Journal articles on the topic 'Teacher participation in curriculum planning Victoria'

This study of 65 elementary school teacher candidates enrolled in social studies methods classes examined attitudes toward currently contentious curriculum issues before and after participation in a practicum experience teaching an arts-integrated unit on Africa. These curriculum issues included arts-integrated project-based learning versus narrower skill-based lessons; the importance of creativity, leadership, organizational, and affective skills; and student-centered versus teacher-centered instruction. Attitudes were measured by teacher candidates placing themselves on each of ten continuums between endpoints representing opposing curriculum approaches and responding to open-ended questions. Statistically significant pre-post differences with medium effect sizes occurred on three of the continuums indicating that teacher candidates now placed greater value on arts-integrated curricula to teach social studies content; recognized that choice motivates students; and expressed more enjoyment of planning complex, long-term, student-centered projects. They recognized deep conceptual learning and engagement of elementary school students during the student-centered arts-integrated lessons but noted that the time and effort of complex project work were barriers to implementation. Social studies methods teachers need to involve teacher candidates in field experiences that offer authentic arts- integrated student-centered project work to allow them to adopt curriculum stances not experienced as elementary school students.

This study aims to find out: (1) the implementation of 2013 curriculum in PSPTKR practice planning at Muhammadiyah 1 Bantul Vocational School, (2) the implementation of 2013 curriculum in learning activity of PSPTKR practice at Muhammadiyah 1 Bantul Vocational School, (3) and the 2013 curriculum implementation in learning assessment of PSPTKR practice at Muhammadiyah 1 Bantul Vocational School. This study involved 5 PSPTKR subject teachers and all TKR XI grade students as research subjects. Data taken by questionnaires and interviews. Conclusions obtained from the results of two methods and interpreted according to the indicator criteria. The results showed that the implementation of the 2013 Curriculum on aspects of learning planning was included in the fully implemented category with a percentage of 86.35%. However, there are still weaknesess in the implementation of the 2013 curriculum because teachers have not been maximal in applying the RPP principles. In the aspect of learning implementation, the implementation of the 2013 curriculum was included in the fully implemented category with a percentage of 86.92%, but there were still weaknesses in teacher interactions that were less supportive of student activity and active participation. In the aspect of learning assessment, the implementation of the 2013 Curriculum was included in the fully implemented category with a percentage of 81.43%. However, there are still weaknesses in implementing learning assessment because the teacher has not been maximal in using a variety of assessment methods.

Soft skills encompassing conscientiousness, lifelong learning, communication, creativity, and teamwork are beneficial to success in work and life. The education policy in Nigeria on teacher education stipulates that students should learn basic soft skills at universities as performance improvement tools for teaching, but for the most part teacher education programmes do not include such skills. The aim of the study reported on here was to assess whether the soft skills curriculum and instruction course has been effectively implemented in university teacher education programmes. This course is theory based designed to inculcate soft skills in would-be teachers within 2 semesters. We used paper questionnaires and performed data analysis by way of partial least square structural equation modelling (PLS-SEM) using SmartPLS software in a non-experimental procedure with a total of 722 prospective teachers. The analysis revealed that prospective teachers gained moderate soft skills, which, in turn, benefited them in classroom control and, ultimately, teaching success in terms of lesson planning, development, and results. It is fair to suggest that the PLS-SEM model shows that participation in the curriculum and instruction course generates different kinds of benefits to teachers at the same time.

The objectives of this study are elaboration research areas in the development of educational management at the teacher and educational science faculty. Elaboration of research areas significant for the development of competitiveness study program, and can be references candidates for the topic choices of thesis and dissertation or lecturer research at the teacher and educational science faculty. The study will be done to literature analysis on educational management as a dimension process and substances in education. As a dimension, process management has explored while on planning, organizing, staffing, directing, budgeting, controlling, evaluating, and reporting. Substantial management included the curriculum, student, teacher, staff, money, facilities, and participation in educational management. The organization level can be analyses on global, regional, local, and institutional levels. The organizational function can be analyses on leadership, planning, supervision, communication, decision making, and innovation in the management process. The area's research in educational management has used for institutional innovation and student achievement.

Implementing technological tools in EFL classes has not been easy for language teachers, they often struggle to make class activitiesconsistent with the curriculum, policies, students’ needs and likes and lately, with computer and internet-based ICTs. The problem regularlyis that EFL teachers do not possess the pedagogical and technological knowledge to use technological tools to foster communication andinteraction among students to learn collaboratively. This study deals with a teacher education experience in which tools such as blogs, learningsoftware, e-mail, forums and internet-based tools were used to improve EFL learning and teaching. Data were gathered from the group ofEFL teachers in two phases: the first phase included participants’ planning, discussion, and implementation of a pedagogical project for youngEFL learners; the second phase consisted of the participants’ reporting and evaluating their performance using forums and blogs with theirstudents. The study demonstrated that teacher education experiences are crucial for teacher learning to integrate the use of forums and blogsin the EFL Curriculum. It also showed that the use of blogs and forums requires addressing language pedagogy from a perspective that valuescommunication, collaboration and participation as central elements of learning.

This study aims to determine the implementation of Montesori curriculum management along with the supporting and inhibiting factors for the implementation of Montesori curriculum management in improving the quality of learning in Askara Montesori Kindergarten Kramatjati, East Jakarta. This study uses a descriptive qualitative approach by using data collection methods of observation, interviews and documentation. The data analysis technique stage includes data reduction, data presentation and data verification, while checking the reliability of the data is carried out by extending participation, observing accuracy, triangulation and consulting with supervisors. The results of his research indicate that the implementation of Montesori curriculum management in improving the quality of learning, namely planning includes making a training schedule for teachers, both bringing in experts and attending training outside of making head work plans / annual programs, making supervision guidelines. Then the implementation includes: supervising learning planning including RPPH, RPPM and RPPS, monitoring and evaluating by fostering teachers with motivation. Evaluation includes reporting the results of supervision starting from planning, implementing and evaluating learning, then reporting the results of child development to parents. While the driving factors for change management strategies in improving teacher performance include infrastructure and facilities that include quite complete Montesori tools.

Teachers in elementary schools play a crucial role in educating children about sustainable development. Therefore, the concept of sustainable development is essential for elementary pre-service teachers to be ready for their future careers. This study used the sequential mixed methods design to investigate the relationship between the sustainable development perspectives of elementary pre-service teachers in Southern Vietnam and the current teacher training curriculum. The EDINSOST sustainability questionnaire was distributed to 392 participants in order to measure four dimensions of sustainable development: critical contextualization of knowledge, sustainable use of resources, participation in community processes, and ethics. A set of six interview questions was conducted with eight participants, focused on their understandings of sustainable development and the evaluation of the curriculum on sustainable development. Quantitative findings revealed that elementary pre-service teachers rate moderately on all dimensions; however, the knowledge is slightly higher than the behavior. Moreover, there were variations in perspectives based on pre-service teachers’ grade level and gender. Qualitative findings suggested the lack of sustainable development perspectives amongst pre-service teachers and the gaps in the teacher training curriculums regarding sustainable development. Finally, detailed discussions regarding the implementation of sustainable development in the training curriculum were provided.

Today’s school education is faced with many issues of adolescent behavior and deviation. Several innovations are implemented in order to minimize the negative impact of adolescence, one of them through public school management based on pesantren (SUBP). The purpose of this research to describe the management of the head of the SUBP school is reviewed from the aspects of planning, organizing, actuating, and controlling. This qualitative research method uses the head of school informant, deputy head, SUBP teacher, and student. To obtain data and information, interviews, observations and documentation analysis techniques are used. The findings of this study from the aspect of planning through the integration of the curriculum with local wisdom curriculum basic religius value, on the aspect of organizing the strengthening of character education through the organization of extracurricular activities, and personal organization of character education. The aspect of actuating of character education is internalized with intra-curricular activities and extracurricular activities. Whereas the aspect of controling of character education strengthening is carried out in the form of evaluation by teachers and schools, cultivation, as well as participation of students in religious events

The purpose of the study is to describe the teachers’ stage of concern for the evaluation of primary school innovation and factors affecting teachers’ stage of concern. The approach used in this study was a descriptive study. Data related to factors affecting teachers' stage of concern to the evaluation of primary school curriculum innovation were collected in the form of forum discussion and study of related literature. While data on teacher's stage of concern itself to the evaluation system of primary school curriculum innovation were collected, classified, processed and analyzed by using the norms of the group in the calculation of percentile. The findings of this study were 10 % in a stage of awareness, 14 % in the stage of information; 2 % in the stage of personnel;12 % in the stage of management; 20 % in the stage of consequence;12 % in the stage of collaboration and 20 % in the stage of refocusing. Teachers’ stage of concern to the evaluation of primary school curriculum innovation was low. It was caused by (a) the lack of understanding of primary school teachers on information received, (b) lack of examples and evidence of the benefits of accepted curriculum innovation in school practices, (c) lack of training by trainers in applying new curriculum, (d) so complex in evaluating and (e) the curriculum is continually changing. (f) teacher involvement in implementing program and the training needs (g) adequate time to learn, practice, master and apply what needs to be learned about an curriculum innovation (h) teachers’ commitment to implement the curriculum innovation; (i); principal knowledge of educational change; (j) principals role in carrying out programs; (k) principals' moral support and active participation; (l) collaborative planning by teachers and administrators.

