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What headteachers need to know about teaching and learning
Abstract
Over the last quarter of a century, the emphasis on accountability for student learning outcomes, and the findings from effective schools research, have served to draw attention to the role of heads as educational leaders. At the same time, the growing complexity of the role of the school head has meant that they have often been diverted into other roles associated with the running of the school and have had less time to devote to the core business of schools, namely teaching and learning. With the emergence of the knowledge society it is likely that schools will come under constant pressure to find ways of improving learning outcomes for all students, and headteachers will be expected to provide the leadership required to bring about the needed transformation. This paper briefly considers what heads need to know about teaching and learning to be effective educational leaders. The discussion is structured around three key roles of school leaders, namely:
... The advent of the constructivist approach in education (Kirschner et al., 2006;Rowe, 2006;Westwood, 2008) ...
... Minimizes the load, breaks tasks down into manageable steps (Westwood, 2008) Gives learner autonomy and control over the choice of subject matter, pace of learning, and learning methods (Gibbs, 1992) Based on lecture notes, handouts, and audio-visual media prepared in advance Incorporates more student input and ideas, enables students to show initiative Presents important concepts and organized, and meaningful manner (Heath, 2014) Increases critical thinking skills in students (Heath, 2014) "Robs" students of active engagement Koschmann, 1996) High demands on learners' information processing capabilities, in particular on working memory (overload) (Kirschner et al., 2006) Assumes that everyone shares similar prior knowledge (Porcaro, 2011) Does not assume similar background knowledge among students (Westwood, 2008) Considering that the author has been adopting a more instructivist approach in the past to and student involvement in the course, the decision was taken to attempt applying a more constructivist approach in the classroom of a RM course taught with a particular focus on experiential learning. There are several models of experiential learning introduced by researchers such as Lewin (1951), Dewey (1958), Friere (1970, Kolb (1984), Perry (1999), and Moon (2004). ...
... Minimizes the load, breaks tasks down into manageable steps (Westwood, 2008) Gives learner autonomy and control over the choice of subject matter, pace of learning, and learning methods (Gibbs, 1992) Based on lecture notes, handouts, and audio-visual media prepared in advance Incorporates more student input and ideas, enables students to show initiative Presents important concepts and organized, and meaningful manner (Heath, 2014) Increases critical thinking skills in students (Heath, 2014) "Robs" students of active engagement Koschmann, 1996) High demands on learners' information processing capabilities, in particular on working memory (overload) (Kirschner et al., 2006) Assumes that everyone shares similar prior knowledge (Porcaro, 2011) Does not assume similar background knowledge among students (Westwood, 2008) Considering that the author has been adopting a more instructivist approach in the past to and student involvement in the course, the decision was taken to attempt applying a more constructivist approach in the classroom of a RM course taught with a particular focus on experiential learning. There are several models of experiential learning introduced by researchers such as Lewin (1951), Dewey (1958), Friere (1970, Kolb (1984), Perry (1999), and Moon (2004). ...
This volume contains a selection of nineteen articles that focus on skills and strategies for advancing English language teacher education in several contexts where English is taught to speakers of other language. The volume focuses on the teachers and learners as the prime participants in the learning process. The papers selected for inclusion represent the diverse backgrounds, experiences, and research interests of EFL educators and showcase contribution that document theory, research and pedagogy. The volume comprises six sections:
Teacher Education and Professional Development; Young Learners; Testing and Assessment; Teaching of Writing Skills; Context-Specific Issues in EFL; and Teaching, Learning, and Pedagogy
... Leaders define a vision and set direction by converting said vision into achievable goals (Day & Sammons, 2013;Gurr, Drysdale & Mulford, 2010;Hallinger, 2003;Hill, 2002;Hattie, 2011;Kotter, 2001;Leithwood & Riehl, 2003;Leithwood, Tomlinson, & Genge, 1996;Leithwood et al., 2006;Leithwood, Seashore Louis, Anderson & Wahlstrom, 2004;Mulford & Silins, 2003;Murphy, 1990;'Wallace Foundation', 2013). A successful vision is clearly articulated (Gurr, 2008), and sets high performance expectations that are grounded in achievement (Leithwood & Riehl, 2003;Hill, 2002). ...
... Leaders define a vision and set direction by converting said vision into achievable goals (Day & Sammons, 2013;Gurr, Drysdale & Mulford, 2010;Hallinger, 2003;Hill, 2002;Hattie, 2011;Kotter, 2001;Leithwood & Riehl, 2003;Leithwood, Tomlinson, & Genge, 1996;Leithwood et al., 2006;Leithwood, Seashore Louis, Anderson & Wahlstrom, 2004;Mulford & Silins, 2003;Murphy, 1990;'Wallace Foundation', 2013). A successful vision is clearly articulated (Gurr, 2008), and sets high performance expectations that are grounded in achievement (Leithwood & Riehl, 2003;Hill, 2002). Effective principals prioritise objectives and values, which helps teachers, students and support staff understand what is important (Day & Sammons, 2013). ...
... To act on a vision, an organisation's staff need to have a shared belief in the vision, believe it can be achieved, and see structural and cultural evidence that senior leadership are also committed to the vision (Day & Sammons, 2013;Hill, 2002;Kotter, 2001;Leithwood & Riehl, 2003;'Wallace Foundation', 2013in Mendels, 2012. To achieve a great vision, the staff and students must trust management and each other (Hill, 2002). ...
... This idea also mentioned the role of the classroom teacher and he added that the teacher could do modelling and give examples to ensure effectiveness of a feedback activity. Furthermore, Westwood (2008) advised the classroom teacher has to provide appropriate modelling and demonstration so his or her students can mimic. ...
... Finally, as this study provides the feedback training for the students, the researchers also take the ideas of ; Rollinson (2005); Westwood (2008) and Kroll (2001) to guide the training. They said the classroom teacher needs to carefully design the peer feedback procedure, provide students with sufficient training, and adjust the training procedure according to their own teaching contexts. ...
Writing is one of the four important skills in learning a foreign language. However, most high school students find it uneasy to write due to many different both objective and subjective reasons. Finding effective solutions to this problem is always appreciated. This study, therefore, hopes to investigate whether peer feedback has any positive effect on this group's writing performance. In order to support this investigation, the authors attempted to deploy a writing teaching strategy using peer feedback as the main instrument to foster students' ability to write their paragraph. Two groups of the participants were recruited: 37 control students and 39 experimental ones in a high school in a rural district in Vietnam. After six weeks of intervention with this strategy, most students in the experimental group were awarded a better score than their counterparts in the control groups in general. The authors applied a 10-scale rating rubric with three paragraph rating domains to measure their paragraph writing performance. Then, the authors also made an attempt to see the experimental students' attitudes towards peer feedback after their application in class and they were satisfied with it afterwards. It revealed that overall they showed positive attitudes towards peer feedback.
... They also develop their four skills naturally, namely listening, speaking, reading and writing (Sheppard & Stoller, 1995). Also, Blank (1997), Harwell (1997), Dickinson et al. (1998), andWestwood (2008) claim that PBL learners mainly put into practice their higher-order thinking skills in order to investigate, plan, judge, examine, make decisions, draw conclusions, synthesize and evaluate their projects on the basis of real-life issues. PBL encourages communication and collaboration because they are two essential elements that help learners to find solutions to various real-life issues. ...
