is to view how argumentative text pattern teaching influences constituting argumentative essayelements. The study was performed according to one-group pre-test post-test design. The study was carried out inspring term of 2017-2018 academic year and it lasted for five weeks. 33 prospective teachers who took the course ofText Producing Techniques participated in the study. The data of study were collected through 132 argumentativeessays which prospective teachers wrote and Argumentative Text Elements Rubric to evaluate these. The results ofthe research are as follows: Quite few students included argumentative essay elements before argumentative essaypattern teaching and none of the students wrote justification for counter argument. It was determined that 66,7% ofthe students didn’t write data, 81,8% of them didn’t write counter argument, 87,9% did not write justification forcounter argument, 84,8% did not write rebuttal of counter argument and 48,5% did not write conclusion. At the thirdstudy, number of successful students increased on the basis of all elements. However, the majority of students havereached a partially successful level. At the post test, most of the students achieved successful level on the basis of allelements except refuting counter argument. Significant differences on behalf of the post-test were determinedbetween pre-test and post-test scores at all of the argumentative essay elements.
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Hidayat, Nida Khofyya, Muhammad Dahlan Rabbani, and Kholil Nawawi. "PAI TEACHERS 'EFFORTS IN IMPROVING READING ABILITY TO WRITE THE QUR'AN THROUGH THE IQRO' METHOD IN CHILDREN WITH SPECIAL NEEDS IN SLB BINA SEJAHTERA." Ta dib : Jurnal Pendidikan Islam 10, no. 1 (2021): 85–96. http://dx.doi.org/10.29313/tjpi.v10i1.7847.
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The problem of this research is to reveal the problems that occur about the efforts of Islamic Education teachers in improving the abilities of children with special needs in reading and writing the Koran through the Iqro 'method. And what are the problems of children with special needs in the ability to read and write the Koran at SLB Bina Sejahtera. This study aims to determine how Islamic Islamic education teachers are trying to improve the ability to read and write the Qur'an through the Iqro 'method, and to find out the problems of the ability to read and write the Qur'an in children with special needs in SLB Bina Sejahtera. In this study, using a qualitative method which has natural characteristics as a source of direct data. The subject of this research is shown to the Islamic Religious Education Teacher. Researchers in this case applied several data collection techniques, namely observation, interviews and documentation. The results showed that the PAI teacher's efforts in improving the ability to read and write the Qur'an through the Iqro 'method for children with special needs, including; giving enthusiasm and affection, giving gifts, separating seats for each child, being taught one by one to do repetition of readings so that they are easy to remember and understand, as well as adding image media. The existence of this teacher's effort is able to improve the ability of children with special needs in reading and writing the Qur'an. And the problems that occur in children with special needs in reading and writing the Qur'an have different abilities.
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Asnawati, Asnawati, and Ary Kiswanto Kenedi. "IMPROVING ELEMENTARY SCHOOL TEACHERS’ SKILLS IN USING THINK TALK WRITE LEARNING MODEL THROUGH ACADEMIC SUPERVISION." JURNAL PAJAR (Pendidikan dan Pengajaran) 5, no. 5 (2021): 1467. http://dx.doi.org/10.33578/pjr.v5i5.8507.
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This research was motivated by the fact that most of the learning processes were not in accordance with the characteristics of elementary school students so that it had an impact on the quality of learning at schools that did not achieve the goal. The learning process included the process of planning, implementing, and assessing of the primary school teacher. The purpose of this study was to improve the teachers’ skills in carrying out the learning process by using a cooperative model of Think Talk Write type. This research was a school action research that adapted Mc Taggart and Kemmist's classroom action research design. This research consisted of stages of planning, implementation, observation and reflection. This research activity was carried out at SDN 23 Ujung Gurun Padang involving 10 teachers. The data collection technique was an observation sheet measuring the results of the learning process which including planning skills, implementation abilities, and assessment abilities. The data analysis technique consisted of quantitative data. The research found that the teacher's average score in carrying out the learning process using the Think Talk Write type cooperative model in cycle 1 was 68.30 and got an average score of 85.46 in cycle 2. This proved that there was an increase in teachers’ skills in carrying out the learning process by using a Think Talk Write type cooperative model through academic supervision activities. The implications of this research was that this model could be used as a reference for academic supervisors to improve the quality of learning for elementary school teachers.
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Ansori, Muhamad. "PELATIHAN PENDAMPINGAN PENGEMBANGAN KEPROFESIAN BERKELANJUTAN GURU SMP PLUS AL-QODIRI JEMBER MELALUI PELATIHAN PENULISAN KARYA TULIS ILMIAH." As-Sidanah : Jurnal Pengabdian Masyarakat 3, no. 1 (2021): 139–56. http://dx.doi.org/10.35316/assidanah.v3i1.972.