In the new national core curriculum for Finnish preschool and basic education, rationales for supporting pupil participation are framed by the goal of developing school communities by listening to pupils’ perspectives, the social nature of teaching and learning and pupils’ participatory role in planning, implementing and evaluating their own learning. Also in educational literature, listening to pupils’ perspectives is seen as the first step of participation. Framed by these rationales, this article is based on a 6-week-long participatory learning project in one second-grade classroom in Finland. The research group of 8-year-olds included 11 girls and 10 boys. In this study, we used diamond ranking and peer interviews as mediating tools in listening to the pupils’ perspectives. In the article, we describe how a diamond ranking and a peer interview worked as a tool in capturing pupils’ perspectives. Two questions guided the research work: (1) How did diamond ranking and the peer interview work together as a method to improve teacher’s understanding from the pupils’ perspectives? and (2) How did diamond ranking and the peer interview work together as a method to promote pupils’ participation? In this study, the second graders were able to implement diamond ranking. This activity was used as a tool to stimulate pupils’ perspectives that were then captured in peer interviews. The methods provided important information about the pupils and helped the teacher to understand their perspectives. Diamond ranking and peer interviews also revealed information that was not related to pedagogical practices but indicated the sense of relatedness among pupils. In this study, the process of peer interviews was a child-led practice, while the process of diamond ranking activity was teacher-oriented. The method would have served pupils’ participation better if pupils had been more involved in the data collection.

This research aims to discover, develop and prove knowledge, while the specific objective is to disclose and analyse the implementation of tahfiz program, organizational procedures, manpower, infra structure, learning process, result and impact of implementation of Qur’an Tahfiz program in Asshafa Islamic School. This research is an evaluation by using DEM model (Discrepancy Evaluation Model). Data collection is done through observation, interview guidance and documentation. This research instrument is presented by Headmaster of Asshafa Islamic School, Vice Curriculum, Tahfiz Coordinator, Tahfiz Teacher, and School Committee. Data analysis techniques with data reduction (selecting and sorting data), display data, take conclusions and verification. The result of the research can be summarized as follows : (1) The program's conformity with program standards including curriculum, funding, infrastructure, and parental participation is implemented properly, (2) The tahfiz program at Asshafa Islamic Elementary School has been well planned, starting from the annual program, the semester program, scheduling, memorizing targets, to the methods that will be used in learning, (3) The tahfiz program at Asshafa Islamic Elementary School already has a fairly good evaluation system for students, (4) The results of the implementation of the Al-Qur'an tahfiz program at Asshafa Islamic Elementary School are related to the curriculum that is as expected, the principal through the deputy principal in the curriculum field can carry out planning, organizing, supervising, and controlling Tahfiz teachers and students can follow the program well.

This paper describes and interprets how five teachers of high school freshmen defined and made meaning of a change process in which they were involved. The restructuring initiative, which was administratively imposed, involved teaming, interdisciplinary teaching, and block scheduling. The study took place during the 1st year of implementation, 6 months after the team had received the mandate and prepared for the restructuring. The tools of inquiry included the following methods: (a) analysis of three in-depth phenomenological interviews, (b) participation observation, and (c) analyses of documents such as minutes from team meetings and curriculum planning sessions. Although several interrelated themes emerged, uncertainty and doubt became the pervading theme that had a critical and sometimes debilitating effect on the teaching team's ability to move from subject-based to interdisciplinary teaching. This uncertainty and doubt was magnified and perpetuated because of the deficit model utilized to implement the initiative: lack of teacher input into decision to restructure, the school's history of adopting trends, lack of professional development, lack of a written curriculum, lack of administrative leadership, and the pull between loyalty to subject and allegiance to team.

The covid 19 pandemic outbreak continues to occur in various parts of the world including our country so that we immediately conduct a period of adaptation of new habits on all fronts, including the field of PAUD education, so that learning is all done at home. Learning From Home is carried out by parents, but curriculum, planning and assessment are still provided from the school. The purpose of the training is to know the steps that are used as guidelines in Learning From Home for teachers in the event of a pandemic, provide enlightenment and how to apply this method of devotion participatory approach with oriented teacher participation. The first step of the research is to analyze the situation, identification, objectives, problem solving plan, approach, implementation of training and evaluation. As a result of E-Learning From Home, teachers get new insights and enlightenment, teacher skills increase, media in demand in the form of quota-efficient applications, easy to use, accessible on mobile phones, and do not require a large memory. This devotion will be followed up with the dedication of simple animation making in defense for early childhood

English for Specific Purposes (ESP) is an exciting movement in language education. It widens the opportunities for English teachers and researchers to explore the curriculum, course planning and implementation of ESP education. However, there are several problems in teaching ESP. one of the most problems is students’ engagement in the class because they felt learning English unrelated to their major. Therefore, this research concerns to investigate the implementation of Lesson Study in Teaching English for Specific Purposes (ESP) to sharpen the students’ critical thinking. Lesson Study has been a precious motion for recent decades, principally for the sake of teachers’ professional development and students’ critical thinking. This research involved 5 ESP teachers. They acquired equal chance to be a teacher model and observer in the LS process. This research conducted in 2 cycles with three phases; Plan, Do, and See. This research employed observation and document analysis as the tools to collect the data. This Lesson study was implemented into two stages, planning and implementation. However, it can encourage the students to participate actively along the learning process because cycle 1 can provide student’s participation 90% and in cycle 2, 95% of students involved in the learning process.

English for Specific Purposes (ESP) is an exciting movement in language education. It widens the opportunities for English teachers and researchers to explore the curriculum, course planning and implementation of ESP education. However, there are several problems in teaching ESP. one of the most problems is students’ engagement in the class because they felt learning English unrelated to their major. Therefore, this research concerns to investigate the implementation of Lesson Study in Teaching English for Specific Purposes (ESP) to sharpen the students’ critical thinking. Lesson Study has been a precious motion for recent decades, principally for the sake of teachers’ professional development and students’ critical thinking. This research involved 5 ESP teachers. They acquired equal chance to be a teacher model and observer in the LS process. This research conducted in 2 cycles with three phases; Plan, Do, and See. This research employed observation and document analysis as the tools to collect the data. This Lesson study was implemented into two stages, planning and implementation. However, it can encourage the students to participate actively along the learning process because cycle 1 can provide student’s participation 90% and in cycle 2, 95% of students involved in the learning process.

Purpose The purpose of this paper is to explore social studies from the moral perspective of an ethic of care. Care ethics considers not only the cognitive skills but also the affective dimensions of educative experiences for how they might forward an ethical ideal of caring. Design/methodology/approach This case study was conducted in a second-grade classroom at a small, diverse, urban, independent K-8th grade elementary school. Data were gathered from six sources: notes from the participating second-grade teacher’s planning meetings over the course of a two and a half month unit of instruction about genealogy; lesson plans and observation notes; interviews of participating teachers; interviews with participating students; surveys of students; and the second-grade teacher’s reflective journal. The authors took a phenomenological approach to data analysis, examining the entire data set and conducting inductive interpretive coding to identify emergent themes. Findings The authors found that adopting the theoretical perspective of care ethics helped a novice elementary teacher revise his/her approach to social studies instruction. Care ethics led to the teacher coming to see himself/herself as a teacher of care ethics, focusing on dialogue over stories to teach caring in diverse contexts, and highlighting social aspects of the curriculum. The students’ descriptions of their learning indicate that they perceived a larger purpose for their social studies lessons – in this case, participation in social life – and that this perception contributed to their engagement. Research limitations/implications The study was conducted at one school site where the teachers enjoyed the intellectual freedom to infuse new perspectives such as care ethics into their curriculum. More research needs to be done to explore the feasibility of application of these ideas elsewhere. Practical implications Implications include how adopting an ethic of care provides a larger purpose for social studies that may deepen the educative experience, both for the teacher and for the students. Adopting an ethic of care in social studies might help cultivate students’ inclination to act in more caring ways toward one another. Originality/value This paper addresses the overlooked ethical purposes of teaching social studies from a care ethics perspective.