... and "do."; (2) helps students to learn and put into practice their skills in problem solving, communication, and self-management; (3) fosters the development of the mind in relation to lifelong learning, social responsibility, and personal or career achievement; (4) includes curriculum areas, thematic teaching, and civic issues; (5) assesses the product and skills performance using the same criteria used in the professional world; therefore, accountability, aim setting, and improved performance are stimulated; (6) builds constructive interactions and collaborative partnerships between different groups of learners; (7) responds to learners' needs, taking into account their skill levels and their style of learning; and (8) boosts uninterested learners' engagement and motivation. Westwood (2008) suggests that the project approach is beneficial, and it can be integrated into the curriculum for some reasons: ...
Educational institutions all around the world are presently concerned by the introduction of critical thinking and project pedagogy into education. The Algerian educational system is not exempt from that global concern. The evidence, in this case, is clearly stated in the first, second and third-year secondary school English syllabuses. All of them stipulate that English teaching involves the acquisition of linguistic and communicative competencies and the development of a critical mind (MNE, 2006a, 2005c & d). In this context, the present study aims to examine the extent of implementation of project work pedagogy for the enhancement of critical thinking in the secondary-school English classes as recommended by the Ministry of National Education and to explore the role of the third-year secondary school syllabus, the accompanying document and the textbook in nurturing critical thinking. It also investigates whether the current classroom practices embrace a diverse range of active learning and problem-solving strategies and tasks that increase learners' involvement in high-quality discussions and develop their critical thinking skills. For the collection of data, the study has employed a mixed methods research approach in which a variety of data collection tools were used and directed to only a sample of research subjects so as to narrow the scope of the study: (a) questionnaires were handed both to third-year English teachers to identify their attitudes towards critical thinking and project work and to learners to investigate their opinions on English class projects; (b) classroom observation sessions were organized to observe the classroom practices; (c) a sample experiment was conducted to identify the impact of project work in fostering critical thinking; and (d) a sample analysis of the third-year English textbook and syllabus was done to find out whether they embed the core principles of project-based pedagogy and critical thinking. The results of the data analysis of the above-mentioned tools revealed that EFL teachers were reasonably knowledgeable but lacked professional development training on classroom practices, and EFL learners were interested but not motivated to do projects because of inadequate classroom practices such as the lack of active learning strategies and the predominance of the teacher-centredness approach in classrooms. Within this context, the study highlights the importance of project work in fostering and enhancing critical thinking by using the syllabus and the textbook, which are substantially project based. If they were used methodically, they could help teachers implement the Project-Based Learning approach properly and thus enhance learners’ critical thinking. To that end, and since this research is evidence-based rather than content-based, its implications could be generalized to benefit teachers and policymakers and thus help our learners to enhance their higher-order skills and be critical thinkers capable of overcoming the 21st-century challenges to succeed not only in the workplace but also in life.
... There are a lot of advantages of PBL which can improve students' skills in the learning process. According to Westwood (2008), there are some advantages in applying PBL. First, students can improve their collaborative learning and team working skills through PBL. ...
... Since this project is one of the implementations of PBL model, there are some statements which support the finding. This is similar to Westwood's (2008) opinion which stated that through PBL, students can improve their team working and collaborative learning skills. It happens because they have to work together with their friends in a group to produce good results. ...
English Fun Fair is one of the implementation models in Project-Based Learning (PBL) which involves learning through various tasks and collaborative learning. Particularly, the project was implemented in Speaking for Social Purposes classes at an English Language Education Program, at a private university in Central Java, Indonesia. The study aimed to investigate students' perceptions of the influence of English Fun Fair which consisted of the benefits and challenges of the project. The participants of the study were fifty (50) students from 2016, 2017, and 2018 Academic Year who had taken Speaking for Social Purposes course and had done English Fun Fair. To gain data more deeply, the researchers used a qualitative method. The instruments used were open-ended questionnaires and semi-structured interviews. In the questionnaires, the participants answered some questions related to this study. After that, as a follow-up of the answers in the questionnaires, the researcher did interviews. Besides that, the data showed that improving speaking skills was the most dominant benefit mentioned by the participants. However, problems in speaking skills also became a challenge which they experienced a lot. Expectantly, the findings from this study can give views for EFL teachers about the benefits of this project and for EFL students can develop their speaking and other skills.
... Besides that, it will also help students to find solutions to problems that exist in the real world through critical thinking skills. Learning with a problembased leaning approach provides students the opportunity to learn to solve problems in real life (Westwood, 2008). Thus learning will be more meaningful. ...
... In addition, problem based learning has several advantages, including encouraging self-direction in the learning process, preparing students to think critically and analytically, empowering students to identify, find and use appropriate resources, the problems studied are closely related to the real world and motivate. students, active involvement in integrating information and skills in expressing ideas or opinions, improve communication skills and social skills necessary for cooperation and teamwork (Westwood, 2008). ...
This study aims to develop interactive multimedia based on problem-based learning and to find out its effectiveness against increasing critical thinking skills. This research uses a Research and Development approach. The research data was obtained through the media validation sheet instrument by experts and the critical thinking skills test instrument. Data analysis in this study used the independent t-test. Based on the results of the media validation test by the expert shows that the interactive multimedia that has been developed has the criteria of "Good". Then the product effectiveness test results using the independent t-test showed that interactive multimedia based on problem-based learning proved to be able to improve critical thinking skills in students. The results of this discovery have implications in learning, namely to improve critical thinking skills in students, it can be done by using interactive multimedia based on problem-based learning.
... They search for meaning in the task and integration of task aspects into a whole.‖ This also confirms Westwood's (2008) argument that student-centred teaching strategies are necessary to empower learners with great autonomy and to establish collaborative work with others. ...
... These findingsuphold Cummins' (2007) report that a learner-centered pedagogy raises student achievement, promotes democratic classrooms, complex thinking, joint production, and meets student communication goals. The results are also in congruence withWestwood's (2008) argument that student-centred teaching strategies are necessary to empower learners with great autonomy and to establish collaborative work with others.It also emerged from the study that non-participatory techniques (i.e. dictation and lecturing) were perceived: as boring; tiring; to have had restricted learning from tutors only and not from fellow students; and to have reduced the spirit of team work. ...
... Metode ceramah konvensional dilakukan dengan menggunakan media Power Point (PPT), sedangkan metode SCL dilakukan dengan tiga cara. Yang pertama adalah Small Group Discussion, yaitu membuat rancangan bahan diskusi berupa tema atau materi dan penjelasan aturan diskusi, yang kedua adalah Cooperative Learning, yaitu menyiapkan suatu masalah atau kasus untuk didiskusikan oleh mahasiswa secara berkelompok, ketiga adalah Project-Based Learning, yaitu merancang suatu tugas proyek terkait dengan penerapan Enterprise Architecture perusahaan menggunakan berbagai framework yang ada (Westwood P., 2008;Suryo S.K., 2018;Sayyidatul, E. P. R., Nurissaidah, U., Dwi, R., 2018;Talizaro, T., 2018;Yahdi, S., 2018). ...
... Metode SCL memberikan kontribusi besar terhadap kemampuan mahasiswa, baik dari sisi teori maupun keahlian soft skill (Westwood P., 2008). Akan tetapi, penerapan metode ini memunculkan banyak kendala terutama dalam kelas besar. ...
... For a particular teaching method to be appropriate and efficient it has to be in relation with the characteristics of the learner and the type of learning it is supposed to bring about. Suggestions are there to design and selection of teaching methods must take into account not only the nature of the subject matter but also how students learn (Westwood, 2008). Teaching methods are an important aspect of teaching and learning: determine the activities of teachers and students, the quality of the teaching process, implicitly sending a message about what teaching is, how children learn, what knowledge is. ...
