Journal articles on the topic 'Teacher supervision style'
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Attamimi, Naila. "HUBUNGAN GAYA KEPEMIMPINAN TRANSFORMASIONAL DAN SUPERVISI KEPALA SEKOLAH SERTA IKLIM KERJA TERHADAP KINERJA GURU DI SMP KECAMATAN CIKANDE KABUPATEN SERANG." journal Istighna 3, no. 2 (August 13, 2020): 181–200. http://dx.doi.org/10.33853/istighna.v3i2.62.
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The purpose of this study to determine:(1) The correlation of transformasional leadership style to the teacher performance at SMP Cikande Force District of Serang Regency (2)the correlation of the leadership supervision to the teacher performance at SMP Cikande Force District of Serang Regency (3). The correlation of the work climate to the teacher performance at SMP Cikande Force District of Serang Regency?, 4). The correlation of the tranformational leadership style, leadership supervision, and work climate to the teacher performance at SMP Cikande Force District of Serang Regency.This study used quantitative research methods through surveyquestionnaires.The target population in this study are all teachers,amounting to 75 people in SMP Cikande Force District of Serang Regency and teacher population in SMP Cikande Force District of Serang Regency (selected 4 SMP from 8 SMP at Cikande Force District of Serang Regency) Samples were taken purposive. Data collected by using a questionere. The data were collected then analyzed by using the technique of data analysis simple correlation, multi correlation, coeficient of determination and significance test with SPSS 16.The result showed that (1) The correlation of transformasional leadership style varriable (X1) with teacher performance (Y) is in good category are 0.632 (2) The correlation of leadership supervision(X2) with teacher performance (Y) is in a good category, which is 0,657 (3) The correlation of work climate (X3) with teacher performance (Y) is in sufficient category, which is 0,479 (4) The contribution of transformasional leadership style varriable (X1) and leadership supervision(X2)and work climate (X3) is 0,731.
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Wieczorek, Douglas, Brandon Clark, and George Theoharis. "Principals' Perspectives of a Race to the Top-Style Teacher Evaluation System." Journal of School Leadership 28, no. 5 (September 2018): 566–95. http://dx.doi.org/10.1177/105268461802800501.
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Set in a collective bargaining state in the Northeastern U.S., this exploratory case study investigated how a sample of 12 public school principals interpreted new teacher evaluation processes required by Race to the Top (RTTT). Principals reported that the RTTT evaluation system disrupted established routines and contractual guidelines for evaluating all their teachers and held principals more accountable for supervision and evaluation processes. The embedded evaluation protocols and rubrics established clearer expectations for teachers‘ performance, and aligned state-, district-, and school-level instructional goals. However, principals believed the RTTT policy emphasis on teachers’ ratings raised concerns about their teachers' employment status, professional growth, and instructional improvement. Our findings suggest that principals may have difficulty balancing instructional supervision and evaluation processes in these types of high-stakes policy systems.
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Mohd Ali, Nur Hafizah, Siti Aishah Hassan, Othman Jailani, Zeinab Zaremohzzabieh, and Zhi Jie Lee. "The Impact of Supervisory Styles on Satisfaction of Undergraduate Counselling Interns in Malaysia." Asian Journal of University Education 16, no. 3 (October 20, 2020): 138. http://dx.doi.org/10.24191/ajue.v16i3.11079.
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Clinical experience in counsellor education would not be possible without the kind support of our site supervisors. Day-to-day guidance, advice, and real understanding given to undergraduate students are essential in helping students develop and grow into competent counsellors during their internships. Supervisors play different roles and styles during the supervision process. Thus, this study aimed to assess student perceptions of counsellors' supervisory styles and examine what impact those styles have on the satisfaction of undergraduate counselling interns. This study is quantitative, where a total of 138 counselling interns were selected from four public universities in Malaysia. The results showed that in the Malaysian backdrop, four supervisory styles have a major relationship with supervisory satisfaction, and they are as follows: directive teacher, supportive teacher, counsellor, and delegating colleague (consultant) styles respectively. This study has also filled the knowledge gap existing in the realm of counselling supervisory styles. Furthermore, the newly modified instruments of supervisory styles inventory may be applied to the undergraduate level interns. In practice, this helps supervisors to enhance the supervision process. The undergraduate counselling interns mostly are satisfied with supportive supervisory style. In this regard, supervisors or counsellor educators may find the most functional and appropriate style that suits their interns.
Keywords: principal supervisory, satisfaction, supervisor, supervisory style, undergraduate counselling interns
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Eliyah, Eliyah, and Badrud Tamam. "PENGARUH GAYA KEPEMIMPINAN KEPALA SEKOLAH DAN DISIPLIN KERJA GURU TERHADAP KINERJA GURU PADA SEKOLAH DASAR NEGERI." Edum Journal 2, no. 1 (March 20, 2019): 15–27. http://dx.doi.org/10.31943/edumjournal.v2i1.25.
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The purpose of this study is the magnitude of the influence between the leadership style of the principal and the work discipline of the teacher both individually and jointly on the performance of the teacher in the Public Elementary School in the Haurgeulis District of Indramayu Regency. This research was conducted to find an analysis of the relationship between school principal supervision and work climate with the motivation of elementary school teachers working in Kertasemaya Subdistrict, Indramayu Regency with correlational and regression techniques. The type of research used is quantitative, namely research based on the calculation of numbers or statistics of a variable to be studied separately and then connected. Based on the results of the study it can be concluded (1) there is a positive and significant influence of the principal's leadership style (X1) on Teacher's performance (Y) in Public Elementary Schools in the Haurgeulis District of Indramayu Regency. The magnitude of the influence of the principal's leadership style (X1) on Teacher performance (Y) in Public Elementary Schools in the District of Haurgeulis in Indramayu Regency was 6.84% and the rest was influenced by teacher discipline variables and other variables not examined in this study. (2) There is a positive and significant influence of teacher work discipline (X2) on Teacher performance (Y) of Public Elementary Schools in Haurgeulis District, Indramayu Regency. The magnitude of the influence of teacher work discipline (X2) on the performance of Teachers (Y) of Public Elementary Schools in the District of Haurgeulis in Indramayu Regency amounted to the remaining 10.5% influenced by the principal leadership style variables and other variables not examined in this study. (3) There is a positive and significant influence of the principal's leadership style (X1) and teacher work discipline (X2) together on the performance of Teachers (Y) of Public Elementary Schools in the Haurgeulis District of Indramayu Regency. The magnitude of the influence of the principal's leadership style (X1) on the performance of Teachers (Y) of Public Elementary Schools in the District of Haurgeulis in Indramayu Regency amounted to the remaining 10.5% influenced by other variables not examined in this study.
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Achmad, Syarifuddin, and Sartin Miolo. "Preparing Prospective and Sustainable EFL Professional Teacher Development by Applying Blended Lesson Study and Clinical Supervision." European Journal of Educational Research 10, no. 3 (July 15, 2021): 1449–70. http://dx.doi.org/10.12973/eu-jer.10.3.1449.
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<p style="text-align: justify;">This research explores how and what strategy is applied for preparing sustainable English teachers' professional development. This study utilizes lesson study strategy-based clinical supervision and quality assurance. Lesson study is a kind of action research based on a cycle base. This study is also recognized as research and development. Based on conceptual and empirical study, it is found that three grand principles of adding quality lesson study implication. Those are cycle reflection in accelerating the teachers’ competencies in English language teaching, clinical supervision nuance, a quality assurance principle by implementing the plan, do, check, and act strategy. This research successfully finds a model for preparing a prospective and sustainable professional teachers development based on lesson study, blended with the clinical supervision and a quality assurance implementation. The outputs consist of connection among professional English teachers; accelerating realization learning and teaching quality based on reflection implication; forming the open attitude and reflecting discussion and depth analysis; building a self-responsibility and awareness as professional teacher attitude; helping one each other in the professional teacher community for accelerating teaching quality by utilizing clinical supervision. Finally, the outcome is obtaining candidates of English professional teachers, prospectively and sustainably, with high-quality EFL teaching performance in national competitiveness.</p>
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Alammar, Kamila, Muayyad Ahmad, Sultanah Almutairi, and Olfat Salem. "Nursing Students’ Perception of the Clinical Learning Environment." Open Nursing Journal 14, no. 1 (August 19, 2020): 174–79. http://dx.doi.org/10.2174/1874434602014010174.