AbstractHuman capital represents for Moldova the basic resource for long-term development. The quality of human resources is largely ensured by the education system. The lack of a systemic approach to changes in education is identified in the National Development Strategy “Moldova 2030” as a causal factor in guaranteeing quality education for all. Artificial separation of training (teaching of academic content) from education is still ongoing. In the context of sustainable development, current topics are taught rather mechanically than practiced. Extensively new and often optional curricula are added, instead of integrating these topics into core disciplines and used as a basis for reviewing barriers between disciplines and applied strategies, so that they become more interactive and more targeted. towards the development of transversal competences.There are imperative models / projects of education oriented towards the attainment of the transdisciplinary and transversal competences, oriented towards a graduate endowed with transdisciplinary competences, formed through the prism of all the studied school disciplines and that allow him the active participation in the social and economic life. Promoting curricular approaches through one-day cross-disciplinary activities (recommended in the national curriculum) requires the extension of the competence of the teachers in the field of interdisciplinary learning. Required: collaborative planning (between teachers from different disciplines / curricular areas / domains), models of educational approach that use Science, Technology, Engineering, Arts and Mathematics (STEAM) as access points for guidance in the learning process, in the context of real life, through transdisciplinarity.In the article are: (a) described the practices of integrating the arts in STEAM education in the USA, (b) identified the prospects for integrating the school disciplines in the curricular arts area into the STEAM education in the primary education level in the Republic of Moldova. STEAM education is an innovative initiative in learning, which supports the development and practice of the skills of students and young people of the century. XXI, considered one of the main trends in world education, practiced in the US and over 10 countries in the EU. The integration of STEAM education models into the Moldovan education system (starting with early education and primary education) can contribute to the effective implementation of educational policies through the regulatory function (targeted by the teleological component) and the strategic function targeted by the content and process components.

Purpose: The purpose of this study is to build a broader framework for Chinese principal leadership and to determine what aspects of principal leadership correlate most highly with school outcomes from the perspectives of both principals and teachers. Method: The data come from a 2013 national student achievement assessment in China comprising 37,749 students in Grade 8 and 9,165 teachers in 613 secondary schools. Adopting Grissom and Loeb’s measurement framework, we use both exploratory and confirmatory factor analyses to examine the structure of principal leadership. Then, a hierarchical linear model is employed to analyze the relationship between principal leadership and five school outcomes, controlling for basic student and teacher demographics and certain school context variables. Findings: We identify many differences and some similarities between China and the United States. We obtain five leadership factors from the principals’ self-rating data (Visibility and Direct Participation, Instruction Organization, Internal Environment Organization, Planning and Personnel, and External Relations) and three leadership factors from the teachers’ rating data (Organization and Management, Instruction and Curriculum, and Visibility and Direct Participation). Regarding student reading achievement and learning efficacy, from both the principals’ and teachers’ perspectives, the most highly correlated aspect is Instruction Organization. For teachers’ occupational stress, job burnout, and teaching efficacy, teachers’ ratings of principal leadership exhibit more significant relationships than does principals’ self-rated leadership. Implications: We explore a broader framework of principal leadership in China. We identify the benefits and analyze alternative views of the indirect effects of principal leadership on students.

<p><em>Everyone from first to the last days of life are included in one or several groups: family, preschool education, preschool group or school, work environment, in social institutions. Currently, Latvian school children going to nursery schools and pre-school groups to educational institutions (schools, learning institutions, etc.) which are registered in the register of educational institutions and licensed early childhood education programs. </em><em>Researching and analyzing the importance of pre-school education, it is important to recognize that early childhood education exercise a certain type of education and the extent to which, in accordance with the concepts and principles of the guidelines are designed curriculum, targeted programs for the acquisition of educational guidance and evaluation system. Educational institution as a complex system, changes in one component affects the other components in the quality and up to date further changes; System prosperity depends on the components of mutual unity: from the planning process, eligibility and conditionality for the development of a clear and purposeful strategy for raising educational institutions.</em><em> </em><em> </em></p><p><em>Educational process - it is all a child's life, organized and managed by an adult. This should ensure the child's teaching and learning, development, education, education as a whole, and where much attention is paid to children's brain development, linking it with the child's active participation. It also set a goal: to study the role of pre-school teacher teaching environment for pre-school institution group of high school.</em><em></em></p><p> </p>

Foreign language basic vocabulary learning for teenagers mostly belongs to verbal information learning, involving a lot of memorization and thus, necessary repetition. However, EFL teachers, particularly in the school observed, fail to pay attention to vocabulary learning at this stage due to limited time, which has resulted in low learning achievement. This action research was focused on developing a framework of media-aided fading repetition of vocabulary learning for purposes of mastery improvement. The research participants were two English language teachers, one teacher educator, and 32 students in a state junior secondary school of a medium ranking and size in Sleman District, Yogyakarta Special Territory, Indonesia. This school was selected considering the transferability of the findings. The study was conducted from January-May 2017 in three planning-action-observation-reflection cycles of repeating the learning of the target vocabulary in the process of developing an appropriate framework of media-aided fading repetition in the existing curriculum implementation. Data were collected through observation and testing. The results were of two types: (1) the intended framework, and (2) improvement in the following aspects: the increasing classroom atmosphere liveliness, students’ greater participation, students’ increasing scores, and the teacher’s awareness of the importance of repetition and variations of activities in vocabulary learning. Keywords: vocabulary, EFL, media-aided descending-ascending repetition

PKBM is currently being developed by various parties, both by the community, social and religious institutions (organizations), or formed by the government, especially the District/City Education Office, District through Community Education Inspectors, even at the Village/Kelurahan level. However, the problems that surround it continue to occur, this is due to the large number of PKBMs that are not established on the basis of the community's need, but are built on the basis of the interest of absorbing government programs only. In addition, PKBM has not really played a role as a facilitator who empowers the community. In fact, there are still many PKBMs that were engineered to encourage people to establish PKBM. The research approach used is qualitative. The data collection method used is the case study method. Data collection techniques used are observation techniques (observations), interview techniques, documentation studies, bibliographic studies (library studies) and participation. Based on the results of research findings, interpretations and discussions, it is concluded that PKBM Management in Fostering Independence of Learning Citizens Package C through Lifeskill Education through the stages of planning, organizing, implementing and evaluating, is not optimal because there are still weaknesses in Sempurna PKBM and Al Hikmah PKBM. Meanwhile, the results of the study indicate that PKBM Management has not been developed fundamentally either based on curriculum theory, national system qualification rules and lifelong learning achievements as the basis for implementing PKBM management which is the basic orientation of implementing life skills education in PKBM. Activities carried out in planning begin with the teacher analyzing KI/KD, syllabus, teacher books and student books. The organization of learning materials is made in balance between the competence of attitudes, knowledge and skills, so that students can master the material theoretically, have an honest attitude, have character, taqwa, be creative and be devoted to both parents. Implementation of the learning process with the steps of learning activities according to the syllabus, teacher's book and lesson plans, including very good qualifications. The problem faced is the availability of PKWU learning time allocation which is only two hours of lessons in one week and the lack of synchrony between education at home and in PKBM. The solution in overcoming these problems is that PKBM makes every effort to fortify students and all elements in PKBM with noble character and positive character of independence through well-programmed habituation and exemplary activities and PKBM strives to continue to develop an independent curriculum based on independence skills, noble character, skilled and have a good future.

Introduction Children who are deafblind have unique educational needs, especially when it comes to developing a foundation for recreation. This foundation includes a well-rounded physical education program. Purpose The purpose of this study was to explore the experiences of adults who are deafblind as they recall their involvement in physical education and transition planning relating to recreation. Methods A panel of experts validated a questionnaire related to participation in physical education, the Individual Education Program (IEP), and transition meetings. Individuals who are deafblind were interviewed at the Seabeck Deafblind Retreat and at the International Deafblind Expo in Orlando, Florida. Data were analyzed by demographics, frequency counts, and qualitative responses to the open-ended questions. Results The study had three major findings: (1) Most participants were involved in their IEP meetings, yet the physical education teacher was not included in these meetings and the need for physical education and accommodations during physical education were not typically addressed. (2) Most participants attended their transition meetings, yet most never discussed recreation or physical activity—let alone how to overcome barriers to their preferred activities. (3) The majority of participants revealed that they are currently not involved in the recreation activities that they want to be. They expressed dissatisfaction with the support they received in the transition process that would have enhanced quality recreation in their lives. Discussion Based on the results presented here, participants were dissatisfied with the lack of physical education teacher involvement with IEP meetings and the limited discussion of recreation and physical activity during transition, which may have caused them to be less prepared for engagement in physical activity and recreation as adults than they might have been if more attention had been paid to these issues. Ensuring that professional preparation programs in both physical education and deafblind education emphasize the importance of modifications to the physical education curriculum as well as involvement of the whole multidisciplinary team in IEP meetings can set the student up for a successful adult life. Last, transition meetings should include the student's preferred recreation and physical activities as well as discuss the barriers to those activities. Including these topics in every transition meeting may help adolescents who are deafblind navigate their preferred recreation activities in their future. Implications for practitioners Training for current interveners and deafblind specialists should include ideas for modification to physical education. In addition, training for physical education teachers should include how to modify activities for children and youths who are deafblind. Transition training programs throughout the United States should include information about the children's recreation interests (inside and outside of the home) as well as how to overcome barriers they may face in accessing those choices.