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Based on the results of interviews conducted with teachers of SMP Plus Al-Qodiri Jember, it was found that the teachers were still having difficulty in promotion. This difficulty is because the teacher does not have the skills in writing scientific papers, as well as the habit of teachers who never do research. For this reason, it is necessary to make efforts to provide skills to teachers to carry out research, write scientific papers and publish them. One form of simple research that can be easily carried out by teachers is to carry out Classroom Action Research (CAR). In practice, the teacher looks very enthusiastic in participating in the entire series of service activities carried out by this service team, this is because it can be a source of knowledge and hone the teacher's ability to make scientific papers. From the results of observations, it is found that the teachers already have the knowledge and ability to make scientific papers that come from the implementation of Classroom Action Research (CAR).
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Hart, Karen. "School can be wild!" Early Years Educator 22, no. 3 (2020): 42. http://dx.doi.org/10.12968/eyed.2020.22.3.42.
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Taira, Frances. "Commentary: Teachers Should Write for the General Public." College Teaching 35, no. 1 (1987): 2. http://dx.doi.org/10.1080/87567555.1987.10532349.
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Childers, Pamela. "WAC/CAC in Secondary Schools: Why Teachers Write." Academic.Writing: Interdisciplinary Perspectives on Communication Across the Curriculum 3, no. 1 (2002): 1. http://dx.doi.org/10.37514/awr-j.2002.3.1.04.
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Rohman, Mohammad Khaizar, Andayani Andayani, and Suyitno Suyitno. "Implementation of Experimental Text Writing Learning in Internet Networks during the Covid-19 Period: A Case Study in Class IX of SMP Negeri 1 Kedung." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 4, no. 2 (2021): 3114–21. http://dx.doi.org/10.33258/birci.v4i2.2029.
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The purpose of this study is to describe: 1) planning for learning to write experimental texts through the internet during the COVID-19 period; 2) implementation of learning to write experimental texts through the internet; 3) obstacles in learning to write experimental texts through the internet; 4) solutions to overcome obstacles in learning to write experimental texts through the internet. This research is a qualitative research case study method with a qualitative descriptive approach. Sources of research data are: 1) informants include Indonesian language teachers and grade IX students; 2) documents include lesson plans, media, and learning materials. The sampling technique used the purposive sampling technique. Data collection techniques used are 1) interviews and 2) document analysis. The data analysis technique used is an interactive model. The results of this study were: 1) the planning of learning to write experimental texts through the internet network in class IX went well; 2) the implementation of learning to write experimental texts through the internet is well implemented; 3) The obstacles encountered are as follows: a) students are not used to or have not adapted to learning through the internet; b) the interest and motivation of students who are not used to doing learning through the internet are low; c) different levels of ability and interest among students; d) the teacher finds it difficult to give examples. 4) Solutions from the teacher are: a) the teacher motivates students to be active; b) the teacher gives continuous assignments; c) conduct two-way interaction; d) teachers collaborate with teaching materials with appropriate learning media. Furthermore, the solutions from the students are: a) students actively seek to ask questions and discuss; b) students try to adapt; c) students try to learn independently; d) students always try to learn the material given by the teacher.
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Suharyanti, Eka Mareta, and Endang Fauziati. "WRITTEN CORRECTIVE FEEDBACK ON EFL STUDENTS AT AN ISLAMIC JUNIOR HIGH SCHOOL." JOALL (Journal of Applied Linguistics & Literature) 5, no. 2 (2020): 161–73. http://dx.doi.org/10.33369/joall.v5i2.11207.
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Teachers provide students with corrective feedback for guiding them in the process of teaching a language. This study aimed to investigate the types of corrective feedback that the teacher used in teaching writing recount text, this also employed to reveal the students' motivation for writing recount texts, and to explore the benefit of teacher corrective feedback to the students' ability in writing recount text at Manbaul Huda Islamic Junior High School Central Java Indonesia. Descriptive qualitative method was employed by interviewing both the teacher and the second-year students. The participants were three teachers and twenty students. There were three guided Interview questions for teachers and two questions for students. The findings of this study turned out that the teacher employed indirect corrective feedback and gave symbols to the student’s error production. Most of the students are highly motivated to be able to write a status on Facebook or other online media by using English. The most important advantage of obtaining corrective feedback for the students is to understand the use of grammar in making a sentence. This study concluded that the motivation of the students to write recount text was to get teacher corrective feedback to be able to write the appropriate sentence and to increase their ability in writing English. This also implied that different types of corrective feedback might impact differently to the students in improving their motivation to learn English more.
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Güler, Hatice Kübra. "Activities Written by Prospective Primary Teachers on Realistic Mathematics Education." International Journal of Evaluation and Research in Education (IJERE) 7, no. 3 (2018): 229. http://dx.doi.org/10.11591/ijere.v7i3.14267.
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It is important for students to connect with real life in mathematics courses. The aim of this study is to investigate the activities which are written by prospective primary school teachers in the context of Realistic Mathematics Education. This research is a case study of which data were collected by qualitative methods. The participants of the research included 81 prospective primary teachers who are junior students attended primary teacher department. It was asked them to write an activity suitable for primary mathematics curriculum by considering Realistic Mathematics Education principles. They were given one month to write the activities. The activities written by prospective teachers analyzed by descriptive methods in terms of learning domains, types of context and principles of Realistic Mathematics Education. Totally 36 activities were written by prospective teachers. Based on the analysis, it was observed that not all the contexts were exactly real life contexts. It was determined that prospective teacher could not distinguish routine word problems from real life problems. It can be said that theoretical knowledge of Realistic Mathematics Education is inadequate for writing activities and prospective primary teachers need to practice on writing activities regarding the mentioned theory.