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Introduction: Clinical learning environment placements provide opportunities for students to develop their skills, socialize to the profession and bridge the gap between academic and workplace learning. This study was conducted to investigate Saudi nursing students’ perceptions of their clinical learning environment and supervision in the hospital setting. Methods: A sample of 90 final year student nurses completing practicums at a tertiary hospital in Riyadh was included in this cross-sectional study utilizing the Clinical Learning Environment and Supervision plus Nurse Teacher scale. Results: Overall, students perceived their clinical learning environment positively. Among sub-scores, that for the leadership style of ward manager was the highest. Supervision types, nursing-teacher teacher-visit frequency and grade point average positively and significantly impacted student’s perceptions, while university type and practicum duration did not. Conclusion: Students confirmed the ward manager’s leadership style as the most significant influencing their perceptions. However, the nursing teacher’s role had the lowest mean score, suggesting the need for its enhancement and clarification and indicating the need for better communication and collaboration between nursing schools and the clinical training hospital.
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Wahed, Andi, and Sitti Habibah. "The Implementation of Principalship’s Intructional Supervision (Comparative Study on Elemntery School of Inpres BTN IKIP 1 and Elementery School of Inpres BTN IKIP 2)." JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan 4, no. 2 (September 10, 2020): 112. http://dx.doi.org/10.26858/jkp.v4i2.13340.
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This Research was aimed to determine the Implementation of Principalship’s Instructional Supervision on SD Inpres BTN IKIP 1 and SD Inpres BTN IKIP 2 of Makassar city which has implemented Kurtilas (Curriculum 2013). This research background is there policy regulated in implementation curriculum 2013 on which effect to instructional action so then it’s needed role principalship as instructional supervision. An approach used in this research is qualitative method, to describe comparation of both elementary schools. Data collection technique used interview, observation, and documentation technique. Data source derive some informant, activity and document which about instructional supervision activity principalship on SD Inpres BTN IKIP 1 and SD Inpres BTN IKIP 2. The result this research is implementation of instructional supervision based Kurtilas on SD Inpres BTN IKIP 1 Makassar is done by principalship trough some approach and technique that are indirect used individual and group techniques, motivating teachers contextually to continuous improvement them and used model teachers to knowledge transfer to other teachers. While the implementation of instructional supervision based Kurtilas on SD Inpres BTN IKIP 2 Makassar is done by principalship trough some approach and technique that is directly individual and group techniques, teachers’ supervision contextually on visiting class and meeting periodically. The implementation of instructional supervision based Kurtilas on SD Inpres BTN IKIP 1 is done carry out informally (individually) in a relaxed (humanist) style as well as group discussion and teacher empowerment activities as models, while the implementation of supervision based Kurtilas at SD Inpres BTN IKIP 2 is done formally in periodic group discussion activities which are also accompanied by class visits.
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Watson, Paul Barry, Philippa Seaton, Deborah Sims, Isabel Jamieson, Jane Mountier, Rose Whittle, and Mikko Saarikoski. "Exploratory Factor Analysis of the Clinical Learning Environment, Supervision and Nurse Teacher Scale (CLES+T)." Journal of Nursing Measurement 22, no. 1 (2014): 164–80. http://dx.doi.org/10.1891/1061-3749.22.1.164.
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Background and Purpose: The Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) scale measures student nurses’ perceptions of clinical learning environments. This study evaluates the construct validity and internal reliability of the CLES+T in hospital settings in New Zealand. Comparisons are made between New Zealand and Finnish data. Methods: The CLES+T scale was completed by 416 Bachelor of Nursing students following hospital clinical placements between October 2008 and December 2009. Construct validity and internal reliability were assessed using exploratory factor analysis and Cronbach’s alpha. Results: Exploratory factor analysis supports 4 factors. Cronbach’s alpha ranged from .82 to .93. All items except 1 loaded on the same factors found in unpublished Finnish data. The first factor combined 2 previous components from the published Finnish component analysis and was renamed: connecting with, and learning in, communities of clinical practice. The remaining 3 factors (Nurse teacher, Supervisory relationship, and Leadership style of the manager) corresponded to previous components and their conceptualizations. Conclusion: The CLES+T has good internal reliability and a consistent factor structure across samples. The consistency across international samples supports faculties and hospitals using the CLES+T to benchmark the quality of clinical learning environments provided to students.
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Deslandes, Rollande, and Égide Royer. "Family-Related Variables and School Disciplinary Events at the Secondary Level." Behavioral Disorders 23, no. 1 (November 1997): 18–28. http://dx.doi.org/10.1177/019874299702300102.
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This study explored predictors of school disciplinary events on a sample of 249 first-year high school students using two instruments developed by Steinberg, Lamborn, Dornbusch, and Darling (1992) and Epstein, Connors, and Salinas (1993), respectively. Logistic regression analyses revealed two parental involvement factors positively associated with school disciplinary events. One parenting style factor showed a negative relationship with school disciplinary events. It appears that parent-adolescent interactions based on daily school matters occurred in response to inappropriate behaviors. Parent-teacher communications were related to students' behavior problems. Adolescents whose parents provided supervision were less likely to have received disciplinary action. Implications for future research in terms of primary prevention of behavior problems are discussed.
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Guimarães, Edilene Rocha, and Manuela Esteves. "Sistemas de avaliação da educação superior em Portugal e Brasil." Estudos em Avaliação Educacional 29, no. 72 (December 20, 2018): 596. http://dx.doi.org/10.18222/eae.v29i72.5200.
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<p>O artigo apresenta um estudo comparado entre Portugal e Brasil sobre os sistemas de avaliação da educação superior e suas influências nos currículos de formação inicial de professores. Utilizou-se a metodologia qualitativa para analisar como os sistemas de avaliação constituem referencial básico para os processos de regulação e supervisão da educação superior, a fim de promover a melhoria da qualidade e valorização das identidades institucionais. Os resultados indicam que o processo de avaliação externa tem influenciado os currículos, pois destacam os aspectos positivos e os pontos fortes dos cursos, reforçando concepções e práticas curriculares atuais. Conclui-se que os processos de regulação e supervisão, ao referenciarem os resultados da avaliação externa que valorizam as identidades institucionais, criam estratégias políticas para que a gestão institucional assuma a responsabilização e prestação de contas pela melhoria da qualidade da formação inicial de professores.</p><p>Sistemas de Avaliação, Educação Superior, Currículo, Formação Inicial do Professor.</p><p> </p><p>Sistemas de evaluación de la educación superior en Portugal y Brasil</p><p>El artículo presenta un estudio comparado entre Portugal y Brasil sobre los sistemas de evaluación de la educación superior y sus influencias en los currículos de formación inicial de profesores. Se utilizó la metodología cualitativa para analizar cómo los sistemas de evaluación constituyen un referente básico para los procesos de regulación y supervisión de la educación superior, a fin de promover la mejora de la calidad y la valorización de las identidades institucionales. Los resultados indican que el proceso de evaluación externa ha influido en los currículos, ya que destacan los aspectos positivos y los puntos fuertes de los cursos, reforzando conceptos y prácticas curriculares actuales. Se concluye que los procesos de regulación y supervisión, al referenciar los resultados de la evaluación externa que valoran las identidades, crean estrategias políticas para que la gestión institucional asuma la responsabilidad y la rendición de cuentas por la mejora de la calidad de la formación inicial de profesores.</p><p>Sistemas de Evaluación, Educación Superior, Currículo, Formación Inicial del Profesor.</p><p> </p><p>Higher education evaluation systems in Portugal and Brazil</p><p>The article presents a study comparing Portugal and Brazil's higher education evaluation systems and their influences on initial teacher education curricula. We used a qualitative methodology to analyze how the evaluation systems provide a basis for higher education and supervision processes in order to promote improvement in education quality and the valuing of institutional identities. Results indicate that external evaluation processes have influenced the curricula as they underline the positive aspects and strengths of teacher education programs, thus reinforcing current curricular practices and concepts. We conclude that as regulation and supervision processes build on evaluation results that promote institutional identities, they create political strategies that foster institutional management’s accountability for improving the quality of initial teacher education.</p><p>Evaluation Systems, Higher Education, Curriculum, Initial Teacher Education.</p><p style="margin: 0cm 49.05pt 0pt 5.2pt; text-align: justify; line-height: 150%; text-indent: -0.05pt;"> </p>
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Karim, Jalina, Amirun Hani Farhan Abdul Majid, Nurul Fazira Mohd Rashdan, Mohd Nasri Awang Besar, and Mohamad Nurman Yaman. "Nursing Students’ Satisfaction towards Clinical Learning Environment (CLE) in Universiti Kebangsaan Malaysia Medical Centre." Education in Medicine Journal 12, no. 4 (December 30, 2020): 1–8. http://dx.doi.org/10.21315/eimj2020.12.4.1.