The problem of low absorption of vocational graduates is allegedly due to a gap between the competencies possessed by students and the needs in the world of work. The participation of the industrial world and the world of work in the learning process in SMK is still low. The general objective of this study is to identify and analyze the implementation of the teaching factory in improving the competence of vocational students. The specific objectives of this study are to determine: (1) planning of the teaching factory; (2) teaching factory organization; (3) implementation of teaching factory; (4) evaluation of teaching factory implementation; (5) partnership in teaching factory implementation; (6) problems and solutions in the implementation of the teaching factory; (7) the results obtained from the implementation of the teaching factory. The theoretical basis uses the management theory of G.R. Terry, and the policy foundation is Presidential Instruction No. 6 of 2016 concerning Vocational Revitalization, where the teaching factory is one of the strategies for implementing Vocational Revitalization. The study used a qualitative approach with descriptive data collection techniques through interviews, observations, and documentation studies. Testing the validity of the data is done through triangulation of sources and triangulation of methods. The results of the study stated that: 1) the planning of the teaching factory in the fields of curriculum, infrastructure and financing had been carried out well, but in the field of human resources it was necessary to plan for teacher competency improvement; 2) the organization of the teaching factory has been carried out well, but it is necessary to make a SOP (Standard Operating Procedure) for activities; 3) The implementation of the teaching factory has been running well, supported by Jobsheet devices, but verification and validation activities are needed for the Jobsheets used; 4) The teaching factory evaluation activities have been going very well; 5) Partnerships in teaching factories have been going well for Lemon Juice, Herbs way and Yoghurt products, but it is necessary to increase the number of industrial partners for other types of products; 6) Solutions to the problem of improving teacher competence are handled through internal internships in teaching factory activities and becoming supervisors for Industrial Work Practices; 7) The results obtained from the teaching factory implementation activities can increase the competence of hard skills and 78.26% of students' soft skills.

This study was the first in sport education to provide a yearlong, in-depth examination of the scaffolding processes used by a teacher during student participation in four consecutive seasons. Given the peer teaching format of the learning activities and curriculum ownership allocated to students, a focus was placed on the preparation of the students in the role of team coaches to conduct instruction in student-centred interactions (active engagement of teammates in problem-solving, discovery, and the construction of knowledge). Twenty-six seventh grade students participated in four consecutive seasons of sport education (basketball, handball, soccer, and volleyball). The research involved four action-research iterative cycles of planning, acting, monitoring, and reflecting. Data collection involved semi-structured interviews with teams and exclusively with the student–coaches, lesson observations, and a field diary kept by the first author, who assumed the role of practitioner–researcher. Findings showed the scaffolding of the student–coaches’ instructional leadership was a non-linear process contingently adjusted in reference to aspects such as student–coaches’ progress in the mastery of instructional processes, the complexity of the domain-specific content, and the nature of the sports. As the student–coaches developed knowledge of content and instruction, they became increasingly self-assisted in the conduct of the learning activities. The ability to use simplified questioning to scaffold teammates’ prior learning experiences, to prompt teammates’ analysis and active discovery of solutions to game problems, and independent adjustment of instruction to the particular context were the key achievements. Specific training is necessary if student–coaches are to engage teammates actively in learning interactions.

The purpose of national education in Law Number 20 of 2003 concerning the National Education System chapter II article 3 emphasizes the aspect of faith and devotion, the second aspect is noble character. However, the practice of education in Indonesia is still not in accordance with the functions and objectives of national education. Pesantren is an appropriate model of education in fostering noble character because students are fully trained and accustomed to filling their sight, hearing and heart with content that is beneficial for their lives. The tahfidz approach is the right approach in fostering noble character because the series of processes in tahfidz activities are able to bring students closer to the Qur'an and Allah. The problem of students' morals is caused by several things including an inappropriate approach, an atmosphere or culture that is not yet supportive, teacher competence, and the lack of adequate human resources for tahfidz teachers. The approach used in this study is a qualitative interactive mode of inquiry approach. The method used is descriptive analytical method with a variety of case studies. While the data collection techniques are observation/observation, participation, interviews, and literature study. The conclusion is that the Pesantren Leader and the team that was formed made a context analysis document as a study in planning. The planning of Islamic religious education in order to foster noble character in the two Islamic boarding schools, namely the Tahfidz Misbahunnur Islamic Boarding School in Cimahi City and the Darul Arqom Muhammadiyah Islamic Boarding School in Garut Regency, is stated in the pesantren curriculum document. The implementation of Islamic religious education management is carried out through the tahfidz approach. The two pesantren set a number of indicators of the success of the Islamic religious education management process in fostering noble character through the tahfidz approach, namely: obedience to Allah and His Messenger, enthusiasm, tolerance, carefulness, thoroughness, compassion, patience and honesty.

Undoubtedly, the basic element of education, which is a social institution and a system, is the teacher. Because the quality and quality of education is directly proportional to the quality of teachers, and a qualified school is required for a qualified education, and a qualified teacher is required for a qualified school. In addition to the qualifications sought in teacher qualifications, another important factor that concerns teachers is job satisfaction. Job satisfaction, which is expressed as the "expression of the employees' decisions regarding their enjoyment of their jobs" or the "attitudes of the employees about their jobs", is basically examined in two dimensions as internal and external satisfaction. Intrinsic satisfaction consists of elements such as success in the job, being accepted or appreciated, and promotion. External satisfaction, on the other hand, consists of matters such as the management and control styles of the institution, working conditions, relations with the managers and people under the management, and salary. While job satisfaction is important for every institution and every employee, it has a different importance for the teachers who are responsible for the task of building the future of the society, and especially for the religious culture and moral knowledge and the vocational course teachers of Imam Hatip High School who teach religion. Because DKAB IHL Vocational Course teachers who cannot provide enough satisfaction from their work; As a result of not being able to convey the issues in the curriculum at the desired level, students will have difficulties in motivating them to acquire the gains in the curriculum, and the rate of converting the knowledge and skills of the students to the desired behavior may decrease. For this reason, it is important and worthy to investigate the job satisfaction levels of religious culture and ethics teachers and Imam Hatip High School vocational course teachers. The aim of this study is to test whether the job satisfaction levels of religious culture and ethics teachers and Imam Hatip High School vocational course teachers working in Çorum show a statistically significant difference according to their demographic characteristics. The universe of the research consists of 484 religious culture and moral knowledge teachers and Imam Hatip High School vocational course teachers working in official schools affiliated to Çorum Provincial Directorate of National Education. Considering the 5% confidence interval and 5% margin of error for the calculation of the sample, the minimum number of samples to represent 484 units, which is the universe of this study, was calculated as 214, when the values replaced on the basis of this formula were taken into account. The research was carried out in March 2022, based on this sample, with the participation of 223 religious culture and moral knowledge and Imam Hatip High School vocational course teachers working in official schools in Çorum. Questionnaire technique, which is one of the quantitative data collection techniques, was used to collect the data needed in the research conducted with the quantitative method. In the first part of the questionnaire, which consists of two parts, there are a total of 6 questions (gender, age, marital status, educational status, type of school, professional seniority) to determine the demographic characteristics of the participating teachers. In order to determine the job satisfaction level of the participants, the second part of the questionnaire includes the Minnesota Job Satisfaction Scale, which was developed by Weiss et al. (1967) and adapted into Turkish by Baycan (1985) for reliability and validity studies. The Cronbach Alpha value of the scale is 0.77. The scale consists of two sub-dimensions as internal and external job satisfaction and a total of 20 items. As a result of the scale, a total score is obtained, and high scores indicate high job satisfaction. According to the research findings, the job satisfaction level of the sample; There are statistically significant differences between "gender in terms of both internal and external satisfaction factors" and "according to the branches they work in terms of internal satisfaction factor". On the other hand, it was observed that "the job satisfaction levels of the sample in terms of internal satisfaction and external satisfaction factor did not differ statistically significantly compared to other demographic characteristics".