This study covered nineteen senior secondary schools in the Northern region of Sierra Leone. The study is aimed at assessing the comparative attainment of pupils in single-sex and co-educational schools. A desk study of secondary data wherein documents and records relating to appropriate data sources were studied to obtain background information on co-education and chemistry attainment. A sample size of eight hundred and fifty seven (857) pupils from nineteen (19) senior secondary schools in the Northern regions of Sierra Leone who sat to the chemistry papers in the WASSCE of 2019. The study revealed that the proportions of credit and above in chemistry for boys and girls in single-sex schools are significantly higher than those of their counterparts in co-educational schools, and that the proportion of bare pass for boys is higher than that of girls, irrespective of whether the pupils are in single-sex or co-educational schools. Girls should do better as well as boys in chemistry if given the opportunity to do it and if provided with adequate motivation.
... In this teaching method, students are passive and do not acquire new information and knowledge themselves, but the information is transmitted to them by the teacher, in which case their learning is superficial, and the material is forgotten after a short time. In the inclusive teaching method, learners, besides learning the subjects, are taught independent study skills, work and partnership with others, also learn to create knowledge through original resources, etc. (Westwood, 2017). Therefore, according to this teaching method, learners are active in the educational process and acquire information and build new knowledge, in which case the material learned by them becomes part of their existence. ...
p class="Normal1">English language teaching in virtual environment the selection of effective and appropriate teaching methods according to the characteristics and capabilities of this type of education is one of the problems that teachers face. In reviewing and analyzing teaching methods in virtual education can help teachers to adopt effective teaching methods. This paper using descriptive-analytical method and using library resources, first the terms synonymous with virtual education and the time of origin of this type of education are presented. Then, the definitions of virtual education, methods of providing virtual education and the necessity of virtual education are discussed, and then some effective teaching methods in English virtual education are stated and analyzed and concludes with the advantages and disadvantages of virtual education. Virtual education can be considered as a kind of lifelong learning that focuses on the learner and among the effective and inclusive teaching methods in this type of training that is useful for teaching English can be problem solving, online discussion, small online groups and methods constructivism pointed out. It can be said that by using special methods, it is possible to teach English better through virtual education.</p
... PBL is considered as a learninng strategy organized with many various projects (Thomas, 2000), (Larmer, Markam, & Ravitz, 2003), (Bell, 2010). In reality, through PBL activities students can express their own ideas, adapt new knowledge in various real situations, reflect and give their assessment on their own learning strategy by working in collaborative teams with authentic tasks and learn how to solve problems on real life (Westwood, 2008). Blumenfeld, et al., (1998) claims that if the implementation of PBL in classrooms is successful, students will be motivated highly and fully engaged to the classroom activities. ...
On a global scale, educational institutions are continuing to evolve the practice of teaching to provide the necessary skills and competencies for a modern world. There is widespread educational interest in adopting more experiential and collaboratively oriented pedagogies or what we term Experiential and Collaborative Learning (ECL). We use the term ECL as an overarching concept to capture a number of educational approaches or models, such as PBL, Inquiry-Based Learning or Reflective Practice-Based Learning. Despite the surge of interest in such educational approaches, assessment methods are still primarily based on a competitive and summative expression with a strong association to grading. Learning processes based on ECL are characterised by a responsive nature, which challenges the existing assessment methods. As learning processes change from something stationary to something that dynamically changes through analytical and reflective processes, it affects the way we assess learning outcomes. Therefore, there is a need for developing a new perspective on assessment activities to ensure that teaching methods applied for, e.g. PBL,
are aligned with proper assessment methods. Also, the methods used for assessment can accommodate a focus on both process and elements of content. In this conceptual paper, we present a theoretical model for approaching authentic assessment with a specific focus on ECL based teaching.
... Various teaching methods (such as direct instruction, interactive whole class teaching, student-centered approaches [90]) can be supported or even completely managed by the use of AR/VR applications (e.g., a dancing tutor [91]). Each facet of the proposed taxonomy, except production technology, has impact on a teaching method employed by the educator: ...
This paper presents and analyses existing taxonomies of virtual and augmented reality and demonstrates knowledge gaps and mixed terminology which may cause confusion among educators, researchers, and developers. Several such occasions of confusion are presented. A methodology is presented to construct a taxonomy of virtual reality and augmented reality applications based on a combination of: a faceted analysis approach for the overall design of the taxonomy; an existing taxonomy of educational objectives to derive the educational purpose; an information systems analysis to establish important facets of the taxonomy; and two systematic mapping studies to identify categories within each facet. Based on the methodology a new taxonomy is proposed and implications of its facets and their combinations are demonstrated. The taxonomy focuses on technology used to provide the virtual or augmented reality as well as the content presented to the user, including the type of gamification and how it is operated. It also takes into account a large number of devices and approaches developed throughout the years and for multiple industries, and proposes and develops a way to categorize them in order to clarify communication between researchers, developers as well as educators. Use of the taxonomy and implications of choices made during theirits development is then demonstrated ion two case studies, a virtual reality chemical plant for use in chemical engineering education and an augmented reality dog for veterinary education.
... Dalam kaitannya dengan upaya pengembangan kemampuan metakognisi siswa, berbagai metode yang lebih berorientasi kepada siswa (student-centered methods) direkomendasikan untuk digunakan. Metode yang dimaksud adalah student-centred approaches, inquiry-based methods, discovery learning, problem-based learning, project-based learning, resourse-based learning, dan computerassisted learning (Westwood, 2008). Dalam Kurikulum 2013, Pemerintah Indonesia merekomendasikan penggunaan pendekatan ilmiah (scientific approach), yang meliputi lima langkah: mengamati, menanya, mengumpulkan informasi, menalar/mengasosiasi, dan mengomunikasikan. ...
... In that case, students can be involved in varied activities engagement, demonstration, presentation, memorization, or a mixture of activities. However, the determination of usage of a method and activities depends on the subject matter and nature of students and their way of learning (Westwood, 2008), and needed to be creative. ...
Nowadays, demands are growing for outcome-based and transferable learning, particularly in higher education. Being the terminal formal schooling, it needs facilitation of pupils’ achievement of problem-solving skills for real-life by teachers. To this end, this qualitative research employs a case study approach, which is suitable to test an event with small samples, and a phenomenological method to analyze respondents’ perceptions and activities thematically and descriptively to assess changes. In-depth interviews, focus group discussions, and class observations are used to collect data from two selected colleges to examine the extent of professional development and methodological shift in teaching as effects of training to include active learning strategies for better learning outcomes. The data though reveals that the selected flagship training program offers a bunch of pedagogical methods (not need-based) to imbibe, yet reject the idea that the nationally arranged training remains a successful effort to increase trainees’ knowledge, skills, and polish attitudes except disseminating a few concepts superficially. Moreover, trainees lack the motivation to shift their teaching habits and are unconvinced that the application of these newly learned strategies will transform anything. Likewise, they are discontented about training contents and unenthusiastic in consort with unfavorable opinions about training procedures and trainers to some extent. Therefore, the results suggest limited or no significant professional development and modification in teaching practice, rather teachers continue conventional teacher-centered method, and the effort stays insufficient, extraneous, ‘fragmented’, and ‘intellectually superficial’. Additionally, at the colleges, large class size, inappropriate sitting arrangement, pervasive traditionality, absenteeism, and other analogous challenges limited them to change their practice. Considering all these, this study suggests that alternations should be initiated at a micro (teachers & college) and macro-level (training providers & policymakers) to offer tailor-made, autonomous, and need-based training. Last but not the least, this endeavor is limited by being entirely qualitative with a small sample size and not eliciting the views of any of the trainers and policymakers and which can be an indication of points of departure for future study.