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In the previous studies, it was found that many nursing students have the highest satisfaction towards clinical learning environment (CLE). CLE has an impact on nursing students in preparing them in terms of knowledge and providing quality care for patients. The objective of this study was to determine the level of satisfaction among nursing students in the Universiti Kebangsaan Malaysia Medical Centre (UKMMC) towards CLE. A purposive sampling technique was used in quantitative and cross-sectional descriptive design. Ninety-three of Year 1 to Year 4 nursing students participated by answering modified self-reported Clinical Learning Environment, Supervision and Nurse Teacher (CLES + T) scale questionnaire. The questionnaire consisted of three sections; sociodemographic, clinical placement and five dimensions of satisfaction towards CLE (pedagogical atmosphere, leadership style of the head nurse, premises of nursing in the ward, preceptor relationship and role of the preceptor). In medical ward, 51.6% of nursing students had high satisfaction towards CLE and 48.4% reported to have low satisfaction. Whereas for surgical, orthopaedic, homecare and critical area wards reported to have 50% for both high and low satisfaction towards CLE. The relationship between year of study, gender and level of satisfaction towards CLE among nursing students in UKMMC were statistically not significant (p = 0.715, p = 0.139). Among the five dimensions of satisfaction towards CLE, leadership style of the head nurse was the highest (72.0%) and the lowest (30.1%) was from pedagogical atmosphere. This study showed that regardless of specific clinical placement for the nursing students, their satisfaction towards CLE were almost similar and the leadership style of the head nurse had the highest impact. Perhaps, the impact of involvement of the head nurse in the clinical teaching should be explored further in the future.
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Aldaihani, Sultan G. "Effect of Prevalent Supervisory Styles on Teaching Performance in Kuwaiti High Schools." Asian Social Science 13, no. 4 (March 24, 2017): 25. http://dx.doi.org/10.5539/ass.v13n4p25.
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Purpose: This study sought to identify the importance of supervision in Kuwaiti high schools from the viewpoints of heads of departments and school teachers, as well as identifying the gap between ideal and prevalent supervisory styles in Kuwaiti high schools and determining the effects of supervision on teachers’ professional performance. Methodology: The researcher took a qualitative approach, using structured interviews with a study sample represented by six heads of departments and six teachers from two high schools in Kuwait. Findings: It was found that supervision as a tool for continuous improvement in the school system positively affected the school climate. There was a gap between actual and ideal supervisory styles in the schools studied. Supervision had a positive effect on the professional performance of teachers; supervisors’ notes and observations helped teachers in identifying their shortcomings and modifying their behavior accordingly. Challenges to the effective implementation of supervision in high schools included unsuitable supervisory practices, loss of connection between the teacher and the supervisor, teacher resistance to support, and lack of meaningful feedback. Recommendations: It is necessary to employ advanced supervisory styles in order to cope with the changes in the surrounding environment. Further study will help to determine the effect of supervision on the relationship between teachers and students.
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Al gofari, Ziki, and Laily Fitriani. "MANAJEMEN PELAKSANAAN MATA PELAJARAN BAHASA ARAB MTS HADIL ISHLAH." Lisanul Arab: Journal of Arabic Learning and Teaching 10, no. 1 (July 13, 2021): 37–47. http://dx.doi.org/10.15294/la.v10i1.45826.
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Management of the implementation of Arabic subjects is an attempt to direct, mobilize and motivate members or subordinates in an organization to achieve goals. in this case the principal as a manager in the school must be able to direct, mobilize and motivate Arabic teachers in particular and generally staff or other teachers at school, besides that the teacher as the implementer of learning Arabic subjects must also be able to make implementation of effective and attractive learning using methods and techniques that are easy to understand by students and can take advantage of existing facilities and media and no less important, namely the teacher must be able to master the teaching material implementation management at MTs. Hadil Ishlah, the research method used is a qualitative method with a case study approach, and data collection techniques, namely by interview, observation and documentation, the results of the study explain that the management of the implementation of Arabic subjects in MTs. Hadil Ishlah includes three things, namely: 1) leadership, to achieve the goals of the school organization the principal as a manager in the school always provides guidance, direction and supervision, as well as a democratic teacher leadership style. 2) motivation, in addition to the principal, the teachers at the school also always provide motivation to students in the form of praise, salary, gifts, etc. 3) communication, as for the communication used at school is very good so that there is good cooperation between members of the school organization.
Manajemen pelaksanaan mata pelajaran Bahasa Arab adalah usaha untuk mengarahkan, menggerakkan dan memotivasi anggota ataupun bawahannya dalam suatu organisasi untuk mencapai tujuan. dalam hal dalam hal ini kepala sekolah sebagai manajer di sekolah harus mampu mengarahkan, menggerakkan serta memotivasi guru bahasa Arab secara khusus dan umumnya staf atau guru-guru lain yang ada disekolah, selain itu juga guru sebagai pelaksana pembelajaran mata pelajaran bahasa arab juga harus mampu membuat pelaksanaan pembelajaran yang efektif dan menarik dengan menggunakan metode dan teknik yang mudah dipahami oleh siswa serta dapat memanfaatkan fasilitas dan media yang ada dan tidak kalah pentingnya yaitu guru harus mampu menguasai materi bahan ajar, Penelitian ini bertujuan untuk mengetahui bagaimana implementasi dan faktor-faktor yang mempengaruhi manajemen pelaksanaan di MTs. Hadil Ishlah, adapun metode penelitian yang digunakan ialah metode kualitatif dengan pendekatan studi kasus, dan teknik pengumpulan data yaitu dengan wawancara, observasi dan dokumentasi, hasil penelitian menjelaskan bahwa manajemen pelaksanaan mata pelajaran bahasa Arab di MTs. Hadil Ishlah meliputi tiga hal yaitu: 1) kepemimpinan, untuk tercapainya tujuan organisasi sekolah kepala sekolah sebagai manajer di sekolah selalu memberikan bimbingan, arahan, dan pengawasan, begitu juga dengan gaya kepemimpinan guru yang demokratis. 2) motivasi, selain kepala sekolah guru di sekolah juga selalu memberikan motivasi terhadap peserta didik baik itu berupa pujian, gaji, hadiah dll. 3) komunikasi, adapun komunikasi yang digunakan disekolah sangatlah baik sehingga terjalinnya kerjasama yang baik antara anggota organisasi sekolah
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Cameron, Rob, and Steve Wilson. "The Practicum: student‐teacher perceptions of teacher supervision styles." South Pacific Journal of Teacher Education 21, no. 2 (January 1993): 155–67. http://dx.doi.org/10.1080/0311213930210208.
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Rikard, G. Linda, and Mary Lou Veal. "Cooperating Teachers: Insight into Their Preparation, Beliefs, and Practices." Journal of Teaching in Physical Education 15, no. 3 (April 1996): 279–96. http://dx.doi.org/10.1123/jtpe.15.3.279.