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Hobson, Sarah Reed. "The Power and Possibilities for Understanding Teaching in these Times with Ethnodramatic Inquiries into Teacher Stories: Two Reviews." Art/Research International: A Transdisciplinary Journal 1, no. 1 (2016): 302. http://dx.doi.org/10.18432/r2g59f.
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The following is a review and commentary on two of Charles Vanover’s ethnodramatic performances of the ethnographic interviews of two teachers. At two sessions at two educational conferences, Charles staged verbatim excerpts from each interview to open conversations with teacher educators about the challenges faced by two teachers in Chicago Public Schools. With this review, I explain the structuring behind each performance and the ensuing conversations about teacher challenges and needs in these times. I illuminate how educators can use ethnodramatic inquiries into teacher stories to deepen their understandings of teacher education and to re-write narratives that scapegoat teachers as the problem.
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Amiladini, Rahmi, Lisa Tavriyanti, and Yandri Yandri. "An analysis of the third year english students` ability of fkip bung hatta university to write A cause and effect essay." International Journal of Educational Dynamics 2, no. 1 (2020): 124–33. http://dx.doi.org/10.24036/ijeds.v2i1.240.
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This research has attempted to describe the ability of the third year English students` ability of FKIP Bung Hatta University to write a cause and effect essay. The design of this research was descriptive. The numbers of population of this research were 122 students. The writer used cluster random sampling technique to determine the sample since the students were separated into four classes (A, B, C, and D). The writer chose one class as a sample of this research. Class B was decided to be the sample of this research. The numbers of this class were 20 students. The writer used writing essay test to collect data. Generally, the result of data analyzing the data showed that the ability of FKIP Bung Hatta University of the third year English students to write a cause and effect essay was moderate. It could be seen that 20% students had high ability, 70% had moderate ability, and 10% had low ability. Finally, based on the result above, the writer suggests the teachers to give more knowledge, explanation, practice in order to help students to improve their ability to write cause and effect essay. And students should do a lot of practices in order to improve their ability to write cause and effect essay.
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Et. al., M. Varaprasad Rao,. "Automated Evaluation ofTelugu Text Essays Using Latent Semantic Analysis." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 5 (2021): 1888–90. http://dx.doi.org/10.17762/turcomat.v12i5.2267.
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The most productive strategy to improve students' ability to write is to have direct and as much as possible teacher input. However, the workload of the teacher is greatly increased. Automated systems are increasingly required to help students write essays. In the field of educational assessment technology, automated test evaluation is becoming more and more common. We present a framework that is modelled on the programme, following which the school-teachers in the BPDAV School and Govt. High School Hyderabad, Telangana, India present the automatic evaluator of student essays in the Telugu language. Language skills; the structure of the essay and the contents that fit the subject are the principal requirements for evaluating the essays. In this context, we have established a scheme focused on latent semantical analysis and the theory of rhetorical structure. The method has been evaluated in more than 600 different essays, written in different manuscripts by schoolchildren. Overall 0.82 with the teacher's assessment was achieved in our method.
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Ural, Alattin. "A Classification of Mathematical Modeling Problems of Prospective Mathematics Teachers." Journal of Educational Issues 6, no. 1 (2020): 98. http://dx.doi.org/10.5296/jei.v6i1.16566.
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The purpose of this research is to classify the mathematical modelling problems produced by pre-service mathematics teachers in terms of the number of variables and to determine the mathematical modelling skills and mathematical skills used in solving the problems in each class. The current study is a qualitative research and the data was analyzed using descriptive analysis. The data of the study was obtained from the mathematical modelling problem written by 59 senior mathematics teachers. They were given a 1-week period to write the problems and solutions. The participants took mathematical modelling course for one semester period prior to the research. The problems are the original problems that the participants themselves produced. The mathematical modelling problems produced are categorically as follows: “Which option is more economical” problems, “Profit-making” problems, “Future prediction” problems and “Relationship between two quantities” problems. The mathematical modelling skills used are as follows: to be able to collect appropriate data, organize the data, write dependent and independent variables, write fixed values, visualize the real situation mathematically or geometrically, use mathematical concepts. The mathematical skills used are generally; to be able to do four operations with rational numbers, draw distribution and column graph, write algebraic expression, do arithmetic operation in algebraic rational expressions, write/solve equation and inequality in 1 or 2 variables, write an appropriate mathematical function explaining the data related to the data, solve 1st degree equations in 1 variable, establish proportion, use trigonometric ratios in right triangle, use basic geometry information, draw and interpret a 1st degree inequality in 2 variables.
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Jost, Karen. "Rebuttal: Why High-School Writing Teachers Should Not Write." English Journal 79, no. 3 (1990): 65. http://dx.doi.org/10.2307/819241.