... Selain itu, kemampuan berkomunikasi pada kelas eksperimen yang lebih tinggi pada daripada kelas kontrol, juga didukung oleh Westwood (2008) yang menyatakan bahwa salah satu kelebihan dari model pembelajaran Problem Based Learning adalah meningkatkan kemampuan berkomunikasi dan sosial peserta didik. ...
This research aimed to examine the effectiveness of the implementation of Problem-based Learning with brainwriting method based on food diversification problem toward students' critical thinking and communication skills. This was a quasi-experimental research using a non-equivalent pretest posttest control group design, which involved two classes of 10 th-grade student that selected by cluster random sampling, in a public high school at Bantul regency, Special Region of Yogyakarta. One class was managed as the experimental group, and another one was as the control group. The data of critical thinking skill were collected using an essay test instrument which analysed using the Mann-Whitney U test, while communication skill data were collected through an observation protocol and analysed descriptively. The findings of this research revealed that the Problem-based Learning instruction with brainwriting method was significantly more effective in developing students' critical thinking and communication skills, as Mann-Whitney U test supported this result (p=0.00) as well as the descriptive analysis of the average scores of the skills. With this significance, Problem-based learning with the brainwriting method can be used as an example of a model and enrich the learning model implemented by teachers. These results are further discussed in this paper.
... 5 describes active learning techniques transform the passivity of a traditional lecture-based large class into a student-centered learning environment, capitalize on the diversity of the student population and reduce reliance on the lecture and professor as conveyer of all knowledge. 6 reports working in groups not only increases students' active participation, it also encourages social skill development, enhances communication and increases independence. But it's also important to make distinctions about group discussion and discussion in groups. ...
This research aimed to know the application of Active Learning Activities in Students' Speaking Ability. The result of this research can be as a reference to the students in improving their speaking ability and help lecturer to become creative in teaching and make the students engaged in learning English. This research used pre-experimental method. The population of the research was the second semester students of English Department Faculty of Teacher Training and Education of Universitas Bosowa Makassar in 2017/2018 academic year which consisted of one class. In conducting the research, the researcher used total sampling technique because there is only one class of the second semester students. The data collection was done by using speaking test (pre-test and posttest). The results of the research and discussion that obtained by the researcher at Universitas Bosowa Makassar that there is improvement of students' speaking ability through Active Learning Activities. It can be concluded that the Active Learning Activities are effective to improve students' speaking ability at the Second Semester
... It was assumed that teaching methods and techniques may play the most important role in shaping students' creativity [14]. A teaching method was defined as a systematically and intentionally used way of working with students to complete the planned educational goals [49,50]. Didactic forms are the organizational aspect of teaching, which unlike teaching methods, involve the way teachers and students work. ...
Called the competence of the 21st century, creativity is one of the key competencies for sustainable development. There is no fixed path to achieve sustainability and it is subject to human creativity. However, integrated development of both is surely an under-researched topic. Creative thinking and creative problem solving should be a necessary and significant component of modern sustainable education. Students must learn to associate creativity with sustainability. Helping them understand sustainability by exposing them to the sustainable development goals (SDGs) and designing new creations that honor the planetary boundaries is crucial. The paper focuses on developing creativity by Polish teachers who work with adolescents. The assumption was that creativity can be developed using certain didactic methods and forms. The objective of the study was to explore and to describe which didactic methods and forms teachers use to shape the competence of creativity in students. The teachers took part in a survey and were asked what methods and forms they use to develop creativity in their students. The sample consisted of 337 teachers from the Małopolska region. The results of the analyses show that teachers use only a few of the methods recommended to facilitate creativity, which may lead to a low level of this competence among the students. They also use the most common didactic forms, which may not support the development of creativity competences. Moreover, the research results show that there are several factors, such as the teacher’s seniority and the location of the school, which determine the choice of individual teaching methods.
... Besides, there are clearly no opportunities to develop or to reinforce cross-curricular skills such as communication, collaboration, problem solving, critical thinking, and creativity (Larsen, 2008;Westwood, 2008). These same so-called 21 st century skills were emphasized by Bloom's taxonomy in the 1950's as higher order thinking processes that should be covered by any curriculum. ...
It is unquestionable that English–Arabic translation is increasingly becoming a topic of much concern over time. This paper highlights the problems that are likely to be encountered in English–Arabic translation of linguistic terminologies. In effect, it is important to understand and master the terms used in a given field in order to undergo effectively a research. Yet while some languages such as French or English have no problems with terms, Arabic has been confronted with the issue of how linguistic terminologies could be translated? As a matter of fact, many linguistic terms have been translated in different ways throughout the Arab world. For instance, the concept “linguistics” is translated: الألسنية - علم اللغة - فقه اللغة - -اللسانيات … In a sense, this problem is, primarily, due to the lack of coordination between Arab scholars, linguists and translators, and the sole solution to this dilemma is to unify these terminologies and extend their use amongst researchers.
... Besides, there are clearly no opportunities to develop or to reinforce cross-curricular skills such as communication, collaboration, problem solving, critical thinking, and creativity (Larsen, 2008;Westwood, 2008). These same so-called 21 st century skills were emphasized by Bloom's taxonomy in the 1950's as higher order thinking processes that should be covered by any curriculum. ...
The study aimed at investigating the effect of using educational games in teaching English language on the
achievement and motivation of fourth students in public and private schools in Al- Karak Directorate of Education-
Jordan. The researchers used an achievement test and a questionnaire to gather data about the effect of using
educational games in teaching English language and about students’ motivation. The validity and reliability of
the study instruments (pre-test-post-test, questionnaire) were verified. The sample of the study is comprised of
(160) male and female students from fourth graders in public and private schools in Al- Karak Directorate of
Education. The findings of the study indicated that there was statistically significant difference (α≤0.05) after
applying the educational games strategy. The results showed the superiority of the experimental group over the
control group, with the mean scores of (23.22 and 18.88) for both groups respectively. So Games strategy has a
good effect on improving the achievement of students. Furthermore, at the front of motivation toward learning
English Language, results revealed that the attitudes of the experimental group are more positive than their
counterparts at the control group, with mean scores of (3.27 and 2.39) respectively. Thus, it can be concluded
that teaching English language by using educational games could enhance the learners' motivation through a rich
environment with fun and enjoyment. In the light of the results of the study, several recommendations were
suggested, for instance; the Ministry of Education should give educational games a special attention in the
curriculum through developing class activities that include educational games at the end of each unit and
developing a guide for teachers to explain the use of educational games in classrooms.
Keywords: Educational games, academic achievement, motivation.
Introduction
... Besides, there are clearly no opportunities to develop or to reinforce cross-curricular skills such as communication, collaboration, problem solving, critical thinking, and creativity (Larsen, 2008;Westwood, 2008). These same so-called 21 st century skills were emphasized by Bloom's taxonomy in the 1950's as higher order thinking processes that should be covered by any curriculum. ...
Abstract
The study aimed at identifying the appropriateness of the general and specific outcomes for the 10th grade
English language curriculum, and to identify any statically significant differences in teachers' perspectives related
to the variables of gender, experience and the interaction between them. The sample of the study was consisted of
(300) English language teachers (170) female and (130) male teachers. To achieve the goals of the study, a 53-
items questionnaire was developed based on the learning outcomes items approved and adopted officially by
Jordanian Ministry of Education to evaluate learning outcomes included in the tenth grade English language
curriculum in Jordan from English language teachers' perspective. Results indicated the general outcomes were
at a medium level of appropriateness, while it was with a high level of appropriateness for the specific outcomes.