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Twenty-three physical education cooperating teachers were interviewed in order to examine their preparation for becoming supervisors and their supervisory beliefs and practices. Most cooperating teachers had no formal preparation for their supervisory roles and shared no common technical language. Instead, they applied Lortie’s (1975) apprenticeship of observation by acquiring supervisory knowledge and images of supervision primarily from memories of their own student teaching supervision and their experiences as teachers. These cooperating teachers assumed one of three supervisory styles with student teachers: (a) “do it your way,” (b) “do it my way,” and (c) “we’ll do it together.” The feedback ranged from very little feedback to providing both positive and negative feedback to student teachers. This study indicates an urgent need to establish a model of systematic, data-based supervision for all cooperating teacher. Suggestions for changes in physical education supervision are included.
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Van Den Boogert, C. "Habsburgs imperialisme en de verspreiding van renaissancevormen in de Nederlanden: de vensters van Michiel Coxcie in de Sint-Goedele te Brussel." Oud Holland - Quarterly for Dutch Art History 106, no. 2 (1992): 57–80. http://dx.doi.org/10.1163/187501792x00082.
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AbstractThe introduction and diffusion of Italian Renaissance forms in sixteenth-century Netherlandish art has usually been described as a process initiated by artists who travelled south, adopted the new style and reaped success after their return to the Netherlands. In giving full credit to the artists and considering this phcnomenon to be a process of artistic exchange in the modern sense, art historians have wrongly disregarded the historical circumstances that caused patrons' preference for the new style. The earliest use of Renaissance forms in the Low Countries on a large scale may be observed in the triumphal decorations of the 1515 Joyeuse Entrée of Charles of Hapsburg, the future emperor, in the town of Bruges. From that moment on, Renaissance forms were used abundantly in objects which served as a kind of propaganda for Hapsburg policy, such as church windows and chimney-pieces glorifying Charles v and the Hapsburg dynasty. Antique motifs fitted well in the imperialist visual language favoured by the Hapsburg dynasty and the Dutch nobles who supported its power politics. Derived from imperial Roman monuments, these forms unequivocally alluded to the absolute power of the ancient ancestors of the Holy Roman Emperor, thus legitimizing his authority. In the author's opinion this functional aspect is one of the main reasons for the ready acceptance and diffusion of the Renaissance style in the Low Countries. One of the first artists to travel from the Netherlands to Italy was the painter Michiel Coxcie (Malines 1499-1592). He stayed in Rome from about 1530 to 1538, painting several frescoes in Roman churches which brought him recognition among Italian colleagues. Only one example has survived: the fresco cycle in the chapel of St. Barbara in S. Maria dell'Anima, which he painted between 1532 and 1534. His mastery of the 'maniera italiana', which is evident in these paintings, is highly praised by Vasari, who met Coxcie in Rome in 1532. Vasari also states that Coxcie transferred the 'maniera italiana' to the Netherlands. Upon his return to Malines in 1539, Coxcie received several prestigious commissions, of which perhaps the most outstanding was to paint cartoons for the stained glass windows in the church of St. Gudule in Brussels, with its decoration of triumphal arches glorifying the Hapsburg dynasty. His ability to work in the high Renaissance style gained him the favour of Charles v and his sister, Mary of Hungary, governess of the Netherlands, who engaged him as a court painter. In the said series of Brussels windows, a remarkable change of style regarding the use of Renaissance forms is to be observed after Coxcie started supplying the cartoons in 1541. The windows completed between 1537 and 1540 had been made under the supervision of Bernard van Orley, allegedly Coxcie's teacher. They were rendered in an early Renaissance style characterized by the hybrid Italianate motifs that were in fashion during the 1520S and 1530s. Upon Orley's death in 1541, Coxcie was appointed his successor as cartoon painter for St. Gudule. The first window for which he was responsible, the window of John III of Portugal in the Chapel of the Holy Sacrament, exhibits a distinct caesura: the architectural decoration is high Renaissance in the Vitruvian or Serlian sense and the human faces and postures are derived directly from the examples of Raphael, Leonardo and Michelangelo. After careful perusal of the documents concerning the production of the windows and study of the stylistic differences between the windows made before and after 1541 (and the related preparatory drawings), one cannot but conclude that Michiel Coxcie was the initiator of the use of the high Renaissance style in the Brussels windows. Hitherto Bernard van Orley has been credited for this, on the assumption that he designed the whole cycle, including all its ornamental details and stylistic features. Although his contribution to the diffusion of the high Renaissance style in Netherlandish art was decisive, Michiel Coxcie's return to the Low Countries should not be regarded as the principal incentive for this process. The general predilection for this style to be found after 1540 could be a consequence of the impressive presence of Charles v and his retinue in the Netherlands during that year. The emperor, who came to quell the Ghent resurrection against the central government, brought with him the style that had been used in the triumphal decorations which accompanied his entries to Italian towns during the 1530S. The influence exercised on prevailing taste by the ephemeral monuments erected on the occasion of imperial entries must have been considerable, as the Brussels windows clearly show.
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Y D, Quansah Joseph, Gayomey John, and Attakora-Amaniampong Elvis. "Professionals’ Dichotomous Take on Instructional Supervision Styles for Technical Institutions in Ghana." European Scientific Journal, ESJ 12, no. 19 (July 29, 2016): 255. http://dx.doi.org/10.19044/esj.2016.v12n19p255.
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Learning is central to the purpose of a school and teaching is a basic tool to promote learning. This, then underlines the significance of instructional supervision and its types as magic bullet to effective teaching and learning in most educational institutions. However, contemporary research within the Ghanaian context is salient on the professionals’ preferred supervision types in public technical educational institutions. This study employed a descriptive research survey design to accomplish this. Three set of questionnaires were developed after literature survey and data was collected from 502 participants consisting of 484 teachers, 9 circuit supervisors and 9 principals. These participants were selected based on a multi-stage sampling technique, from the nine Technical Institutions in the Greater Accra region. The data, mainly categorical in nature was analysed using mean and percentages with the aid of SPSS version 18. The findings of the study showed that teachers preferred instructional supervision that is premised on the mutual relationship between the teachers and the supervisors while principals and external supervisors preferred the formal rules-based supervision. This study suggests a hybrid instructional supervision which merges the two types of instructional supervision. The formal rules-based and collegial based types of instructional supervision, if teachers’ performance are to be enhanced.
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Sudari, Sudari. "Kepemimpinan Kepala Sekolah dalam Peningkatan Mutu Sekolah Melalui Pengawasan Proses Belajar Mengajar (Studi Kasus: di SMPN 26 Baru Kota Malang)." Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya 22, no. 2 (March 11, 2019): 101–12. http://dx.doi.org/10.33503/paradigma.v22i2.401.
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Headmaster leadership is the determinant of the school future. The very prominent role and important by headmaster is the learning supervision role. This research aimed at knowing the headmaster leaderships style of SMPN 26 (State Junior High School 26) of Malang city in improving the education quality, knowing the headmaster role of SMPN 26 of Malang City in implementing the supervision role to improve the learning process in school, knowing the supporting and inhibiting factors of the headmaster of SMPN 26 of Malang city in implementing the supervision role in improving the learning process in school. Data were collected by document analysis, observation and depth interview to 5 teachers, vice headmaster of curriculum, vice headmaster, public relations staffs, headmaster, and were analyzed with descriptive qualitative approach technique. Based on data analysis , showed that ( 1 ) headmaster leadership style of SMPN 26 of Malang city tend to use democratic participative leadership and authoritarian leadership style in urgent condition ( 2 ) the headmaster role of SMPN 26 of Malang city in improving the learning process by giving intensive cultivation to the teachers through individual supervision, direct class observation ( 3 ) the implementation of direct class supervision observation was influenced by external factors,either supporting or inhibiting factors.
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Souza, Ana Paula Gestoso de, and Aline Maria de Medeiros Rodrigues Reali. "Práticas de mentoria e imagens projetadas dos processos realizados: um estudo de dois casos (Mentoring practices and projected images of the processes: two case studies)." Revista Eletrônica de Educação 14 (October 9, 2020): 4142119. http://dx.doi.org/10.14244/198271994142.