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Tayko, Gail, and John Paul Tassoni. "Sharing Pedagogies: Students and Teachers Write about Dialogic Practices." College Composition and Communication 48, no. 4 (1997): 589. http://dx.doi.org/10.2307/358471.
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Seoane, Rocío C., Juan E. Jiménez, and Nuria Gutiérrez. "Pre-service teachers’ implicit theories of learning to write." European Journal of Teacher Education 43, no. 2 (2019): 165–90. http://dx.doi.org/10.1080/02619768.2019.1681964.
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Allingham, Sue, and Ailsa Chapman. "Should teachers write reports on top of the FSP?" Early Years Educator 4, no. 12 (2003): 6–7. http://dx.doi.org/10.12968/eyed.2003.4.12.14646.
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Sania Nasir, Dr. Shahid Hussain Mughal, and Amjad Ali Rind. "Investigating the Learning Styles Preferences of First-year B.Ed. Students Studying in a Public Sector University of Northern Sindh, Pakistan." sjesr 4, no. 1 (2021): 304–14. http://dx.doi.org/10.36902/sjesr-vol4-iss1-2021(304-314).
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In a student-centered teaching and learning environment, students' needs, potentials, and learning styles are considered crucial. Therefore, teachers need to understand what learning styles students prefer to teach effectively. In the current study, a quantitative research approach has been adopted in this study within it descriptive research designed was used. To determine the preferred learning styles of B.Ed. students, VARK (Visual, Aural, Read/Write, and Kinesthetic) learning style model has been used. Since the data was collected using the VARK questionnaire, simple random sampling techniques were used. The reliability of the instrument was calculated through Cronbach α= 0.75. The sample of the study consists of 140 Bachelor of Education (B.Ed.) students of a Public Sector University located in Northern Sindh, Pakistan. The data were analyzed through descriptive statistics (percentages mean and standard deviation) to determine the most preferred style of learning of students. The results of the study revealed that 27.93% of the B.Ed. students have preferred aural learning style, 25.13% kinaesthetic learning style, 22.65% visual style of learning and 21.09% preferred read/write learning style respectively. To conclude that the majority of the B.Ed. students preferred aural learning style and the least preferred style of learning was read/write. Hence, B.Ed. students were driven towards an aural learning style. This study suggests that students learning styles are influenced by the teacher’s teaching style. Therefore, the teacher can determine his/her teaching style by using the score of the VARK questionnaire. The study recommends that another study can be conducted by the teachers to learn about the larger number of students’ preferred learning styles. The teacher can also address a mixture of learning styles. In the classroom, there are always diverse learners. In that case, the teacher can use integrated teaching style which can address all learners preferred teaching style.
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Rashidi, Naser, and Hussein Meihami. "Addressing Cultural Identity through Negotiation: Analysis of Student-teacher-authored Narratives." Journal of Teacher Education for Sustainability 19, no. 2 (2017): 21–35. http://dx.doi.org/10.1515/jtes-2017-0012.
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AbstractTeachersí cultural identity is among the forepart issues within the realm of teacher education studies. The research about teachersí identity has been done using teacherauthored narratives. That said, the purpose of this study was to investigate the role of negotiation in the student-teachersí cultural identity formation. To that end, three studentteachers (two males and one female student-teachers), majoring in English language teaching participated in this study. During four months, the student-teachers participated in a negotiation program on cultural identity. They were sent some academic papers to study, then, they participated in discussions about cultural variations and the ways to address them in classrooms. The student-teachers where asked to write their narratives. Then the narratives where analyzed based on the semantic expressions. The qualitative analysis of the student-teachersí narratives showed that their cultural identity changed during the negotiation period. By analyzing the student teacher-authored narratives, it appeared that they addressed cultural variations in different ways includingusing cultural varieties in teaching, identifying the gaps between cultural contexts, reconceptualization of cultural concepts, cultural transformation, new modes of using culture, internalization of cultural issues, and cultural awareness, each of which is discussed in the current study. It can be concluded from the obtained information that cultural identity is a dynamic one and open to change. The research bears some implications for teacher education policy makers to introduce sustainable teacher education program in general, and sustainable second language teacher education program in particular.
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Abdulkarim, Kamarodin Abas, and Fitriah M. Suud. "Evaluation of Madaris Curriculum Integration for Primary Muslim Education in Mindanao: An Assessment of The Influence of Psychology." International Journal of Islamic Educational Psychology 1, no. 2 (2020): 89–100. http://dx.doi.org/10.18196/ijiep.v1i2.9736.
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This study evaluated the Madaris curriculum integration for Muslim primary education in Mindanao. It assessed the psychological effects of such integration on teachers and students in Arabic writing and reading, religiosity, Islamic values, and teacher professional development. This qualitative and quantitative research used a descriptive-evaluative design. The purposive sampling method was used to collect data using a questionnaire which was analyzed statistically. This study showed that the psychological effects of integrating teachers and students to Arabic writing and reading, religiosity, Islamic values, and teacher professional development worked well. Both teachers and students demonstrated the ability to write and read Arabic, values about God, Islam, people, the nation, and the environment.