Results also indicated statistically significant differences at α ≤ 0.05 in the teachers’ estimations towards the
general outcomes that could be attributed to the variable of experience and these differences were in favor of
teachers with less than 5 years’ of experience, and statistically significant differences at in the teachers’
estimations toward the specific outcomes attributed to the variable of gender in favor of female teachers.
Keywords: Learning Outcomes, Specific Outcomes, General Outcomes, English Language Teachers' Perspective.
... This statement is supported by some studies before. The steps that are used for learning activity based on discovery learning is generally can make students explore acquire a deeper understanding of the world because rather than just memorizing the concept, they discover it by themselves (Westwood, 2008). Based on Großmann and Wilde (2019), in their research about discovery learning, they found that students who worked with guided discovery had higher conceptual and procedural knowledge than the other who is not. ...
In education, "Industrial Revolution 4.0" refers to utilizing technology to present students with complex situations that will develop their critical thinking and problem-solving skills. The use of technology in the science curriculum should be designed according to established learning models. This study aimed to investigate the effect of implementing a discovery learning model, supported by the Solar System Scope computer application, on the ability of students to master essential concepts. This research used a One-Group Pre-test-Post-test design. Participants were 31 7th-grade students at one school in Bandung, Indonesia. The results showed a medium enhancement of concept mastery in students from pre-test to post-test (N-Gain=0.48). No gender difference in outcomes after the implementation of discovery learning with the Solar System Scope application was found. Based on these results, discovery learning supported by the Solar System Scope application could be an alternative teaching approach to enhance students' skills in mastering concepts.
... It has been suggested that the selection and design of TMs must take into account not only the nature of the subject matter but also how students learn [14]. ...
Evolution of creative thinking of future elementary school teachers to enhance the formation of skills in order to design a learning process by selecting an appropriate teaching method has not yet been adequately evaluated. It is important to select a well-designed method which might be a key to achieve the goal. The present study aimed to analyse the formation of future elementary school teachers' ability to select a teaching method in the traditional system of general didactic training in Ukraine, which has not been reported previously. Three hundred and eighty-seven students were enrolled and three groups were established: group 1 (2 nd year), group 2 (3 rd year), and group 3 (5 th year). The questions and scales were designed and the interview, as well as theoretical and practical tasks, were performed accordingly. The results indicated that students in groups 1 and 2 obtained a higher score in knowledge task compared to group 3. In addition, the level of knowledge in group 3 decreased while the skill level increased. The results of our study highlight that the refreshing didactical knowledge during teaching practice courses for future elementary teachers was neglected.
... This method is very potential to improve critical thinking, because each learning syntax contains activities that can stimulate each indicator of critical thinking skills. The syntax of the GDL in question is (1) stimulus; (2) identification of problems; (3) collecting data; (4) analyze data; (5) verification; and (6) conclude (Shah, 2014;Westwood, 2008;& Markaban, 2006). ...
Abstrak Penelitian ini bertujuan untuk menguji efektivitas metode pembelajaran penemuan terbimbing menggunakan pendekatan kontekstual dalam hal keterampilan berpikir kritis siswa SMP. Jenis penelitian yang digunakan adalah eksperimen semu. Populasi dalam penelitian ini adalah semua siswa kelas VIII Sekolah Menengah Atas di Kecamatan Kontukowuna, Kabupaten Muna, Sulawesi Tenggara pada tahun 2016/2017. Pengumpulan data diperoleh melalui penyediaan empat item pertanyaan instrumen tes keterampilan berpikir kritis, di mana setiap pertanyaan mewakili indikator kemampuan berpikir kritis dan lembar observasi pelaksanaan pembelajaran. Hasil penelitian dianalisis menggunakan uji t satu sampel. Temuan menunjukkan bahwa nilai uji t 2,719> (t_0,05,27) = 2,0518, yang dapat disimpulkan bahwa metode pembelajaran penemuan terbimbing efektif dalam hal kemampuan berpikir kritis siswa SMP. Hasil ini didukung oleh peningkatan rata-rata pretest 27,66 ke posttest 76,00 yang lebih tinggi dari kriteria penguasaan mengajar minimum (KKM) dari 70. Abstract This study aimed to test the effectiveness of guided discovery learning method using a contextual approach in terms of students' critical thinking skills of SMP. Type of research used was quasi experiment. Population in this research was all VIII grader students of Senior High School in sub-district Kontukowuna, Muna districts, Southeast Sulawesi in 2016/2017. Data collection was obtained through the provision of four items of question of critical thinking skills test instrumen, where each question represents an indicator of critical thinking ability and observation sheet of learning implementation. Research result was analyzed using one sample t test. The findings showed that t test value 2,719> (t_0.05,27) = 2.0518, which can be concluded that the guided discovery learning method was effective in terms of the critical thinking ability of junior high school students. This result was supported by the increase of average of pretest 27.66 to posttest 76.00 which was higher than the minimum teaching mastery criteria (KKM) of 70.
... Thus a shift of focus in the teaching methodology is needed, and using PBL becomes a must. PBL, as a student centred approach, helps engineering students become independent learners (Thomas, 2000;Westwood, 2008) since they should no longer be considered as passive recipients of knowledge. Instead, they are supposed to have reached a maturational stage where they can be involved in the language learning process purposefully. ...
... При використанні дидактичної або конструктивістської педагогіки можуть використовуватися мультипедагогічні методи. Вествуд (Westwood, 2008:16) 93 вважає, що не існує єдиного методу навчання, який можна використовувати для всіх предметів або для досягнення всіх освітніх цілей. ...
... Endraswara (2005) stated that literary learning at every level of education should be oriented to foster student appreciation. It is in line with Westwood (2008) that the aim of literary learning will be more appropriate when it is directed at fostering the students' appreciation of literature. ...
This research aims at decribing the process of literature learning at a senior high school in the academic year of 2019/2020. This study is a descriptive qualitative research with the subjects are a teacher of literature and 15 students of the tenth grade at SMA Muhammadiyah Pangkep. The instruments for collecting data are observation result, interview result, and documentation. The research results showed that the goals of literature learning were well-achieved, indicated by the students' capability in appreciating literary works and expressing the appreciation in the form of poems and short stories. The success in learning literature was marked by the increase of the students' reading interest, their frequently browsing of articles on both literary and non-literary materials from various websites, and their work products in the form of poetry. The achievement of those students was caused by the effort applied by the teacher, namely supporting students in developing their creativity on literary activities, either inside or outside school hours, such as short story writing contest, poetry writing contest, poetry reading contest, and drama performance.
English is one of the compulsory subjects taught in Indonesia. Nowadays, Information, Communication, and Technology (ICT) have affected to many aspects of human life including the education. Teaching English has various methods and one of the effective ways is using a mobile phone. This research used Duolingo Application as the object of this research because it used as the most popular learning application media among the students. Its features are supported with colorful and interesting graphics also it is free and easy to use. The purpose of this study was to examine how the implementation of Duolingo can improve the students' vocabulary mastery. The design of this study was descriptive quantitative involved the students from grade 10th of Senior High School Wangon, in the academic year of 2021-2022. The sample was from 33 students of X IPA 4 and 9 students from an intra-school students’ organization. The research instrument was a questionnaire to answer the research questions. The result was expected to provide information and help both of the teachers and students in developing the English practice in a handy form. Based on the data collected, most of the correspondences agreed that Duolingo can help students to improve vocabulary mastery.