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e4142119This exploratory research focuses on the work of two beginning mentors - experienced teachers - and highlights their mentoring practices, the projected images of the performed processes and their relationships. We understand those practices as intentional actions directed to their demands - derived from continuous interpretation and decision-making processes - that aims to promote the mentees’ teacher professional learning. We analyzed the mentors' practices over 19 months as the interactions they established with the beginning teachers they mentored. It was observed that each mentor is constructing a mentoring personal style. In this process, they interpret themselves inserted in a certain context and to face the situations they develop a proper response. Their mentoring behaviors and practices reveal how much they rely on their teaching practices as they also demonstrate their decisions, acts, and the recognition of themselves as mentors, making it clear that they are building a framework for mentoring. The construction of a proper way of seeing oneself as a mentor and acting as such reveals patterns of mentoring, the characteristics of social, teaching and cognitive presences and the specificities of each interaction and, in a way, the learning of teachers experienced in this process.ResumoTrata-se de uma pesquisa exploratória que se volta para a atuação de duas mentoras iniciantes – professoras experientes – enfocando as práticas de mentoria, as imagens projetadas dos processos realizados e as relações que podem ser estabelecidas entre esses dois aspectos. Compreende-se que essas práticas são processos de ações intencionais – derivadas de processos contínuos de interpretação e de tomada de decisão – voltadas para a aprendizagem profissional da docência e dirigidas às demandas dos professores iniciantes acompanhados. Foram analisadas as produções das mentoras ao longo de 19 meses e as interações estabelecidas com as professoras iniciantes que acompanharam. Observa-se que cada mentora está construindo um estilo próprio de ser mentora e nesse processo elas vão interpretando a si mesmas inseridas em determinado contexto e desenvolvendo uma resposta própria às situações enfrentadas. Seus comportamentos e práticas de mentoria revelam o quanto se apoiam na própria prática docente e ao mesmo tempo demonstram que tomam decisões, agem e se reconhecem como mentoras. Evidencia-se que elas estão construindo quadros de referência para a mentoria. A construção de um modo próprio de se ver como mentora e de atuar como tal revela padrões de mentoria, as características das presenças social, docente e cognitiva e as especificidades de cada interação e, de certo modo, as aprendizagens das professoras experientes nesse processo.Palavras-chave: Formação de professores, Programa de indução, Professores experientes, Práticas de Mentoria.Keywords: Teacher education, Induction program, Experienced teachers, Mentoring practices.ReferencesBOLÍVAR, Antonio; DOMINGO, Jesus; FERNANDEZ, Manuel. La investigación biográfico-narrativa en educación: enfoque y metodología. Madri, Espanha: Editorial La Muralla S.A., 2001.BRAGA, Fabiana Marini et al. Diálogo intergeracional virtual, conversas interativas em um Programa Híbrido de Mentoria: temas e características da abordagem de professoras experientes-mentoras, artigo não publicado, 2019.GARRISON, Randy; ANDERSON, Terry; ARCHER, Walter. Critical thinking, cognitive presence and computer conferencing in distance education. American Journal of Distance education, Pennsylvania, v.15, n.1, p.7-23, 2001. Disponível em https://www.researchgate.net/publication/245816834_Critical_Thinking_Cognitive_Presence_and_Computer_Conferencing_in_Distance_Education. Acesso em: 10 de fev. de 2010.GLICKMAN, Carl D. The Developmental Approach to Supervision. Educational Leadership. Virginia. v.38, n.2, p178-80, nov. 1980.HONG, Yihua; MATSKO, Kavita Kapadia. Looking Inside and Outside of Mentoring: Effects on New Teachers’ Organizational Commitment. American Educational Research Journal, December 2019, Vol. 56, No. 6, pp. 2368–2407.HUBERMAN, Michaël. O ciclo de vida profissional dos professores. In: NÓVOA, Antonio. (Org.). Vidas de professores. 2. ed. Porto: Porto Editora, p. 31-61, 1995.KENNEDY, Mary. Parsing the Practice of Teaching. Journal of Teacher Education, v. 67, n. 1, p. 6-17, 2016.MARCELO, Carlos; VAILLANT, Denise. Desarrollo profesional docente: Cómo se aprende a enseñar? Narcea, S.A. de Ediciones, 176p, 2009.MIZUKAMI, M. da G. N; REALI, A. R. Aprender a Ser Mentora: um estudo sobre reflexões de professoras experientes e seu desenvolvimento profissional. Currículo sem Fronteiras, v. 19, n. 1, p. 113-133, jan./abr. 2019. Disponível em: http://www.curriculosemfronteiras.org/artigos.htm Acesso em 13 de dezembro de 2019.NÓVOA, Antonio. Entre a formação e a profissão: ensaio sobre o modo como nos tornamos professores. Currículo sem Fronteiras, v. 19, n. 1, p. 198-208, jan./abr. 2019. Disponível em: http://www.curriculosemfronteiras.org/artigos.htm Acesso em 13 de dez. de 2019.REALI, Aline Maria de Medeiros Rodrigues; TANCREDI, Regina Maria Simões Pucinelli; MIZUKAMI, Maria da Graça Nicoletti. Programa de mentoria on-line: espaço para o desenvolvimento profissional de professoras iniciantes e experientes. Educação e Pesquisa. São Paulo. 34 (1), pp. 77-95. jan./abr., 2008. Disponível em: http://www.scielo.br/scielo.php?pid=S1517-97022008000100006&script=sci_abstract&tlng=pt Acesso em 5 de mai. de 2015.SNOECKX, Mireille. Formadores de Professores, uma identidade ainda balbuciante. In ALTET, Marguerite et. al. A profissionalização dos formadores de professores. Porto Alegre: Artmed. 2003.
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Tan, Rosalinda A., Rex Argate, and Harline L. Barcoso. "Gender Role and Supervisory Styles of Public-School Heads." Journal of World Englishes and Educational Practices 2, no. 6 (December 30, 2020): 01–12. http://dx.doi.org/10.32996/jweep.2020.2.6.1.
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The study focused on the administrative and supervisory functions of male and female school heads in public schools of Cebu City Division. The key informants were school heads and teachers from sixteen districts in Cebu City Division. The school head informants were chosen according to the number of administrative and instructional experience. The school heads had at least five years leadership experience. The teacher informants were chosen at random by the researcher. The main instrument of the study was the researcher and the key informants. The study utilized interview guides covering different areas of administrative management and instructional leadership function. In administrative management the informants were interviewed about the distinct practices of male and female school heads involving human research management, physical facilities management, fiscal management, data management, linkage management, communication and conflict management. In instructional leadership function, the key informants talked about the distinct practices of male and female school heads in instructional supervision, curriculum leadership and staff development. Based on the findings of the study, the following propositions were drawn: one, administrative function could be gauged by physical facilities, teacher behavior and student development; two, instructional leadership is contributed by learning performance outcome and teacher competence; third, gender bears the administrative function and instructional leadership. From the different propositions mentioned, this theory was generated, Tan’s Gender Role Orientation Theory of Institutional Management. After the conduct of the study and the theory generated, it is revealed that administrative and instructional leadership styles of male and female school heads can be influenced by gender orientation.
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Gentile, Lance M., and Merna M. McMillan. "Reading Teachers' Learning/Teaching Styles: Keys to Effective Supervision and Evaluation." Literacy 19, no. 3 (November 1985): 127–39. http://dx.doi.org/10.1111/j.1467-9345.1985.tb00595.x.
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Lebrero Casanova, Iván, Bartolomé J. Almagro, and Pedro Sáenz-López. "Estilos de enseñanza participativos en las clases de Educación Física y su influencia sobre diferentes aspectos psicológicos | Participatory teaching styles in Physical Education classes and their influence on different psychological aspects." ESPIRAL. CUADERNOS DEL PROFESORADO 12, no. 25 (September 5, 2019): 30. http://dx.doi.org/10.25115/ecp.v12i25.2286.