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Hasanah, Fitria Nur, Fika Megawati, Noly Shofiyah, Miftahul Jannah, and Rindiani Rindiani. "Pelatihan Daring Penulisan Artikel Ilmiah Bagi Guru Sekolah Menengah Kejuruan Negeri 1 Sidoarjo." JPM (Jurnal Pemberdayaan Masyarakat) 5, no. 2 (2020): 515–21. http://dx.doi.org/10.21067/jpm.v5i2.4414.
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As a professional teacher must have various abilities, one of the ability to write scientific papers in the form of scientific articles. By writing scientific papers, in addition to getting a promotion, position and class, will be used as a benchmark of success and to demonstrate professionalism. Departing from the problems at the partner school, the purpose of this training activity is to improve teachers' understanding and ability to write scientific articles that are in accordance with the journal template. The target of this activity is teachers at SMK N 1 Sidoarjo. The methods used in this training are lecture, question and answer, mentoring to write scientific articles, and citing references. Based on the results of the pre-test and post-test conducted during the training showed that there was an increase in knowledge about writing scientific articles. Increasing the percentage of knowledge about the article component by 46%, increasing the ethical knowledge of writing articles by 58%, and increasing knowledge about uploading articles in national journals by 54%.
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Graham, Steve, Kimberly Wolbers, Hannah Dostal, and Leala Holcomb. "Does Teacher Self-Efficacy Predict Writing Practices of Teachers of Deaf and Hard of Hearing Students?" Journal of Deaf Studies and Deaf Education 26, no. 3 (2021): 438–50. http://dx.doi.org/10.1093/deafed/enab012.
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Abstract Forty-four elementary grade teachers of deaf and hard of hearing students were surveyed about how they taught writing and their beliefs about writing. Beliefs about writing included their self-efficacy to teach writing, attitude toward writing, and epistemological beliefs about writing. These teachers from fifteen different states in the United States slightly agreed that they were efficacious writing teachers and they were slightly positive about their writing. They slightly agreed that learning to write involves effort and process, moderately disagreed that writing development is innate or fixed, slightly disagreed that knowledge about writing is certain, and were equally split about whether writing knowledge comes from authorities and experts. On average, teachers applied the twenty-two instructional writing practices surveyed at least once a month. They reported their students wrote weekly, and their writing was supported through goal setting, feedback, and prewriting activities. Writing instruction mostly focuses on teaching grammar and how to plan compositions. Teacher self-efficacy uniquely and statistically predicted reported teaching practices after attitude toward writing, and epistemological beliefs were first controlled. Recommendations for future research and implications for practice are presented.
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Yuliana, Yuliana. "STRATEGI PEMBELAJARAN MENULIS PARAGRAF ARGUMENTASI BERBASIS SAINTIFIK PADA PESERTA DIDIK SD NEGERI SUNGAI PINYUH." Jurnal Edukasi Khatulistiwa 1, no. 2 (2018): 188. http://dx.doi.org/10.26418/ekha.v1i2.29618.
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Learning to write paragraphs of argument in primary schools has not been entrenched because of the lack of interest and motivation of learners to learn to write. The scientific approach in Indonesian language learning especially in writing argumentation is one strategy that can be used to encourage and motivate learners to be more interested in writing an essay of argumentation based on critical and creative thinking. This study aims to describe the implementation of learning to write paragraphs of argumentation with a scientific approach in grade IV primary school. The subjects of this study were classroom teachers, and the fourth grade students at SDN 02, SDN 07 and SDN 08 Sungai Pinyuh. The results of this study indicate that (1) Learning to write paragraphs of argument has been implemented in accordance with the RPP that is designed based on scientific, (2) Learning to write paragraph argumentation has been done by teacher in accordance with scientific step, (3) the teacher has not been skilled in the use of learning resources, (4) Learning outcomes of learners in writing paragraphs argumentation approach scientifically indicate that learners can pour the contents of the idea well. Keywords : Writting, Paragraph Argumentation, Saintific Approach
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Rahayu, Endang Mastuti, and Endah Yulia Rahayu. "TEACHER’S COGNITIVE AND AFFECTIVE VERSUS TEACHERS’ WRITING ASSESSMENT." Premise: Journal of English Education 8, no. 1 (2019): 102. http://dx.doi.org/10.24127/pj.v8i1.1936.
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Many English teachers are not confident when they are required to examine their students essay although they have sufficient education and experience in assessing their students’ written works. Therefore, they need to be trained over a short period to rate their students’ writing. They are also required to improve their knowledge or cognitive in order to literate ESL writing assessment to focus their students on learning to write and to edit their writing. Their affective or attitude to the feedback of writing assessment for writing instruction, the importance of writing assessment, the competence to administer the assessment, time-consuming writing assessment, the confidence of good writing instructor affect their quality in writing assessment. Therefore, in real practice of assessing writing, experienced teachers mostly plan and do their assessment based on what they believe about the assessment. Thus, successful assessing students’ writing does not only constitute the major portion of second language writing teachers’ workloads but also quantifies teachers affective factors. In addition, in administering assessments, teachers as raters need to care their students' and their own affectiveness, so students will value what they learn and teachers will pay attention more to their students’ learning.