Critical thinking skills, often referred to as higher-order cognitive skills, are considered important for the Religious Culture and Ethics Course due to gains such as pupils’ taking responsibility of their own learning, actively constructing knowledge, supporting the development of other high-level thinking skills such as reflective and creative thinking. As students’ critical and inquiring thinking skills increase, they can also develop a number of related skills, such as the ability to explain issues in more detail, evaluate learning topics in relation to their own lives, become aware of different perspectives on problem situations, and question the reliability of information resources. One of the effective approaches for pupils to acquire critical thinking, inquiry and questioning skills is the 'Philosophy for Children' approach, which was developed by Matthew Lipman in the early 1970s’ and has been applied in many countries, for different school subjects since then. The main aim of this approach is to develop students' thinking and reasoning skills through philosophical discussions in the classroom. The 'Philosophy for Children' model stands out as an effective approach in religious education by creating dialogic and collaborative teaching-learning environments, encouraging students to inquire and question, and developing critical and reflective thinking skills. In our country, Religious Culture and Ethics Course curriculum, which highly considers inquiry and questioning in learning, aims to ensure that students learn by making sense of the content and using high-level thinking processes. Instead of a traditional, teacher-centred and rote religious education, it is aimed for students to become learner agents who inquire, question, strive to reach the source of knowledge, and actively construct knowledge. Therefore, Religious Culture and Ethics course requires teachers to use strategies, methods and techniques that enable students to develop and use high-level thinking processes. ‘Philosophy for Children’ approach has also been used in religious education in England and in Islamic religious as well as ethic courses in Malaysia. The studies undertaken in these countries have provided important contributions to students' active participation in the lessons, development of critical thinking and reasoning skills, self-confidence, self-esteem and social relations. This study is a literature review examining the theoretical foundations of the 'Philosophy for Children' approach, its application and evaluation processes, as well as its use in religious education by looking into both international and national literature. The aim of the study is to examine the 'Philosophy for Children' approach, which is thought to be useful in developing effective learning skills such as inquiry, questioning, problem solving and critical thinking related to concepts and problems of religion and morality in the primary and secondary Religious Culture and Ethics Course curriculum. Besides recommendations and implications are made for this course.

Este artículo tiene como finalidad describir críticamente el proceso de negociación del currículum en Educación Física en las etapas de secundaria y bachillerato, poniendo encima de la mesa los problemas que pueden surgir y aportando algunas soluciones para difundir su uso y aumentar de este modo la participación del alumnado en los procesos educativos. Esta propuesta está fundamentada en los resultados obtenidos en un estudio de casos en que participaron dos centros públicos de la Comunidad Valenciana: a) un grupo de 3º de secundaria con 17 alumnos y b), en una segunda fase, un grupo de 1º de bachillerato con 19 alumnos. El estudio, en que participaron los dos profesores de Educación Física, se desarrolló mediante la recolección de datos cualitativos a través de la observación participante y no participante, entrevistas grupales, cuestionarios de respuesta abierta y recopilación de documentación diversa. A la vista de los resultados, se discuten los problemas surgidos y sus soluciones, como: a) el conflicto que puede generar este tipo de iniciativas, que exigen diálogo y transparencia; b) la falta de tiempo para desarrollar oportunamente dichas innovaciones, que requiere dedicarle más sesiones durante el curso; c) el hecho de no poder cerrar la programación al inicio del curso, lo que se solucionaría con un deseado trabajo en grupo de todo el departamento; y, d) la barrera que supone la falta de formación del profesorado a la hora de afrontar este tipo de innovaciones. En conclusión, se demandan investigaciones colaborativas al respecto. Abstract. This paper aims to critically describe the process of negotiating the Physical Education curriculum in Secondary Education and Sixth Form, pointing out the problems that may arise and some solutions in order to spread their use and improve students’ participation in their own education process. This proposal is based on the results of a case study carried out in two state schools of Valencia. In a first stage, a group of Year 10 participated with 17 pupils and, in a second phase, a group of Year 12 participated with 19 students. Also, two Physical Education teachers were involved in the study. It was developed by collecting qualitative data through participant and non-participant observation, group interviews, open-answered questionnaires and gathering of different documents. Based on the results, problems encountered and solutions are discussed, such as: a) conflicts from negotiating since it demands dialogue and transparency; b) time to develop innovations properly, considering that more sessions are required during the school year; c) to submit an initial syllabus planning not closed but accessible to changes, which would demand a collaborative work among teachers; d) or adequate teacher training to deal with this type of innovations, which would be more easily accomplished by getting involved in proposals of collaborative research.

Introduction. The 21st century curriculum focuses on innovative teaching and learning practices, on forming and developing skills that will help the younger generation be successful in their future careers. The learning environment of the 21st century is characterized by a problematic nature, active participation of students in the educational process, students’ construction of their knowledge based on their experience under or without the guidance of a mentor, the change of the role of a teacher from the transfer of knowledge to the process of joint construction of knowledge with a student. Purpose. The aim of the study is to review innovative approaches to teaching and learning; to consider the 21st century skills that will contribute to students’ future successful careers, in general, and the skilled communication, in particular; to analyze students’ learning activities aimed at developing the skills of communication according to the rubrics of the project “Innovative teaching and learning” and the experience of the Cherkasy Bohdan Khmelnytsky National University; to determine the possibilities of the discipline “Profession-Oriented Foreign Language” in relation to the development of the skilled communication of students majoring in “Sports Physiology and Rehabilitation”; to design and analyze types of learning activities while studying profession-oriented foreign language in accordance with the codes of rubrics for the development of the skilled communication of students. Methods. We found out the attitude of the teaching staff of the University to the use of educational forms and methods of work that would promote social skill such as the skilled communication, and the attitude of students to the forms and methods of work that contribute to the development of the skilled communication. 98 representatives of the teaching staff and 109 students of various educational programs and learning stages of Cherkasy Bohdan Khmelnytsky National University took part in the survey. Results. The study of the opinion of the scientific and pedagogical staff and students of Cherkasy National University indicates the awareness of teachers and students of the importance of effective communication skills in various spheres of human life. Most teachers plan learning activities that involve more than one means or type of communication or provide students with a choice of means of communicating their ideas, as well as learning activities that encourage students to explain their ideas, support their ideas with facts or examples. Half of the teachers plan educational activities that are designed for a particular audience. The opinions and beliefs of students mostly confirm the opinion of teachers with minor differences, which may be due to insufficient explanation of the purpose and progress of a particular learning activity. Originality. We consider the possibilities of the discipline “Profession-Oriented Foreign Language” in relation to the formation and development of the skilled communication of students majoring in “Sports Physiology and Rehabilitation”. The analysis of types of learning activities aimed at developing the skilled communication of students in the study of profession-oriented foreign language allowed to develop and distribute some forms and types of education in accordance with the rubrics proposed by the project “Innovative teaching and learning”. Conclusions. Nowadays, the educational sector is characterized by innovative approaches, promoting the formation and development of students’ skills that will help them adapt to modern society and be successful in it. The analysis of types of learning activities in the study of a profession-oriented foreign language shows that this discipline has potential opportunities to develop the skilled communication as it allows to develop and distribute some forms and types of learning according to the rubrics proposed by the “Innovative Teaching and Learning” project.

OBJECTIVES/SPECIFIC AIMS: Our overall goals are: 1. To engage, inform and educate children and families on clinical research and increase their understanding of the goals and process of participation in research studies/clinical trials; 2. To Increase participation of children, especially those who are disproportionately underrepresented, in clinical research in the Western New York region and beyond. METHODS/STUDY POPULATION: The University at Buffalo Clinical Translational Science Institute conducted meetings in schools, community coalitions while holding focus groups with children with chronic conditions and their families and community health workers to identify the general perceptions of research. These conversations then informed the development of a children’s activity book about research. Completed in 2017, our “Sofia Learns about Research” activity book presents research in a non-threatening way by presenting a child with asthma who walks through the process of learning about research, being recruited and participating in research. The book explains basic concepts about research coupled with fun games and the possibility to color. Over 1,000 copies of the activity book have been disseminated to second to fourth graders via afterschool programs, community events, and medical practice waiting rooms. Recipients of the book are directed to short surveys to provide feedback on the book and their perception of research. The parents are also given the option to sign-up for the Buffalo Research Registry in order to be contacted about research opportunities. RESULTS/ANTICIPATED RESULTS: Response has been very positive, with parents and community participants saying “It’s not just a storybook. The activities keep kids entertained while learning new concepts.” In children informally polled via a brief questionnaire pre and post story reading at an afterschool program, there was an increase in those interested in participating in a research study. In a recent event sponsored by the CTSI Community Engagement Core and other UB organizations, a group of fifty children from diverse background colored with enthusiasm several activity pages and obtained stickers for their “Research Passport”. In a recent teacher focus group we learned that the book content may fit the Science Curriculum and plan on reading sessions in inner-city schools after approval from the district. A pilot reading activity in a Montessori program revealed that second grade children were able to understand and complete the activities in the book. We are obtaining further feedback form teachers and parents in order to design simple protocol to be submitted for IRB approval to obtain more formal feed-back and outcomes in future readings. In parents and focus groups several respondents have indicated its relevance to older populations and English-language learners as well. The book has recently been translated into Spanish and Arabic through a partnership with the International Institute of Buffalo, which “welcomes, connects and empowers the foreign born”. Some of the book’s images have been modified in order to be sensitive to the readers’ culture and we are in the process of collaborating with the International Institute to disseminate it to their clients. We are in the initial phase of planning a mobile application which we anticipate will significantly enhance dissemination. DISCUSSION/SIGNIFICANCE OF IMPACT: This presentation will describe the development process, the underpinning concepts and our plans and current progress towards a more formal community and school dissemination and evaluation. This project was made possible by Team Science in that the expertise of a millennial pre-medical student and an anthropologist with high community involvement was coupled with that of a senior clinical translational researcher. Moreover, much research and attention was devoted to the creation of images that are culturally inclusive. To this end, with the exception of the cover page, we have intentionally created the book in black and white so that the child may use his/her imagination and color the way he/she sees the protagonists and the environment. Great attention was devoted to names of the protagonists with the names of the two main characters being among the most common in the world in numerous countries. Also, the book lends itself to a mobile application which will allow the reader to change colors and shapes of the protagonists to fit his/her cultural background. We are in the early planning stages and will share our progress as part of this presentation. We have strived to disseminate the book with a broad approach in our community. This phase is being followed by a more formal dissemination phase via libraries, schools and community events. This part of the project exemplifies the challenge between wanting to disseminate the book broadly while obtaining formal feedback and outcomes in compliance with regulations protecting the anonymity and/or confidentiality of children and families. Therefore for this second phase of dissemination IRB approval is being sought in order to collect more quantitative and qualitative data on the impact of the book. We have already conducted a focus group with teachers to overcome the challenges around informed consent, especially in the public school system. Our initial findings suggest this resource will improve knowledge and perception of research among children and their families. To our knowledge most of the materials explaining research to children are geared to older children and are often sponsored by pharmaceutical companies for a specific trial. If successful, this book can have a profound impact in reaching out to children outside of the research and medical environments, with the ultimate goal of increasing the child’s and family’s willingness to participate in clinical research and clinical trials.