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El objetivo del estudio consistió en analizar diferentes aspectos psicológicos (soporte autonomía, necesidades psicológicas básicas, autoestima y motivación) tras una intervención basada en diferentes estilos de enseñanza (impartición de las sesiones por parte del docente y de los alumnos mediante estilos de enseñanza participativos y trabajo cooperativo). Se llevó a cabo un diseño de investigación cuasi-experimental pre-post con un grupo control y otro experimental. En el grupo control se mantuvo la dinámica habitual de clase (con el docente de Educación Física) y en el experimental era el alumnado (quién con la supervisión del profesor) quien impartía las clases. Los resultados mostraron que en el grupo experimental se produjo un descenso del soporte autonomía del docente y una mejora en la relación con los demás, en la autoestima y en la regulación externa (que disminuyó). La mayor implicación del alumnado en su proceso enseñanza-aprendizaje hizo mejorar los diferentes aspectos psicológicos estudiados.AbstractThe main objective of this study was to analyze different psychological aspects (autonomy support, basic psychological needs, motivation and self-esteem) after an intervention process based on several teaching styles (lesson implementation by the teacher and the students with means of participatory teaching styles and cooperative work). A pre-post quasi-experimental research design was carried out with a control group and an experimental group. With the control group, the usual classroom dynamics (with the Physical Education teacher) were maintained, and with the experimental group the students (with the supervision of the teacher) taught the lessons. Results showed that the experimental group experienced a decline in autonomy support of the teacher and an improvement in the sense of relatedness, self-esteem, and external regulation (which declined). The greater involvement of the students in their teaching-learning process improved the different psychological aspects studied.
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Urick, Angela. "Examining US principal perception of multiple leadership styles used to practice shared instructional leadership." Journal of Educational Administration 54, no. 2 (April 11, 2016): 152–72. http://dx.doi.org/10.1108/jea-07-2014-0088.
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Purpose – Decades of research on different leadership styles shows that effective school leadership is the degree of influence or synergy between teachers and principals around the core business of schools, instruction. While various styles, such as transformational, instructional, shared instructional, point to the similar measures of high organizational quality, the inconsistency in how these styles are defined and relate make it unclear how principals systematically improve schools. The paper aims to discuss these issues. Design/methodology/approach – This study used the 1999-2000 schools and staffing survey, n=8,524 of US principals, since it includes a nationally representative sample of administrators who responded to a comprehensive set of leadership measures around a time of school restructuring reforms. Confirmatory factor analysis was used to identify different styles, and to measure the extent of their relationship. These factors were used to test a theory about why principals practice each of these styles to a different degree based on levels of shared instructional leadership. Findings – Based on the theoretical framework, principals should have a similar high influence over resources, safety and facilities regardless of degree of shared instructional leadership since these tasks address foundational school needs. However, principal and teacher influence over these resources differed across levels of shared instructional leadership more than principal-directed tasks of facilitating a mission, supervising instruction and building community. Originality/value – Differences in the practice of styles by shared instructional leadership did not fit changing, higher ordered needs as theorized instead seemed to vary by a hierarchy of control, the way in which principals shared influence with teachers.
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Modebelu, Melody Ndidi, and F. K. Igwebuike. "Nigerian Child Learning Styles: A Teaching Strategy for Achieving Effective Education in Nigeria." International Letters of Social and Humanistic Sciences 15 (October 2013): 40–48. http://dx.doi.org/10.18052/www.scipress.com/ilshs.15.40.
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This study investigated the Nigerian child learning styles as a teaching strategy for achieving effective education in Nigeria. It was a survey design carried out in 258 public secondary schools in Anambra State. Respondents were made up of 1000 classroom teachers drawn through simple random sampling. Four research questions guided the study. A four-point scale questionnaire containing 28 items, validated by experts in Educational administration/supervision and Educational psychology was used for data collection. Data analysis was done using frequency distribution tables and mean scores. The findings revealed that secondary school teachers in Nigeria possess characteristics of good teaching to a high extent, eight learning styles for effective teaching were identified. The identified learning styles were applied to a low extent and five constraints responsible for the low application were also identified. Recommendations were made included that regular seminars and workshops should be organized to up-date these teachers, especially on the areas of learning styles and their effective application to encourage learners centred education.
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Mansuri, Mansuri. "Kepemimpinan Kepala Sekolah dalam Pembinaan Guru PAI di SDN Kecamatan Indrajaya Kabupaten Pidie." DAYAH: Journal of Islamic Education 1, no. 2 (July 10, 2018): 246. http://dx.doi.org/10.22373/jie.v1i2.2964.
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One of the duties of a school principal is to guide teachers. To achieve this duty, a principal employs various approaches and styles of leadership. This study aimed to investigate the implementation of the principals’ leadership in terms of guiding the teachers of Islamic education in the elementary schools in Indrajaya, Pidie. The focuses of the study included the approaches used by the principals in guiding the teachers of Islamic education (i.e., the use of charismatic potential and authority of the principals), the styles used by the principals in guiding the teachers, and the problems faced by the principals in guiding the teachers. The study used descriptive qualitative method. The objects of the study were five elementary schools within Indrajaya. The results showed that the principals applied their charismatic potential and authority when leading the teachers of which the charimastic factor was the predominant one. The principals used participative and authoritarian leadership styles, with the former being the most preferred. Further, there were problems in guiding the teachers, including the preparation of learning instruments, learning innovations, proper assessment, teachers’ personalities, and issues during academic supervision.
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Lee, Staci M., Mark C. Lee, Darcy A. Reed, Andrew J. Halvorsen, Elie F. Berbari, Furman S. McDonald, and Thomas J. Beckman. "Success of a Faculty Development Program for Teachers at the Mayo Clinic." Journal of Graduate Medical Education 6, no. 4 (December 1, 2014): 704–8. http://dx.doi.org/10.4300/jgme-d-14-00139.1.
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Abstract Background There has been limited research on the improvement of underperforming clinical teachers. Objective To determine whether a faculty development program could improve the evaluations of clinical teachers in an internal medicine residency program. Methods A total of 123 teachers completed faculty development at the Mayo Clinic from 2009 to 2012. The faculty enhancement and education development program (FEED) consists of 6 interactive, small group, 2-hour sessions taught by experienced Mayo Clinic faculty over 1 year. These sessions address the following competencies: asking questions, diagnosing learners, giving feedback, using teaching frameworks, recognizing learning styles, and providing clinical supervision. Resident-of-faculty Mayo teaching effectiveness (MTE) scores have previously demonstrated content, internal structure, and criterion validity. Teachers were grouped into the top 80% or the bottom 20%, according to baseline MTE scores. Mixed linear models were used to compare these groups regarding changes in MTE scores after completion of FEED. Results were adjusted for teacher age, sex, medical specialty, academic rank, and teaching awards. Results For all participants combined, the adjusted MTE scores (mean; standard error) improved from baseline (3.80; 0.04) to completion of FEED (3.93; 0.04; P < .001). However, the bottom 20% had a significantly greater improvement in scores than the top 80% (score-change difference = 0.166, P < .001). Conclusions We describe a low-intensity faculty development intervention that benefited all clinical teachers, but was particularly effective for underperforming teachers in internal medicine. The approach may be suitable for adoption or adaptation in other graduate medical education programs.
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Oudat, et al., Dr Mo'een A. "The Effect of Educational Supervision Styles on Performance Effectiveness of Physical Education Teachers in Jordanian Public Schools from Teachers' Perspectives." Journal of Educational & Psychological Sciences 15, no. 2 (June 1, 2014): 81–100. http://dx.doi.org/10.12785/jeps/150203.
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Gamoran, Adam. "School accountability, american style: dilemmas of high-stakes testing." Swiss Journal of Educational Research 29, no. 1 (June 1, 2007): 79–94. http://dx.doi.org/10.24452/sjer.29.1.4765.
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No Child Left Behind (NCLB) is a new federal law in the U.S. that requires states (if they wish to receive federal education funds) to set standards for student learning, design assessments to measure progress towards standards, and to hold districts and schools accountable for results. Accountability through high-stakes standardized testing is the latest development in a long move towards standards-based reform in U.S. education, a reform process that has enjoyed bipartisan support. It occurs in the context of what has been a “loosely coupled” system with little formal supervision and no national testing. NCLB confronts four dilemmas that any system of testing and accountability must address: It sets high standards; uses absolute targets to assess progress; accepts the narrowness of standardized tests in only two subjects as the price to be paid for clear and specific standards; and attempts (perhaps with limited success) to identify mechanisms to ensure equal opportunity to meet the standards. As a result of this approach, NCLB has galvanized the attention of educators and motivated teachers and students to improve; but it also leads to disproportionate sanctions for schools serving disadvantaged populations, mixes up effective and ineffective schools, and poses an unrealistic time frame for success.