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Marwan, Ardi. "The Assessment of English Teachers’ Ability to Write A Scientific Article in English." Lingua Cultura 11, no. 2 (2017): 109. http://dx.doi.org/10.21512/lc.v11i2.915.
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This article presented results of a study investigating several English teachers’ ability to write a scientific article. This was a qualitative research seeking to assess the scientific articles written by many English teachers. 25 English teachers who were currently pursuing the masters of education study at a university in Kalimantan were invited to become the research participants. The data were collected through the analysis of teachers’ articles and interviews with some of the teachers. The results reveal majority of the English teachers experienced difficulties producing articles ready to be published in good scholarly journals. Lack of scientific article writing experiences or practices and teachers’ English writing competence have been the major contributors of their inability to write good articles. This study, therefore, recommends the provision of relevant professional developments for English teachers to further improve their scientific article writing competence.
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Atika, Faizah Nur. "Improving Writing Skill for Islamic Education Teacher." International Conference of Moslem Society 3 (April 12, 2019): 11–22. http://dx.doi.org/10.24090/icms.2019.2392.
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A teacher should able to write as supporting element in learning activities implementation. Moreover, teachers also need to do research to improve the professionalism as a teacher. But right now, the culture of writing scientific papers among teachers remains low. Many efforts have been made by government to encourage the spirit of the teacher in writing as like training, but it was not enough if they had done the training but do not directly apply, then training is something useless. So, they need a habituation to write as early as possible before being a teacher as performed by An Najah Islamic Boarding School for Higher Student Purwokerto. They will be accustomed to writing as early as they can. This research can be categorized as field research while the strategy is cross sectional study case. The object are all of activity which belong to writing skill improvement there while the subjects are santri (student) and ustadz (teacher). The technic of collecting data uses observation, interview, and documentation and used Miles and Huberman data analysis methods. This study shows that there are two programs for improving writing skill of Islamic Education santri, namely main program and supported program.
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Mcintosh, Margaret E. "No Time for Writing in Your Class?" Mathematics Teacher 84, no. 6 (1991): 423–33. http://dx.doi.org/10.5951/mt.84.6.0423.
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Many school districts are beginning to use a “writing across the curriculum” approach in the middle and secondary school. Certainly, English teachers are aware of the need to have students write. Social studies teachers are reasonably easy to convince that their students should write as a part of their class (e.g., writing reports, keeping diaries like someone from a different historical period, and so forth). Science teachers can see the reasoning behind having students write as part of the science curriculum (e.g., using writing as problem solving, writing up results of experiments, and so forth). Teachers in other content areas, such as health, foreign language, business education, and so on, are amenable to the notion that they shou1d require some writing from their students other than the typical short-answer, fill-in-the-blank-type exercises that they have been using as a means of facilitating and assessing students' learning.
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Cuervo-Rodríguez, Karen Andrea, and Jairo Enrique Castañeda-Trujillo. "Dyslexic Individuals’ Narratives on their Process of Becoming English Language Teachers." HOW 28, no. 2 (2021): 79–96. http://dx.doi.org/10.19183/how.28.2.621.
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This article deals with the particularities two pre-service English language teachers have due to they have dyslexia. This study’s main intention was to understand how the participants constructed their identities as English teachers while dealing with discrimination, negative feelings, and not understanding teachers. We collected the data through interviews that served to write the two pre-service teachers’ narratives. The narrative analysis showed that pre-service English language teachers who suffer from apparently superficial difficulties must hide most of the time to avoid discrimination. We conclude that teacher educators’ role is essential in identity construction processes, especially when pre-service teachers face certain conditions that may affect their performance as language learners and as language teachers. Additionally, it was evident that resilient teachers can make strength from their weaknesses.
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Flores, Alfinio, and Carmina M. Brittain. "Research, Reflection, and Practice: Writing for an Audience in a Mathematics Methods Course." Teaching Children Mathematics 10, no. 9 (2004): 480–86. http://dx.doi.org/10.5951/tcm.10.9.0480.
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During their first mathematics methods course, many prospective elementary teachers confront their previous conceptions about mathematics and its teaching for the first time. This juncture makes the course important in their evolution as teachers of mathematics. Prospective teachers in a mathematics methods course must develop the ability to reflect on their actions, beliefs, knowledge, and attitudes. Writing in a mathematics methods course fosters reflection in a natural way; it serves as a tool for documentation, analysis, and discussion to help prospective teachers internalize what they learn and reach new levels of comprehension. At the same time, what teachers in training write gives teacher educators a window into their reflection and growth process.
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Thohir, Lalu, Ahmad Zamzam, and Muhammad Amin. "Pengembangan Profesionalisme Guru Melalui Pelatihan Penulisan Karya Tulis Ilmiah Pada MGMP Bahasa Inggris SMA Kabupaten Lombok Timur." Jurnal Gema Ngabdi 1, no. 2 (2019): 65–69. http://dx.doi.org/10.29303/jgn.v1i2.4.