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School-based management is an effort to increase educational creativity. The purpose of this study was to determine the process of planning, implementation, community participation, and supporting factors in the implementation of school-based management. This research use desciptive qualitative approach. Data collection methods are observation, interviews, and documentation. The subjects of this study were the principals and teachers of MTs Islamiyah Sukoharjo. The results showed that the planning process in implementing school-based management involves decisions, vision, mission and goals that are achieved by assessing the strengths, obstacles, opportunities and challenges faced by MTs Islamiyah Sukoharjo. Implementation of school-based management at MTs Islamiyah Sukoharjo by involving the School Committee, RKAM has been made, School Committee participation, and curriculum adjustments. Community participation or school committees have obligations and functions to improve the quality of education in educational units. The school committee supports, provides, motivates, and monitors teacher performance and establishes partnerships with other parties in seeking funding and extracurricular activities. Factors that support and hinder the implementation of school-based management at MTs Islamiyah Sukoharjo. School residents, student guardians, and school committees support the progress of the school. This is evidenced by the school committee who always participates in supporting school programs, and school residents and school committees are always involved in the preparation and implementation of school programs.

Excellent curriculum management will produce excellent quality graduates so that new values and services are continuously created so that human life is more harmonious and sustainable and can become a driving force for society 5.0, a super-intelligent society. SDN 2 Tanjung and SD SILN Kuala Lumpur are excellent schools but have different backgrounds and atmospheres. SDN 2 Tanjung is an Indonesian school located in the country, while SD SILN Kuala Lumpur is abroad. There are striking differences in the background of the atmosphere, so the context in this excellent school research will contain two cases of schools with different backgrounds. This study aims to describe the management of a excellent school curriculum, which will contain two cases. The research used is qualitative with the type of multi-case study. The research instrument is the researcher himself. Data collection using in-depth interviews. Participation observation and documentation. Research respondents use key informants with the snowball sampling technique. The data in this study were collected with guide interviews, observation, and documentation which included curriculum management consisting of planning consisting of 10 items, implementation consisting of 11 items, the assessment system consisting of 6 items, and teacher professional development as curriculum implementer consisting of 2 items. The data analysis technique used the Miles & Huberman (1992) model. The validity of the data used the criteria of credibility, transferability, dependability, and confirmability. The study concludes that the management of the excellent school curriculum at SDN 2 Tanjung is by internalizing culture, while the curriculum management of the SILN Kuala Lumpur Elementary School is by harmonizing the curriculum.

SD Muhammadiyah IV Padang City is an educational institution located at Jln Sawahan No.103, Simpang Haru, Kec. East Padang, Padang City Prov. West Sumatra. Teaching and learning activities at SD Muhammadiyah IV Padang City have used Curriculum 13. The problem with partners raised in this community service program is the lack of maximum knowledge of teachers about Curriculum 13 at partner schools. Constraints that are often experienced by partners are in learning tools, especially in the models and learning media used. In addition, the lack of teacher knowledge by combining Curriculum 13 with learning media. In relation to the main problems that have been mentioned, this program will offer solutions that are expected to solve partner problems.The method used is a participatory approach, which is an approach that is oriented to efforts to increase the participation of teachers directly in making multimedia learning media. The participatory approach in essence can be interpreted as an effort or way to involve teachers in learning activities which include three stages, namely the program planning stage, program implementation and program assessment.The result of this community service program is that partners will have multimedia learning media. In addition, another result is an increase in learning tools in accordance with Curriculum 13. And schools (principals and teachers) can use the media in their respective classes. The results of this service will be published in an accredited national journal. The rest will be teaching materials for MI/SD Social Studies courses at PGMI FAI UMSB Keywords –Media, Learning, Multimedia, Approach, Participatory

Abstract Background With the advancement of information technology, teachers have become able to overcome the limitations of time and room capacity by carrying out teaching activities online. This practice, however, also presents new challenges. The present study explores how to fully capitalize on the advantages of online and offline teaching and improve the quality and impact of the teaching delivered. This article presents an analysis of the planning, implementation, evaluation, and reflection process of reforming the Fujian Medical University (FJMU) medical ethics course. Methods After early attempts using the Small Private Online Course (SPOC) and flipped classroom formats, this paper focuses on the comprehensive active implementation of blended teaching practice. In terms of teaching practice, this research makes targeted improvements to overcome the known shortcomings of SPOCs and flipped classrooms, including the significant preparatory workload and lacking enthusiasm for classroom participation, by redesigning the course and evaluation method and changing the role of the teacher in blended teaching. Subsequently, the study used a stratified sampling method to select 20 students enrolled in the clinical medicine course at Fujian Medical University (FJMU). Their course experience was investigated using a semi-structured interview. Interview content related to evaluating teaching effect was extracted and encoded for subsequent qualitative analysis. Results A qualitative analysis of the student evaluation of blended teaching as implemented on the medical ethics course showed that the main factors influencing student engagement are the method of assigning tasks and that of testing learning outcomes. Student participation in class is influenced by the richness of the curriculum resources available and the role played by the teacher. Conclusion This research presents a discussion of blended teaching and suggests improvements that can be made to address low student engagement and poor classroom participation. This round of blended teaching was shown to improve learning autonomy and classroom participation and to support students in the development of their clinical abilities and higher-order thinking skills. These findings provide a reference for the implementation of online teaching during the COVID-19 pandemic.

The researcher who have examined education leadership agree that effective principals are responsible for establishing a school wide vision of commitment to high standards and the success of all pupils, also the study highlighted that the school principal has the final decision to include the teachers in the decision-making considering teacher competence and the school achievement goals. The results of the study disclosed the optimal factors of instructional management of school principal in implementing new normal learning modality related to teacher’s competence and school achievement goals were considered the indicators such as: instructional leadership skills framing the school goals, supervising & evaluating instruction, coordinating the curriculum, monitoring students’ academic performance, protecting instructional time, and providing incentives for teachers and for learning, for the extent of teacher’s competence in terms of performance of teachers, instructional competence, instructional design, assessment strategy, and job commitment while for the extent of school achievement goals in terms of teacher participation standard, personnel satisfaction standards, succession planning, and new normal modalities implementation. However, this study is relative to society’s current situation because teacher competence and school achievement goals in academe more demanding and important to look forwards now a day also provides teachers and all school stakeholders’ opportunities to practice and further develop what they have learned in school. Furthermore, this study will give an idea to the higher positions to understand the situation of the determining instructional management of school principals in implementing new normal learning modality related to teachers competence and school achievement goals, considered other factors of academic involvement conveys to all school stakeholders that teacher are interested and invested in their development for school achievement goal. This will guide the school administrators in evaluating what improvement can be introduced to enhance the present managerial practices teachers’ competence. And school achievement goals amidst new normal learning modalities; provide school principals with reliable bases for improving their supervisory services especially in the prevalent change modes of the teaching-learning process and the learning environment. Also will help to implement relevant policies and sharpen the system and activity plan of the private-school will make them aware and which will encourage them to exert extra effort and devote quality time in improving self-competency to provide them with opportunities to acquire the knowledge, values, attitudes, commitment, and skills needed that would be used for any modalities amidst any pandemic.