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MORINA, Shemsi. "Differentiated Teaching Strategies with Children with Learning Difficulties." PRIZREN SOCIAL SCIENCE JOURNAL 3, no. 3 (December 26, 2019): 32. http://dx.doi.org/10.32936/pssj.v3i3.122.
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Teaching process every day and more is changing with a strong evolution, where the use of methods, forms and multiple techniques are transforming teaching in a complex and difficult process on the other hand the teaching process is faced today with a large number of exception and contradiction as:
Teachers often give students the task of exercises, for solution of which required knowledge of many subjects, despite the knowledge provided by the teacher were only on their case, so in this respect should be paid special attention to all stages through which ensure quality teaching and successful learning.
Teachers should be familiar with: difficulties, styles, interests, needs, trends and psychological abilities of each student in order to ensure their walk confidently ahead.
On the other hand they often have to break and be dedicated to a group of advanced students who have interests much broader than the rest of the class, in this regard have the skills, but the rest of the children have difficulties therefore require constant supervision and help of teachers.
These are some of the reasons that make teaching as a difficult and complex process. The teaching process as the learning had their history of development. Therefore they passed through the different stages being perfectly constantly.
From the very cognitive of these issues, it was concluded that both these processes are correlated with each other, which makes it even more complicated ( Raçi, A. Gashi, Sh. 2001: 3). Precisely for these reasons, studies and research on teaching and learning have been and are many today. These studies, as well as the interest accrued so teachers, psychologists, and experts in other fields, coupled with the fact that teaching and learning are continuous processes, such as understanding about them cannot ever finish ( QTKA, 2005: 13 ).
Keywords: Teaching, Learning, Learning difficulties, Multiply intelligences, Different styles of learning, Differentiated teaching, Qualitative learning
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Huer, Mary Blake. "Using Concept Maps for Educational Based Implementation of Assistive Technology: A Culturally Inclusive Model for Supervision in Special Education." Journal of Special Education Technology 20, no. 4 (September 2005): 51–59. http://dx.doi.org/10.1177/016264340502000406.
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This article addresses three emerging problems in special education: (a) new learning environments with different teaching styles, (b) equity in access to assistive technology (AT), and (c) an on-going infusion of new AT opportunities within special educational environments. Instructions for designing and creating concept maps are presented as a solution to meet the immense needs currently for AT preservice and inservice personnel preparation. Three sets of teacher/learner questionnaires as well as a new Personal Planning Protocol are introduced for integrating collaborative strategies during AT decision-making, and advocating for a culturally-inclusive model for supervision in special education.
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Dos Santos, Luis. "The Cultural Cognitive Development of Personal Beliefs and Classroom Behaviours of Adult Language Instructors: A Qualitative Inquiry." Brain Sciences 8, no. 12 (December 11, 2018): 220. http://dx.doi.org/10.3390/brainsci8120220.
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The researcher employed personal belief system (PBS) theory as the theoretical foundation for this study because it holds that teachers’ PBSs may influence their teaching behaviours, teaching styles, and pedagogies in classroom practice due to cultural influences. The purpose of this qualitative study was to explore how teachers’ personal beliefs influence how they teach and how their approach may align with or diverge from cultural expectations in a private adult learning facility for English learning in Macau Special Administrative Region, China. The participants in this study were classroom teachers in a learning community who believe in collaborating to create environments for best practices. Two main research questions guided this study: (1) What is the relationship between teachers’ personal belief systems and their classroom practice; and (2) How does a teacher’s educational experience as a K-12 student affect their pedagogy in an adult English language learning program? Three types of data collection methods were employed: interview, classroom observation, and field note taking. The findings showed that teachers utilize their personal belief systems to engage their students through interactive teaching strategies, which was counter-intuitive for both teachers and students who had been taught with Eastern teaching styles. This study contributed to personal belief system theory and broadens the understanding of the perspectives and concepts of English teaching and supervision. The beliefs of teachers influenced their understanding of teaching and their classroom practices.
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ElBahnasawy, Ahmed Kamal Abd Elwahab. "Egyptian Revolution and Its Impact on Work Values Among A Sample of Teachers in Assiut Governorate." Journal of Arts and Social Sciences [JASS] 7, no. 2 (June 1, 2016): 373. http://dx.doi.org/10.24200/jass.vol7iss2pp373-394.
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This study aims to identify the difference on work values and its constituent dimensions according to some variables: study sample (first sample immediately after the revolution, second sample 3 years after the revolution), gender (male and female), urban vs. rural, and interactions between these variables among a sample of teachers in Assuit. Sample of the study (N= 1121) includes male and female teachers (first sample N= 641, second sample N=480). Results show significant differences between the two samples in management, setting, supervision relations, life styles, safety, autonomy, multiplicity, economic return and general work values on behalf of the first sample. However differences in altruism and status were recorded for the second sample. Gender differences were found only in management dimension for male teachers. No significant differences were found either due to rural vs. urban place of living, or the interaction between gender and place of living. Yet, significant differences were found due to the interaction between the two samples and gender on the general score of values and some of the dimensions (safety, status, autonomy and multiplicity).
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Muary, Rholand. "STRATEGI KOMUNIKASI DA’I DALAM MENANAMKAN NILAI-NILAI AGAMA BAGI ANAK-ANAK JALANAN DI KECAMATAN MEDAN SUNGGAL." JURNAL ILMIAH SOSIOLOGI AGAMA (JISA) 2, no. 1 (June 30, 2019): 61. http://dx.doi.org/10.30829/jisa.v2i1.5409.