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PTeacher professionalism development in teaching career requires documents dealing with scientific writing published in a journal. It was found that the article published by the English teachers in East Lombok district was still small in number and one of the factors causing this was the teachers’ lack of knowledge and skill in writing. Considering this problem, there needs to be of any assistance for the teachers in coping with their writing problems. This civil service program was to assist and develop the teachers’ competence in writing a journal article. Lectures, discussions, and group work were employed within the program taking place in Senior High School 2 Aikmel East Lombok and there were 25 teachers participating in this program. The participants, particularly the head of Senior High School English Teacher Association, greatly appreciated this program as it was really helpful to develop their writing competence and their motivation to write. The excessive teaching duty was another problem causing their lack of time to write a journal article and to develop their writing competence as well. The participants were in the hope that there will be follow-up activities or program dealing with action research, writing research findings and research finding dissemination process or publication
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Sumarni, Sumarni, Anggar Titis Prayitno, and Nuranita Adiastuty. "PENDAMPINGAN PENULISAN ARTIKEL ILMIAH BAGI GURU-GURU SMA KECAMATAN JALAKSANA KABUPATEN KUNINGAN." Al-Khidmat 3, no. 1 (2020): 15–24. http://dx.doi.org/10.15575/jak.v3i1.6243.
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AbstrakSalah satu wujud pengembangan keprofesianalan guru adalah menulis artikel ilmiah dan publikasi artikel ilmiah. Oleh karena itu, hendaknya guru terus belajar menulis artikel ilmiah untuk diseminarkan maupun dipublikasikan di jurnal. Kenyataan di lapangan menunjukkan bahwa sebagian besar guru belum mampu menghasilkan dan melakukan publikasi ilmiah. Tujuan kegiatan pengaabdian ini adalah meningkatkan motivasi dan kemampuan guru dalam menulis artikel ilmiah dari hasil penelitian yang dapat digunakan sebagai salah satu persyaratan pengajuan kenaikan pangkat sehingga berdampak juga terhadap profesionalitas guru. Kegiatan pengabdian yang dilaksanakan menggunakan metode ceramah, tanya jawab dan simulasi. Kegiatan pelatihan penulissan artikel ilimah yang telah dilaksanakan dapat meningkatkan motivasi guru untuk menulis artikel ilmiah; guru memiliki pengetahuan dan kemampuan memilih tempat publikasi yang sesuai; guru memiliki pengetahuan tentang cara mencari sumber refrensi mutakhir melalui google scholar; guru memiliki pengetahuan tentang trik untuk publikasi artikel ilmiah hasil penelitian; guru dapat mengetahui bagaimana membuat draft artikel ilmiah hasil penelitian sesuai dengan tamplate jurnal yang dituju; seluruh peserta pelatihan memiliki pandangan positif terhadap pelatihan penulisan artikel ilmiah dan memandang tingkat kebermanfaatan pelatihan pada tingkat bermanfaat dan sangat bermanfaat.AbstractOne form of teacher professional development is writing scientific articles and publishing scientific articles. Therefore, teachers should continue to learn to write scientific articles to be disseminated or published in journals. The reality on the ground shows that most teachers have not been able to produce and do scientific publications. The purpose of this service activity is toincrease the motivation and ability of teachers to write scientific articles from the results of research that can be used as one of the requirements for submission of promotions so that it also impacts on teacher professionalism. Community service activities carried out using lecture, question and answer and simulation methods. Scientific article writing training activities that have been implemented can increase the motivate teachers to write scientific articles; the teacher has the knowledge and ability to choose a proper place of publication; the teacher has knowledge of how to find the latest sources of reference through google scholar; the teacher has knowledge of tricks for publishing scientific articles on research results; the teacher can know how to make a draft scientific article based on the results of the intended research template; all trainees have a positive view of the training in writing scien
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Mufidah, Nida. "The Development of Pre-Service Teachers’ Teaching Performance in the Teaching Practice Program at English Department of State Islamic University of Antasari Banjarmasin." Dinamika Ilmu 19, no. 1 (2019): 97–114. http://dx.doi.org/10.21093/di.v19i1.1469.
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Teacher’s professional development is a long journey and it should be started from the college. The present paper discusses the development of pre-service teachers’ teaching performance at English department of State Islamic University of Antasari Banjarmasin when they were participating in the teaching practice program. It elaborates what they had done in the program and how their performance improved week by week. There were ten pre-service teachers who became the subjects of this report. The writer recorded their teaching techniques, media, and some feedbacks in a field note. An interview was also conducted to better understand their personal self-reflection on what they have achieved and to figure out their problems in teaching. The result of the study shows that the teaching practice program helped the pre-service teacher to develop their teaching performance by getting the feedback from the supervisor. The students’ ability to plan a lesson was improved week by week. They knew how to structure the lesson and write good lesson plan. In explaining the lesson, some common problems located on their pronunciation and grammar skills. Some also needed to know the way to manage and engage the students, and to close the lesson. The Pre-service teachers were able to use various media but they need to have better preparation to use them. In term of method used, CA, GTM, and ALM were commons method used by the students to teach various topics/ skills.