A Proposed Strategy to Achieve Self Autonomy for the management of public Secondary Schools in Egypt
Prof. Salah El Din Abdel Aziz Ghoneim
The school self autonomy or self-management is considered as an approach to manage the school in a decentralized way. The main objective is to delegate the decision-making authority for the school, i.e. to turn the school into a unit for decision-making and taking according to the objectives and responsibilities of the school, and in line also with the needs of students and the community. All individuals have the right to participate in decision-making process. Thought moved in the field of self-autonomy from democratic participation and emphasize the need for schools to be more open to their communities during the eighties of the last century to the effective management of government finances in the nineties of the same century, and then it moved to improve the quality of education in the current decade. Through the above researcher finds that there is an urgent need to do a study on the autonomy and quality of management, which suits him, as well as to identify obstacles to achieve autonomy for the management of the school high school in Egypt, as well as know the experience and international expertise in the application of autonomy in school, also known as the proposals and requirements necessary provided in the management of public high school in Egypt to achieve its autonomy, all in an attempt to put the features of a proposed strategy to achieve autonomy for the management of public high school in Egypt. The field study applied on a sample of school leaders in Public secondary schools (principal – headmaster- deputy principal) reached 329 people, spread over five governorates, some of which apply decentralization in education, such as Fayoum, Ismailia and others are included in the framework of applying such experience, such as Cairo, Sharqiya and Assiut, and thus has been selected a sample of educational leaders (General Manager / Director of Education - Education management Agent - Director of secondary Education - department heads of secondary education) in the same governorates selected, it reach …View full abstract
This review aims to analyse the results of individual studies examining the effect of the active learning approach on students’ attitudes towards course by meta‐analysis method, also expose the impact of various study characteristics on this effect. As a result of the literature review carried out for this purpose, 144 studies (158 effect sizes) that meet the inclusion criteria were included in the meta‐analysis. The result of the analysis by using the random‐effects model indicated a moderate overall effect size for the effectiveness of active learning on attitudes towards the course (g = 0.757). This reveals that active learning is more effective on students’ attitudes towards the course than traditional lecture‐based methods. According to the analyses made to detect publication bias, it was determined that there was no publication bias in the meta‐analysis. Moreover, moderator analyses were conducted for ten possible moderator variables. The moderator analyses indicated that the effect of active learning on attitudes towards the course moderated only by a variable, the developer of the scale. The sub‐group analysis of scale developers revealed a strong effect for the studies in which the scale was developed by the research author (g = 1.159) and a moderate effect for the studies in which the scale was developed by another researcher(s) (g = 0.661).
Cyber-physical systems (CPS) are increasingly used in manufacturing, transportation, health, and other industries. To develop these complex interdisciplinary systems, highly qualified CPS engineers are required who possess sound engineering knowledge and excellent transferable skills. Academic institutions offer a range of modules and curricula to teach CPS engineering. However, the literature reports a gap between expectations of industry and competencies of CPS graduates. To close this gap, this paper introduces and describes a holistic educational framework (T-CHAT) for teaching CPS engineering at the module level. To evaluate this framework, two use cases were analysed by conducting self-perception surveys and semi-structured interviews with students. Descriptive statistics and t-tests were calculated for the survey data. Interviews were coded and analysed using a General Inductive Approach. The analysis results were discussed by the comparison of the T-CHAT implementations in these two use cases.
The social contradiction between creative (generating) essence of the historical man and cognitive (adaptive) essence of the sociocultural man forms the basis of the research. The scientific-psychological aspect of this problem represents the contradiction between the ability to act on the basis of the appropriated norms, samples and rules of the man as a product of traditional education and the modern society necessity of the man capable to make norm, samples and rules self-independently. As means of the problem solution the new type of educational technologies based not on the mecha-nism of assignment but the mechanism of generation is offered. The importance of research consists in the fact that the modern sociohistorical situation differs radically from the previous ones. The difference means, that social development is sharply accelerated now. The new educational systems are of great necessity at present such as systems turned not to the past (that is based on the assignment and reproduction of previous social experience) but to the future (that is based on generation of new social experience). Such reorientation is possible only as a result of education reorganisation from consuming past social experience to generating new social experi-ence. Creative method (method of creative experiment). In its basis there is a structure of creative dialogue, as the result of which the students in a problem situation generate new meanings (knowledge), which reveal new possibilities and present psychological means of new abilities designing. Solution of a traditional education selectivity problem. The technology of new possibilities designing represents the method of all the students without any exception self-development process organization. The result of self-development is designing meanings (new possibilities) as means of new abilities gen-eration. Other results of experimental education are: ability to self-development; positive dynamics of educa-tional motivation and self-determination of students; system knowledge designed by students, their "theoretical" (general) character; essential reduction of time of education as a result of qualitative change of its results. Key words: creative education, cognitive education, development, self-development.
Este libro es producto del programa de Investigación en Innovación Educativa, que patrocina el Instituto Antioqueño de Investigación y que desarrolla el grupo de investigación Universus. Está estructurado por capítulos que los investigadores han ido editando a medida que progresan en el programa. Cada uno se enfoca en alguno de los aspectos que se debería incluir en una agenda de trabajo orientada a revolucionar el sistema de educación. El lector podrá darse cuenta de que el contenido se relaciona de forma incremental, partiendo desde algunas conceptualizaciones, luego se presenta recomendaciones para el cambio y se finaliza describiendo los resultados de su aplicación experimental.
Penelitian ini dilakukan untuk mengetahui upaya optimalisasi pendekatan guided discovery learning untuk meningkatkan self-confi dence siswa. Jenis penelitian ini merupakan penelitian tindakan berdasarkan model Kemmis dan McTaggart. Penelitian ini dilaksanakan terhadap 28 siswa kelas VII di level sekolah menengah pertama. Pengambilan data dilakukan dengan angket self-confi dence dengan pengisian skala likert 1-5 sebelum dan setelah tindakan. Butir pernyataan pada angket merupakan penjabaran dari lima aspek self-confi dence, yaitu keyakinan terhadap kemampuan matematis, keyakinan terhadap matematika, sikap optimis, rasional dan realistik, serta ketegasan dalam tindakan. Untuk mengetahui tingkat self-confi dence siswa melalui pendekatan guided discovery learning. Teknik analisis data menggunakan persentase dari rata-rata hasil skor kumulatif pada setiap siklus. Tindakan dengan pendekatan guided discovery learning dilakukan secara bersiklus hingga mencapai peningkatkan self-confidence siswa kelas VII. Hasil penelitian menunjukkan bahwa pendekatan guided discovery learning dapat meningkatkan self-confi dence siswa kelas VII dengan optimalisasi pada setiap langkah pembelajaran. Di samping itu, adanya peran guru sangat penting dalam meyakinkan siswa terhadap langkah-langkah penyelesaian melalui cross-check/evaluation sesuai kaidah penyelesaian. Kata kunci: self-confi dence, guided discovery learning, matematika OPTIMIZATION GUIDED DISCOVERY LEARNING TO IMPROVE STUDENTS' SELF-CONFIDENCE IN MATHEMATICS LEARNING Abstract This study was conducted to optimize the guided discovery learning approach to increase students' self-confi dence. This study is an action research based on the Kemmis and McTaggart model. This study was conducted on 28 grade VII students at the junior high school level. The data were collected using a self-confi dence questionnaire in a Likert scale of 1-5 before and after the implementation. The statement items in the questionnaire describe fi ve aspects of self-confi dence, namely belief in mathematical abilities, belief in mathematics, optimism, rational and realistic attitudes, and assertiveness in action. Then, to determine the level of student self-confi dence, the guided discovery learning approach was used. The data analysis technique used a percentage of the average cumulative score in each cycle. The action with the guided discovery learning approach was carried out on a cycle basis to achieve an increase in self-confi dence of class VII students. The results show that the guided discovery learning approach could increase the self-confi dence of class VII students by optimizing each step of the learning. In addition, teacher's role is crucial in convincing students of the steps for completion through cross-check/evaluation according to the rules of completion.