While the term “visual literacy” has grown in popularity in the last 50 years, its meaning remains nebulous. It is described variously as: a vehicle for aesthetic appreciation, a means of defence against visual manipulation, a sorting mechanism for an increasingly data-saturated age, and a prerequisite to civic inclusion (Fransecky 23; Messaris 181; McTigue and Flowers 580). Scholars have written extensively about the first three subjects but there has been less research on how visual literacy frames civic life and how it might help the public as a tool to address disadvantage and assist in removing social and cultural barriers. This article examines a forerunner to visual literacy in the push to create an international symbol language born out of popular education movements, a project that fell short of its goals but still left a considerable impression on graphic media. This article, then, presents an analysis of visual literacy campaigns in the early postwar era. These campaigns did not attempt to invent a symbolic language but posited that images themselves served as a universal language in which students could receive training. Of particular interest is how the concept of visual literacy has been mobilised as a pedagogical tool in design, digital humanities and in broader civic education initiatives promoted by Third Space institutions. Behind the creation of new visual literacy curricula is the idea that images can help anchor a world community, supplementing textual communication. Figure 1: Visual Literacy Yearbook. Montebello Unified School District, USA, 1973. Shedding Light: Origins of the Visual Literacy Frame The term “visual literacy” came to the fore in the early 1970s on the heels of mass literacy campaigns. The educators, creatives and media theorists who first advocated for visual learning linked this aim to literacy, an unassailable goal, to promote a more radical curricular overhaul. They challenged a system that had hitherto only acknowledged a very limited pathway towards academic success; pushing “language and mathematics”, courses “referred to as solids (something substantial) as contrasted with liquids or gases (courses with little or no substance)” (Eisner 92). This was deemed “a parochial view of both human ability and the possibilities of education” that did not acknowledge multiple forms of intelligence (Gardner). This change not only integrated elements of mass culture that had been rejected in education, notably film and graphic arts, but also encouraged the critique of images as a form of good citizenship, assuming that visually literate arbiters could call out media misrepresentations and manipulative political advertising (Messaris, “Visual Test”). This movement was, in many ways, reactive to new forms of mass media that began to replace newspapers as key forms of civic participation. Unlike simple literacy (being able to decipher letters as a mnemonic system), visual literacy involves imputing meanings to images where meanings are less fixed, yet still with embedded cultural signifiers. Visual literacy promised to extend enlightenment metaphors of sight (as in the German Aufklärung) and illumination (as in the French Lumières) to help citizens understand an increasingly complex marketplace of images. The move towards visual literacy was not so much a shift towards images (and away from books and oration) but an affirmation of the need to critically investigate the visual sphere. It introduced doubt to previously upheld hierarchies of perception. Sight, to Kant the “noblest of the senses” (158), was no longer the sense “least affected” by the surrounding world but an input centre that was equally manipulable. In Kant’s view of societal development, the “cosmopolitan” held the key to pacifying bellicose states and ensuring global prosperity and tranquillity. The process of developing a cosmopolitan ideology rests, according to Kant, on the gradual elimination of war and “the education of young people in intellectual and moral culture” (188-89). Transforming disparate societies into “a universal cosmopolitan existence” that would “at last be realised as the matrix within which all the original capacities of the human race may develop” and would take well-funded educational institutions and, potentially, a new framework for imparting knowledge (Kant 51). To some, the world of the visual presented a baseline for shared experience. Figure 2: Exhibition by the Gesellschafts- und Wirtschaftsmuseum in Vienna, photograph c. 1927. An International Picture Language The quest to find a mutually intelligible language that could “bridge worlds” and solder together all of humankind goes back to the late nineteenth century and the Esperanto movement of Ludwig Zamenhof (Schor 59). The expression of this ideal in the world of the visual picked up steam in the interwar years with designers and editors like Fritz Kahn, Gerd Arntz, and Otto and Marie Neurath. Their work transposing complex ideas into graphic form has been rediscovered as an antecedent to modern infographics, but the symbols they deployed were not to merely explain, but also help education and build international fellowship unbounded by spoken language. The Neuraths in particular are celebrated for their international picture language or Isotypes. These pictograms (sometimes viewed as proto-emojis) can be used to represent data without text. Taken together they are an “intemporal, hieroglyphic language” that Neutrath hoped would unite working-class people the world over (Lee 159). The Neuraths’ work was done in the explicit service of visual education with a popular socialist agenda and incubated in the social sphere of Red Vienna at the Gesellschafts- und Wirtschaftsmuseum (Social and Economic Museum) where Otto served as Director. The Wirtschaftsmuseum was an experiment in popular education, with multiple branches and late opening hours to accommodate the “the working man [who] has time to see a museum only at night” (Neurath 72-73). The Isotype contained universalist aspirations for the “making of a world language, or a helping picture language—[that] will give support to international developments generally” and “educate by the eye” (Neurath 13). Figure 3: Gerd Arntz Isotype Images. (Source: University of Reading.) The Isotype was widely adopted in the postwar era in pre-packaged sets of symbols used in graphic design and wayfinding systems for buildings and transportation networks, but with the socialism of the Neuraths’ peeled away, leaving only the system of logos that we are familiar with from airport washrooms, charts, and public transport maps. Much of the uptake in this symbol language could be traced to increased mobility and tourism, particularly in countries that did not make use of a Roman alphabet. The 1964 Olympics in Tokyo helped pave the way when organisers, fearful of jumbling too many scripts together, opted instead for black and white icons to represent the program of sports that summer. The new focus on the visual was both technologically mediated—cheaper printing and broadcast technologies made the diffusion of image increasingly possible—but also ideologically supported by a growing emphasis on projects that transcended linguistic, ethnic, and national borders. The Olympic symbols gradually morphed into Letraset icons, and, later, symbols in the Unicode Standard, which are the basis for today’s emojis. Wordless signs helped facilitate interconnectedness, but only in the most literal sense; their application was limited primarily to sports mega-events, highway maps, and “brand building”, and they never fulfilled their role as an educational language “to give the different nations a common outlook” (Neurath 18). Universally understood icons, particularly in the form of emojis, point to a rise in visual communication but they have fallen short as a cosmopolitan project, supporting neither the globalisation of Kantian ethics nor the transnational socialism of the Neuraths. Figure 4: Symbols in use. Women's bathroom. 1964 Tokyo Olympics. (Source: The official report of the Organizing Committee.) Counter Education By mid-century, the optimism of a universal symbol language seemed dated, and focus shifted from distillation to discernment. New educational programs presented ways to study images, increasingly reproducible with new technologies, as a language in and of themselves. These methods had their roots in the fin-de-siècle educational reforms of John Dewey, Helen Parkhurst, and Maria Montessori. As early as the 1920s, progressive educators were using highly visual magazines, like National Geographic, as the basis for lesson planning, with the hopes that they would “expose students to edifying and culturally enriching reading” and “develop a more catholic taste or sensibility, representing an important cosmopolitan value” (Hawkins 45). The rise in imagery from previously inaccessible regions helped pupils to see themselves in relation to the larger world (although this connection always came with the presumed superiority of the reader). “Pictorial education in public schools” taught readers—through images—to accept a broader world but, too often, they saw photographs as a “straightforward transcription of the real world” (Hawkins 57). The images of cultures and events presented in Life and National Geographic for the purposes of education and enrichment were now the subject of greater analysis in the classroom, not just as “windows into new worlds” but as cultural products in and of themselves. The emerging visual curriculum aimed to do more than just teach with previously excluded modes (photography, film and comics); it would investigate how images presented and mediated the world. This gained wider appeal with new analytical writing on film, like Raymond Spottiswoode's Grammar of the Film (1950) which sought to formulate the grammatical rules of visual communication (Messaris 181), influenced by semiotics and structural linguistics; the emphasis on grammar can also be seen in far earlier writings on design systems such as Owen Jones’s 1856 The Grammar of Ornament, which also advocated for new, universalising methods in design education (Sloboda 228). The inventorying impulse is on display in books like Donis A. Dondis’s A Primer of Visual Literacy (1973), a text that meditates on visual perception but also functions as an introduction to line and form in the applied arts, picking up where the Bauhaus left off. Dondis enumerates the “syntactical guidelines” of the applied arts with illustrations that are in keeping with 1920s books by Kandinsky and Klee and analyse pictorial elements. However, at the end of the book she shifts focus with two chapters that examine “messaging” and visual literacy explicitly. Dondis predicts that “an intellectual, trained ability to make and understand visual messages is becoming a vital necessity to involvement with communication. It is quite likely that visual literacy will be one of the fundamental measures of education in the last third of our century” (33) and she presses for more programs that incorporate the exploration and analysis of images in tertiary education. Figure 5: Ideal spatial environment for the Blueprint charts, 1970. (Image: Inventory Press.) Visual literacy in education arrived in earnest with a wave of publications in the mid-1970s. They offered ways for students to understand media processes and for teachers to use visual culture as an entry point into complex social and scientific subject matter, tapping into the “visual consciousness