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Akhavan, Nancy, and Nichole Walsh. "Cognitive Apprenticeship Learning Approach in K-8 Writing Instruction: A Case Study." Journal of Education and Learning 9, no. 3 (2020): 123. http://dx.doi.org/10.5539/jel.v9n3p123.
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This article explains a mixed methods study utilizing multiple cases in which answers to the question of how cognitive learning theory can influence instruction that maintains the central role that teachers have in the classroom, responding to students’ learning needs as they work on authentic tasks. The researcher investigated the responses of teachers to training around a model of instruction incorporating cognitive learning theory. What emerged from the inquiry was a model of instruction based on cognitive apprenticeship titled Cognitive Apprenticeship Learning Approach (CALA). This paper outlines the analysis of CALA based on the fidelity of teachers implementing carefully constructed instruction to apprentice students in writing based on teacher observations and data on student writing after attending targeted professional development. The data were collected from a group of 132 classroom teachers spanning the grades of transitional kindergarten through eighth grade. One consistent finding is that instruction based on a lesson design that focuses on cognitive apprenticeship increases students’ ability to write in the early grades. The cross-case analysis revealed that teachers wanted to collaborate with peers or a coach so that it would be easier to write the lessons, and they would know which lessons were stronger than others. The analysis also revealed that teachers felt the CALA training increased their ability to teach writing and that their students’ writing had improved overall.
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King, LaGarrett J. "Interpreting Black History: Toward a Black History Framework for Teacher Education." Urban Education 54, no. 3 (2018): 368–96. http://dx.doi.org/10.1177/0042085918756716.
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I argue in this article that a close examination of preservice teachers’ Black history knowledge is needed to possibly improve curricular and instructional approaches of Black education. Seven preservice teachers were studied and asked to write Black history narratives to ascertain how they interpreted Black history. I analyzed these responses through a Black history framework that combined aspects of diaspora literacy, historical consciousness, and Black Critical race theory. Findings indicate preservice teachers held both critical and noncritical Black history knowledge. Implications are given to teacher educators to find out how to effectively gauge Black history as a heuristic for diversity education.
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Jost, Karen. "Rebuttal: Why High-School Writing Teachers Should Not Write, Revisited." English Journal 79, no. 5 (1990): 32. http://dx.doi.org/10.2307/818368.
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BFN, Brian McAuliffe, Shirlee R. Jellum, et al. "The Round Table: Should Writing Teachers Write? The Conversation Continues." English Journal 80, no. 3 (1991): 78. http://dx.doi.org/10.2307/819561.
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Yow, Jan A. "Mathematics Autobiographies." Mathematics Teacher 106, no. 1 (2012): 80. http://dx.doi.org/10.5951/mathteacher.106.1.0080.
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Mathematics anxiety among students and their parents has been documented for years (Fiore 1999; Jackson and Leffingwell 1999). As a classroom teacher, I saw it often in the eyes of my students on the first day of class. Now, as a mathematics teacher educator, I see a passion for mathematics in the eyes of my preservice teachers. How students feel about mathematics makes a difference in how they will learn and how they will teach (Hembree 1990). As a result of research and my own experience, the first assignment that I give students each year is to write a mathematics autobiography. In addition, I ask their parents to write a letter that introduces me to their son or daughter.
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Spiyak, Gayatri Chakravorty. "How Do We Write, Now?" PMLA/Publications of the Modern Language Association of America 133, no. 1 (2018): 166–70. http://dx.doi.org/10.1632/pmla.2018.133.1.166.
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How do we write, now? since i am writing for the pages of the publications of the modern language association of america, I presume the “we” here describes teachers of literature in the United States. I, outside in that “we,” think that most of us write, for a variety of reasons, with the presumed inclusion of “the global South” in our audience; although I also have the feeling that a lot of us, folks that I do not really know, ignore this requirement altogether. Geraldine Heng's important work has made us aware of this absence in the study of the literature of the Middle Ages. From the early modern era on, however, progressive writing does have this cultural requirement.
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Whitehead, Karsonya Wise. "Rethinking Meridians." Meridians 19, S1 (2020): 548–58. http://dx.doi.org/10.1215/15366936-8566418.
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Abstract Alice Walker in her book, In Search of Our Mothers’ Garden, notes that when you write the book you want to read, you are both pointing and following your “direction of vision.” As a writer and a Black feminist scholar, the author understood this to mean that she needed to craft the tools that would help her to do her work. Rethinking Meridians is the critical knowledge project, the tool, that she wanted to have in her hand when she was a classroom teacher. Consisting of articles and lesson plans, the special issue was designed as a disruption tool that would inspire teachers and students to transcend the notion of the classroom as a static, constrained, and unliberated space. By using the lens of transdisciplinarity, Rethinking Meridians examines Black feminist theory as a teaching tool and a pedagogical practice that challenges teachers to connect the work across disciplines and beyond them.
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Xiyao, Li. "Teachers Everywhere Write to Us Solving the Problem of Teachers' Salary Arrears Brooks No Delay." Chinese Education & Society 30, no. 2 (1997): 94–96. http://dx.doi.org/10.2753/ced1061-1932300294.
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