Aim
To compare two educational approaches to reduce low back pain in nurses.
Design
A community randomized controlled clinical trial.
Methods
Data were collected with two interventions and a control arm between August 2018 and January 2019. Participants were recruited from three hospitals. Hospital 1 received an in‐person educational programme, Hospital 2 received via the website and Hospital 3 received nothing. Statistical analysis was carried out with a follow‐up of 3 and 6 months.
Results
A total of 180 female nurses with low back pain participated in the study. Dimensions of the quality of life improved over 3 and 6 months, pain and disability decreased over 3 months in both intervention groups and over 6 months in the social media group.
Conclusion
Two educational approaches can be effective in decreasing pain, disability and improving quality of life. However, the findings suggest that the social media approach was more successful over the long‐term and might be a better way to present the programme.
p>In learning English as a foreign language, where learners are separated logistically and psychologically from the target culture, motivation plays a critical role and it is one of the main determining factor in a second/foreign language learning achievement. Motivation is defined as some kind of internal drive which pushes someone to do things in order to achieve something and to achieve success, someone needs to be motivated.Motivation is distinguished into different kinds, such as integrative and instrumental, intrinsic and extrinsic, global, situational and task. However, the most widely cited distinction of motivation is between intrinsic and extrinsic motivation.In the field of language learning, motivation is sometimes distinguished from orientation. As an ideal for self-determined behavior, the intrinsic motivation is considered to be more powerful than extrinsic motivationin the success of learning a language, however, most of learning activities which the language learners do are initiated and driven by extrinsic motivation.There are three areas – goalsand goal setting, learning environment, and interesting classes – in which the language teachers could directly influence the language learners’ motivation and their continuing participation in the classroom. Providing positive feedback and enhancing the autonomous learning are among important means to increase the learners’ motivation. In addition, emphasizing two forms of positive extrinsic motivation – identificationand integration, while minimizing two forms of negative extrinsic motivation – external regulation and introjection could boost the intrinsic motivation of the learners. </p
‘CATERPILLARS AND CATALYSTS’ follows the journey into literacy of one of four young children whose case studies formed a major part of a PhD research study. Using the metaphor of the hungry caterpillar, the author traces the effect on writing development of a pedagogy privileging drama and puppetry, supported by explicit phonics teaching. The context was a Queensland school in the inaugural year of Preparatory schooling, 2007. The findings of the study, in relation to children's development, included a strong motivation and persistence in writing within dramatic play and real-life contexts, as well as a sense of agency as capable writers. The implications of the research were that dramatic pedagogies may assist teachers to provide an authentic and balanced approach to introducing the alphabetic symbol system, giving it meaning and relevance in young children's lives.ood education and care (ECEC) it is understood in
This article reports the final findings of a narrative study that aimed at analyzing the pedagogical incidence and epistemological reconfigurations on their own teaching-learning process of an L2 that arises from the writing of autobiographies, written by teachers in bilingualism and education in a public university in Tuluá, Colombia. The present study starts from the recognition that these autobiographies, as a valuable resource in qualitative research, become a starting point when describing contributions, beliefs, personal knowledge, and changes that people have experienced as a consequence of the experience in learning processes of English as a foreign language. All this is based on a research project where second -semester students of that master's degree wrote their own language learning stories, which was used as a data collection instrument. The results showed some repetitive and coincidental elements in the autobiographies referring to teachers' teaching methods, model teacher's influence, economic factors and the life project, affective factors, academic performance in the language, among others, which were categorized. It is concluded that these narratives become an essential element to exhibit human activity and the various facts that can have an effect on raising awareness about their own teaching-learning process of an L2 and how it influences their
current processes as teachers in different contexts.
Beginning teachers are routinely critiqued as part of the preparation for professional teaching. This study endeavored to determine the extent of readiness of beginning teachers for future authentic teaching jobs. The beginning students were the graduating BBTE students of the Polytechnic University of the Philippines Sto Tomas Batangas Branch. Fifty-six (56) critic teachers from various secondary schools of the provinces of Batangas and Laguna participated in the study. Observation Form was used as the main data gathering instrument. Mean and ranking were used as statistical tools in analyzing the data collected. The study reveals that the aspiring teachers are now geared up to become members of the teaching profession. Winning personality, well composed poise, unwavering self-control, effectual speaking voice, inspiring enthusiasm, vitality to teach, and classroom management skills are highly manifested among the beginning teachers. Noticeable among the beginning teachers are their intellectual curiosity, ability to make lessons more relevant and pragmatic, facility to elicit information from students, and ability to rationalize well fundamentally important themes. Moreover, the students of beginning teachers exhibited remarkable interest and concentration on discussed subject matter and participated actively during the class discussion but with ample self-restraint.
Undergraduate business students (N = 307) reported their learning preferences from a list of 18 instructional methods commonly used by college of business educators. Data were also collected on academic and demographic characteristics. Exploratory factor analysis of student preferences for instructional methods identified five learning styles: “social learning, independent learning, experiential learning, traditional learning, and gaming.” A k-means clustering procedure used the five factors to create a typology of five student groups: “hands-on learners, open-minded learners, resistant learners, interactive gamers, and conventional learners.” When profiled using other student characteristics, the results help provide educators with insights into student’s instructional method preferences.
The principal as leader who has the role to support and facilitate the needs of teachers in teaching activities. When the principal's role can be carried out properly, it will have an impact on the teaching efficacy of teachers. This study examines the effect of instructional leadership on the teaching self-efficacy of teachers by taking a sample of 147 teachers. Data analysis techniques using regression analysis. The results showed that instructional leadership had a significant effect on the teaching self-efficacy despite its low effect. As a recommendation, school principals as instructional leaders in improving teaching efficacy should not only be equipped with pedagogical knowledge, but must also be strengthened by knowledge school management capabilities..
Every Teacher in Management Education today has captivated a unique method of educating students. They try to create a culture of creativity that reflects in positive learning in the classroom. They think beyond traditional ways to make their class lessons more meaningful. These are all the qualities which personify a teacher with entrepreneurial skills and in education term it can be known as Teacherpreneur. In course of writing this article we have defined Teacherpreneur “Teacherpreneur is the one who tries to amalgamate the teaching with innovative ideas and entrepreneurial leadership which enables them to acquire a distinct place in the world of Education.” We are of the belief that moving forward in Management Education Teacherpreneur is the one to survive with the mounting expectation of students. The faculty accord that Teacherpreneur in Management Education has marked effect on Teaching, Career and Life in general.