of the ‘television generation’” (Fransecky 5). Visual culture was often seen as inherently democratising, a break from stuffiness, the “artificialities of civilisation”, and the “archaic structures” that set sensorial perception apart from scholarship (Dworkin 131-132). Many radical university projects and community education initiatives of the 1960s made use of new media in novel ways: from Maurice Stein and Larry Miller’s fold-out posters accompanying Blueprint for Counter Education (1970) to Emory Douglas’s graphics for The Black Panther newspaper. Blueprint’s text- and image-dense wall charts were made via assemblage and they were imagined less as charts and more as a “matrix of resources” that could be used—and added to—by youth to undertake their own counter education (Cronin 53). These experiments in visual learning helped to break down old hierarchies in education, but their aim was influenced more by countercultural notions of disruption than the universal ideals of cosmopolitanism. From Image as Text to City as Text For a brief period in the 1970s, thinkers like Marshall McLuhan (McLuhan et al., Massage) and artists like Bruno Munari (Tanchis and Munari) collaborated fruitfully with graphic designers to create books that mixed text and image in novel ways. Using new compositional methods, they broke apart traditional printing lock-ups to superimpose photographs, twist text, and bend narrative frames. The most famous work from this era is, undoubtedly, The Medium Is the Massage (1967), McLuhan’s team-up with graphic designer Quentin Fiore, but it was followed by dozens of other books intended to communicate theory and scientific ideas with popularising graphics. Following in the footsteps of McLuhan, many of these texts sought not just to explain an issue but to self-consciously reference their own method of information delivery. These works set the precedent for visual aids (and, to a lesser extent, audio) that launched a diverse, non-hierarchical discourse that was nonetheless bound to tactile artefacts. In 1977, McLuhan helped develop a media textbook for secondary school students called City as Classroom: Understanding Language and Media. It is notable for its direct address style and its focus on investigating spaces outside of the classroom (provocatively, a section on the third page begins with “Should all schools be closed?”). The book follows with a fine-grained analysis of advertising forms in which students are asked to first bring advertisements into class for analysis and later to go out into the city to explore “a man-made environment, a huge warehouse of information, a vast resource to be mined free of charge” (McLuhan et al., City 149). As a document City as Classroom is critical of existing teaching methods, in line with the radical “in the streets” pedagogy of its day. McLuhan’s theories proved particularly salient for the counter education movement, in part because they tapped into a healthy scepticism of advertisers and other image-makers. They also dovetailed with growing discontent with the ad-strew visual environment of cities in the 1970s. Budgets for advertising had mushroomed in the1960s and outdoor advertising “cluttered” cities with billboards and neon, generating “fierce intensities and new hybrid energies” that threatened to throw off the visual equilibrium (McLuhan 74). Visual literacy curricula brought in experiential learning focussed on the legibility of the cities, mapping, and the visualisation of urban issues with social justice implications. The Detroit Geographical Expedition and Institute (DGEI), a “collective endeavour of community research and education” that arose in the aftermath of the 1967 uprisings, is the most storied of the groups that suffused the collection of spatial data with community engagement and organising (Warren et al. 61). The following decades would see a tamed approach to visual literacy that, while still pressing for critical reading, did not upend traditional methods of educational delivery. Figure 6: Beginning a College Program-Assisting Teachers to Develop Visual Literacy Approaches in Public School Classrooms. 1977. ERIC. Searching for Civic Education The visual literacy initiatives formed in the early 1970s both affirmed existing civil society institutions while also asserting the need to better inform the public. Most of the campaigns were sponsored by universities, major libraries, and international groups such as UNESCO, which published its “Declaration on Media Education” in 1982. They noted that “participation” was “essential to the working of a pluralistic and representative democracy” and the “public—users, citizens, individuals, groups ... were too systematically overlooked”. Here, the public is conceived as both “targets of the information and communication process” and users who “should have the last word”. To that end their “continuing education” should be ensured (Study 18). Programs consisted primarily of cognitive “see-scan-analyse” techniques (Little et al.) for younger students but some also sought to bring visual analysis to adult learners via continuing education (often through museums eager to engage more diverse audiences) and more radical popular education programs sponsored by community groups. By the mid-80s, scores of modules had been built around the comprehension of visual media and had become standard educational fare across North America, Australasia, and to a lesser extent, Europe. There was an increasing awareness of the role of data and image presentation in decision-making, as evidenced by the surprising commercial success of Edward Tufte’s 1982 book, The Visual Display of Quantitative Information. Visual literacy—or at least image analysis—was now enmeshed in teaching practice and needed little active advocacy. Scholarly interest in the subject went into a brief period of hibernation in the 1980s and early 1990s, only to be reborn with the arrival of new media distribution technologies (CD-ROMs and then the internet) in classrooms and the widespread availability of digital imaging technology starting in the late 1990s; companies like Adobe distributed free and reduced-fee licences to schools and launched extensive teacher training programs. Visual literacy was reanimated but primarily within a circumscribed academic field of education and data visualisation. Figure 7: Visual Literacy; What Research Says to the Teacher, 1975. National Education Association. USA. Part of the shifting frame of visual literacy has to do with institutional imperatives, particularly in places where austerity measures forced strange alliances between disciplines. What had been a project in alternative education morphed into an uncontested part of the curriculum and a dependable budget line. This shift was already forecasted in 1972 by Harun Farocki who, writing in Filmkritik, noted that funding for new film schools would be difficult to obtain but money might be found for “training in media education … a discipline that could persuade ministers of education, that would at the same time turn the budget restrictions into an advantage, and that would match the functions of art schools” (98). Nearly 50 years later educators are still using media education (rebranded as visual or media literacy) to make the case for fine arts and humanities education. While earlier iterations of visual literacy education were often too reliant on the idea of cracking the “code” of images, they did promote ways of learning that were a deep departure from the rote methods of previous generations. Next-gen curricula frame visual literacy as largely supplemental—a resource, but not a program. By the end of the 20th century, visual literacy had changed from a scholarly interest to a standard resource in the “teacher’s toolkit”, entering into school programs and influencing museum education, corporate training, and the development of public-oriented media (Literacy). An appreciation of image culture was seen as key to creating empathetic global citizens, but its scope was increasingly limited. With rising austerity in the education sector (a shift that preceded the 2008 recession by decades in some countries), art educators, museum enrichment staff, and design researchers need to make a case for why their disciplines were relevant in pedagogical models that are increasingly aimed at “skills-based” and “job ready” teaching. Arts educators worked hard to insert their fields into learning goals for secondary students as visual literacy, with the hope that “literacy” would carry the weight of an educational imperative and not a supplementary field of study. Conclusion For nearly a century, educational initiatives have sought to inculcate a cosmopolitan perspective with a variety of teaching materials and pedagogical reference points. Symbolic languages, like the Isotype, looked to unite disparate people with shared visual forms; while educational initiatives aimed to train the eyes of students to make them more discerning citizens. The term ‘visual literacy’ emerged in the 1960s and has since been deployed in programs with a wide variety of goals. Countercultural initiatives saw it as a prerequisite for popular education from the ground up, but, in the years since, it has been formalised and brought into more staid curricula, often as a sort of shorthand for learning from media and pictures. The grand cosmopolitan vision of a complete ‘visual language’ has been scaled back considerably, but still exists in trace amounts. Processes of globalisation require images to universalise experiences, commodities, and more for people without shared languages. Emoji alphabets and globalese (brands and consumer messaging that are “visual-linguistic” amalgams “increasingly detached from any specific ethnolinguistic group or locality”) are a testament to a mediatised banal cosmopolitanism (Jaworski 231). In this sense, becoming “fluent” in global design vernacular means familiarity with firms and products, an understanding that is aesthetic, not critical. It is very much the beneficiaries of globalisation—both state and commercial actors—who have been able to harness increasingly image-based technologies for their benefit. To take a humorous but nonetheless consequential example, Spanish culinary boosters were able to successfully lobby for a paella emoji (Miller) rather than having a food symbol from a less wealthy country such as a Senegalese jollof or a Morrocan tagine. This trend has gone even further as new forms of visual communication are increasingly streamlined and managed by for-profit media platforms. The ubiquity of these forms of communication and their global reach has made visual literacy more important than ever but it has also fundamentally shifted the endeavour from a graphic sorting practice to a critical piece of social infrastructure that has tremendous political ramifications. Visual literacy campaigns hold out the promise of educating students in an image-based system with the potential to transcend linguistic and cultural boundaries. This cosmopolitan political project has not yet been realised, as the visual literacy frame has drifted into specialised silos of art, design, and digital humanities education. It can help bridge the “incomplete connections” of an increasingly globalised world (Calhoun 112), but it does not have a program in and of itself. Rather, an evolving visual literacy curriculum might be seen as a litmus test for how we imagine the role of images in the world. 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