Penelitian ini bertujuan untuk mendeskripsikan perbedaan keefektifan guided discovery meggunakan pendekatan kontekstual dan konvensional ditinjau dari kemampuan berpikir kritis, prestasi belajar, dan self-efficacy matematika siswa SMP. Jenis penelitian ini adalah quasi-experiment dengan pretest-posttest nonequivalent group design. Populasi dalam penelitian ini adalah siswa kelas VIII SMP Negeri di Kontukowun, kabupaten Muna dan kelas VIII-1 dan Kelas VIII-2 dipilih secara acak sebagai sampel. Untuk mengetahui keefektifan guided discovery menggunakan pendekatan kontekstual dan konvensional menggunakan uji one sample t-test, sedangkan untuk perbedaan keefektifan metode pembelajaran menggunakan uji two group manova. Jika terdapat perbedaan maka dilanjutkan dengan uji perbandingan menggunakan independent sample t-test. Hasilnya menunjukkan bahwa guided discovery menggunakan pendekatan kontekstual efektif ditinjau dari kemampuan berpikir kritis, prestasi belajar, dan self-efficacy; metode konvensional tidak efektif ditinjau dari kemampuan berpikir kritis, prestasi belajar, dan self-efficacy; dan guided discovery menggunakan pendekatan kontekstual lebih efektif dibandingkan konvensional ditinjau dari kemampuan berpikir kritis, prestasi belajar, dan self-efficacy. The effectiveness of guided discovery using the contextual approach in terms of critical thinking ability, achievement, and self-efficacyAbstractThe aim of the study aims to describe the effectiveness of guided discovery using the contextual approach in terms of critical thinking ability, learning achievement and self-efficacy in the mathematics of junior high school students. The study was quasi-experiment with pretest-posttest nonequivalent group design method. The population in this research was all 8th-grade students from one public junior high school in Kontukowuna, Muna Regency, Indonesia and class VIII-1 and VIII-2 were randomly selected as a sample. One sample t-test was used to determine the effectiveness of the guided discovery using the contextual approach and the conventional method. Whereas, two groups of Manova was used to know the difference between the learning methods. Then, if the result showed there is a significant difference between the two classes, the independent sample t-test was administered. Result of the study indicates that the guided discovery using the contextual approach is effective in terms of critical thinking ability, learning achievement, and self-efficacy; the conventional method is not effective in terms of critical thinking ability, learning achievement, and self-efficacy; and the guided discovery using contextual approach is more effective than conventional in terms of critical thinking ability, learning achievement, and self-efficacy.
Penelitian ini bertujuan untuk mendeskripsikan keefektifan model pembelajaran kooperatif tipe Student Teams-Achievement Divisions (STAD) dan Team-Assisted Individualization (TAI) dalam pendekatan penemuan terbimbing pada materi bangun ruang sisi datar ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan kepercayaan diri siswa, dan membandingkan keefektifan antara kedua model pembelajaran tersebut. Penelitian ini merupakan penelitian eksperimen semu. Populasi mencakup seluruh siswa kelas VIII SMP Negeri 11 Yogyakarta dan sampel diambil dua kelas secara acak dari 4 kelas yang ada. Analisis univariat dengan statistik uji one sample t-test dan uji paired sample t test pada taraf signifikansi 5% dilakukan untuk menguji keefektifaan model pembelajaran. Uji Multivariat Analysis of Variance (MANOVA) dilakukan untuk membandingkan keefektifaan kedua model pembelajaran. Hasil penelitian menunjukkan bahwa model pembelajaran kooperatif tipe STAD dan TAI dalam pendekatan penemuan terbimbing pada materi bangun ruang sisi datar masing-masing efektif ditinjau dari ketiga variabel terikat. Hasil penelitian juga menunjukkan bahwa terdapat perbedaan signifikan prestasi belajar dan kemampuan berpikir kritis antara kelompok model pembelajaran kooperatif tipe STAD dan TAI, namun tidak terdapat perbedaan signifikan jika ditinjau dari kepercayaan diri siswa. Cooperative learning using a guided discovery approach viewed from the learning achievement, critical thinking ability, and self-confidenceAbstractThis study aimed to describe the effectiveness of the cooperative learning model of Student Teams-Achievement Divisions (STAD) and Team-Assisted Individualization (TAI) types using the guided discovery approach in learning polyhedra viewed from the learning achievement, critical thinking ability, and self-confidence of the students, and compare the effectiveness of both learning models. This study was quasi-experimental. The research population comprised four classes of eighth-grade students of SMP Negeri 11 (Junior High School) in Yogyakarta, Indonesia and the sample of two classes was established randomly from the four classes. Univariate analysis with statistical one-sample t-test and paired sample t-test at a significance level of 5% was carried out to test the effectiveness of the learning model. The Multivariate Analysis of Variance (MANOVA) test was performed to compare the effectiveness of the two learning models. The results showed that the cooperative learning model of STAD and TAI types using the guided discovery approach on the material of polyhedra respectively effective in terms of the three dependent variables. The results also showed that there were significant differences in learning achievement and critical thinking skills between the cooperative learning model of STAD and TAI types groups, but there were no significant differences in terms of students’ self-confidence.
Abstract
This research aimed to validate the screening checklist for the students with learning
difficulties in the subject of mathematics at primary level in the public schools. Students of the
5th class constituted the population for the study. Simple random sampling technique was used
to select the sample from population. Cronbach’s Aplha Reliability of the screening checklist
was .87. Pearson correlation coefficient for the concurrent validity was .91. There was a
significant difference among the low and high achievers.
Keywords: Learning difficulties, screening checklist, concurrent validity, content validity, reliability
This paper attempts to describe confused term of strategy and method learning. The key term in the field of education, especially in aspect learning, are approach , model, strategy, method, and technology. The five words have a conceptual distinction and two other terms cause confusion, i.e.: strategies and methods. Diversity and confusion of these terms occur both in learning practice and in the study of the theory. This study shows that the existence of the phenomenon of the use of the strategies and methods term that are relatively loose and even they are used interchangeable. There is no agreement in the literature that examined on applicative relationship between the two terms above. It was further confirmed that both terms have the same meaning field. Abstrak Paper ini berusaha mengurai kerancuan istilah strategi dan metode pembelajaran. Istilah kunci dalam bidang pendidikan, khususnya dalam aspek pembelajaran, muncul istilah pendekatan, model, strategi, metode, dan teknik. Kelima istilah tersebut memiliki perbedaan konseptual dan dua istilah yang lain menimbulkan kerancuan, yaitu: strategi dan metode. Keberbedaan dan kerancuan dua istilah tersebut terjadi baik dalam praktik pembelajaran maupun dalam kajian teori. Kajian ini menunjukkan bahwa adanya fenomena penggunaan istilah strategi dan metode yang relatif longgar dan bahkan keduanya digunakan secara saling menggantikan. Istilah metode dan strategi belum disepakati penggunaannya namun memiliki medan pengertian yang sama.
Preparing our schools for the 21st century (pp 117– 42), Alexandria, VA, Association for Supervision and Curriculum Development Murphy The quest for a center: Notes on the state of the profession of educational leadership Mind in society: the development of higher psychological processes
- D In
- Marsh
- V Cole
- John
- S Steiner
- Scribner
- Souberman
In D D Marsh (ed), ASCD Yearbook 1999: Preparing our schools for the 21st century (pp 117– 42), Alexandria, VA, Association for Supervision and Curriculum Development Murphy, J, 1999b, April, The quest for a center: Notes on the state of the profession of educational leadership. Paper presented at the annual meeting of the American Educational Research Association, Montreal Vygotsky, L, 1978, Mind in society: the development of higher psychological processes, (M Cole, V John-Steiner, S Scribner & E Souberman, eds and trans.), Cambridge, MA, Harvard University Press
Family-school links: how do they affect educational outcomes? Developing partnerships: the home, school and community interface Effects on student achievement of teacher practices of parent involvement
- Booth
- J Dunne
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