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<p>Tujuan Penelitian adalah untuk mengetahui metode penelitian komunikasi Da’i dalam Menanamkan Nilai-Nilai Agama kepada Anak-anak Jalanan, hambatan dari komunikasi Da’i dalam Menanamkan Nilai-Nilai Agama kepada Anak-anak Jalanan di Pinang Baris Kecamatan Medan Sunggal. Penelitian ini menggunakan metode penelitian kualitatif dengan pendekatan fenomenologi. Teknik pengumpulan data dalam penelitian ini adalah observasi dan wawancara. Hasil yang diperoleh pada penelitian ini adalah Strategi komunikasi Da’i dalam menanamkan nilai-nilai agama kepada anak-anak jalanan di Pinang Baris Kecamatan Medan Sunggal terdapat beberapa bentuk. Pertama Da’i memberikan pengarahan sepenuhnya dan berupaya memberikan motivasi kepada mereka agar mau bersekolah. Kedua Da’i menunjukkan ketauladanan dalam kehidupan sehari-hari. Ketiga mengajarkan anak-anak jalanan melaksanakan shalat, membaca Al-Qur’an dengan memberikan pengarahan agar dapat diamalkan mereka dalam kehidupannya. Hambatan-hambatan yang didapatkan dalam menanamkan nilai-nilai agama kepada anak-anak jalanan yaitu sulit diatur (bandel), kurangnya pengawasan (kontrol) ketika mereka berada di jalanan dan faktor lingkungan yang tidak kondusif.</p><p><em><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman', serif;">The aim of the study was to find out the communication method of Da'i in Infusing Religious Values to Street Children</span><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman', serif;">, </span><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman', serif;">obstacles from Da'i's communication in Instilling Religious Values with Street Children in Pinang Baris, Medan Sunggal District</span><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman', serif;">. </span><span style="font-size: 12pt; line-height: 150%; font-family: 'Times New Roman', serif;">This study uses qualitative research methods with a phenomenological approach. Data collection techniques in this study were observation and interviews. The results obtained in this study are Da'i's communication strategy in instilling religious values with street children in Pinang Baris, Medan Sunggal Subdistrict, there are several forms. First Da'i gave full direction and tried to motivate them to go to school. Both Da'i show obedience in everyday life. The third teaches street children to pray, read the Qur'an by giving instructions so that they can be practiced in their lives. Obstacles obtained in instilling religious values to street children are unruly (stubborn), lack of supervision (control) when they are on the streets and non-conducive environmental factors</span></em></p><pre style="text-align: justify; background: #F8F9FA;"><em><span style="font-size: 12pt; font-family: 'Times New Roman', serif;">The aim of the study was to find out the communication method of Da'i in Infusing Religious Values to Street Children</span></em><em><span style="font-size: 12pt; font-family: 'Times New Roman', serif;">, </span></em><em><span style="font-size: 12pt; font-family: 'Times New Roman', serif;">obstacles from Da'i's communication in Instilling Religious Values with Street Children in Pinang Baris, Medan Sunggal District</span></em><em><span style="font-size: 12pt; font-family: 'Times New Roman', serif;">. </span></em><em><span style="font-size: 12pt; font-family: 'Times New Roman', serif;">This study uses qualitative research methods with a phenomenological approach. Data collection techniques in this study were observation and interviews. The results obtained in this study are Da'i's communication strategy in instilling religious values with street children in Pinang Baris, Medan Sunggal Subdistrict, there are several forms. First Da'i gave full direction and tried to motivate them to go to school. Both Da'i show obedience in everyday life. The third teaches street children to pray, read the Qur'an by giving instructions so that they can be practiced in their lives. Obstacles obtained in instilling religious values to street children are unruly (stubborn), lack of supervision (control) when they are on the streets and non-conducive environmental factors.</span></em></pre><p class="MsoNormal" style="text-align: justify; line-height: normal;"><em> </em></p><em><span style="font-size: 12.0pt; mso-bidi-font-size: 11.0pt; line-height: 150%; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-bidi-theme-font: minor-bidi; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">Keywords: Da'I Communication, Religious Values</span></em>
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Hidvegi, Peter, and Reka Racsko. "WORK STRESS ACCORDING TO THE COMPARATIVE EXAMINATION OF THE PROFESSIONAL STAFF OF HUNGARIAN CUSTOMS AND FINANCE GUARD AND THE TEACHING STAFF OF SECONDARY SCHOOLS UNDER THE SUPERVISION OF SECURITY FORCES." Problems of Education in the 21st Century 53, no. 1 (April 15, 2013): 40–50. http://dx.doi.org/10.33225/pec/13.53.40.
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In people’s life their job takes a very important place which cuts across exist outside of work as a whole. The health status of the Hungarian population is among the worst in Europe. High mortality and morbidity rates of non-infectious diseases are mainly due to lifestyle factors, and job stress is a significant risk factor. Being an officer of the Customs and Finance Guard is a specific profession, the job stress is significant. If our aim is prevention, we have to start by evaluating the health status of the vulnerable population, and intervention can be designed in view of the results. Aim: A national context to explore about the customs and finance guard and teachers of police training colleges their stress level, and their chance of their advancement In view of the result, we would like to develop a health promoting project for this population with special profession. Sample: The study population consisted of 122 employees who have been working for the Hungarian Customs and Finance Guard for more than one year, 481 workers who have been employees of the Hungarian Customs and Finance Guard for less than a year, and 99 teachers of law enforcement schools. We used an impersonal style should be used self-report questionnaires for evaluation. The job stress questionnaire showed that the stress level of officers was significantly higher than that of teachers. The vulnerability of officers of the Hungarian Customs and Finance Guard is significantly higher than that of teachers, therefore, it is imperative to accomplish a health promoting project and burnout intervention. Key words: work, stress, comparative study, Hungarian Customs and Finance Guard.
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Guo, Junqi, Ludi Bai, Zehui Yu, Ziyun Zhao, and Boxin Wan. "An AI-Application-Oriented In-Class Teaching Evaluation Model by Using Statistical Modeling and Ensemble Learning." Sensors 21, no. 1 (January 1, 2021): 241. http://dx.doi.org/10.3390/s21010241.
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In-class teaching evaluation, which is utilized to assess the process and effect of both teachers’ teaching and students’ learning in a classroom environment, plays an increasingly crucial role in supervising and promoting education quality. With the rapid development of artificial intelligence (AI) technology, the concept of smart education has been constantly improved and gradually penetrated into all aspects of education application. Considering the dominant position of classroom teaching in elementary and undergraduate education, the introduction of AI technology into in-class teaching evaluation has become a research hotspot. In this paper, we propose a statistical modeling and ensemble learning-based comprehensive model, which is oriented towards in-class teaching evaluation by using AI technologies such as computer vision (CV) and intelligent speech recognition (ISR). Firstly, we present an index system including a set of teaching evaluation indicators combining traditional assessment scales with new values derived from CV and ISR-based AI analysis. Next, we design a comprehensive in-class teaching evaluation model by using both the analytic hierarchy process-entropy weight (AHP-EW) and AdaBoost-based ensemble learning (AdaBoost-EL) methods. Experiments not only demonstrate that the two modules in the model are respectively applicable to the calculation of indicators with different characteristics, but also verify the performance of the proposed model for AI-based in-class teaching evaluation. In this comprehensive in-class evaluation model, for students’ concentration and participation, ensemble learning module is chosen with less root mean square error (RMSE) of 8.318 and 9.375. In addition, teachers’ media usage and teachers’ type evaluated by statistical modeling module approach higher accuracy with 0.905 and 0.815. Instead, the ensemble learning approaches the accuracy of 0.73 in evaluating teachers’ style, which performs better than the statistical modeling module with the accuracy of 0.69.
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Handayani, Rekno, Imaniar Purbasari, and Deka Setiawan. "TIPE-TIPE POLA ASUH DALAM PENDIDIKAN KELUARGA." Refleksi Edukatika : Jurnal Ilmiah Kependidikan 11, no. 1 (December 9, 2020): 16–23. http://dx.doi.org/10.24176/re.v11i1.4223.
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This study aims to analyze the type of parenting in the family education of SD 1 Gulang students, Mejobo District, Kudus Regency.This research is a qualitative descriptive study conducted in Gulang Village, Mejobo District, Kudus Regency. The research subjects were grade 4 students of SD 1 Gulang. The data collection techniques used include direct observation, interviews, research documentation, and note taking. Interviews were conducted with parents of students who implemented parenting, students, and teachers who were the main informants. In analyzing the data, the Milles Huberman model was used, namely the analysis was carried out including data collection, data reduction, data presentation and conclusion drawing.The results showed that SD 1 Gulang students received family education from parents who applied various types of parenting styles. The following shows several types of parenting that are found (1) democratic patterns, democratic parenting is a form of parenting that is cooperative for children, but there are certain limitations, this pattern is able to provide maximum education in the family so that children have good character and social attitudes. (2) neglect, this form of parenting has a tendency for parents not to be involved at all in the child's life, (3) authoritarian, the family provides strict supervision to the child so that the parents are quite dominant in the child's life and (4) permissive, the parents In providing assistance, only providing needs without providing good family education to children. Of the four types of parenting found, it is known that democratic patterns are parenting styles that have a positive role for children. The three other parenting styles do not have a positive role. As a result, students become passive and cannot socialize well, so that family education is important for a child's life, especially SD 1 Gulang.
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Bajtoš, Ján. "Comparison of Teachers’ Opinions on Inspections." Acta Educationis Generalis 9, no. 2 (August 1, 2019): 66–81. http://dx.doi.org/10.2478/atd-2019-0008.
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AbstractIntroduction: The quality of school depends on a well-functioning school management, managed by the top school managers. It is very important to know the real conditions of the school to be able to provide any effective changes. Especially, it is necessary to know the educational process which can be efficiently determined by an inspection process. The inspection process is present in current pedagogical science and in pedagogical practice which deserves increased attention of all participants in the educational process.Methods: The study is based on a theoretical analysis of the presented issues and on a research. The findings were analysed, compared, and conclusions were drawn for school practice. We used the following research methods:- content analysis of the existing literature;- the quantitative method of gathering data by the medium of a twelve-item questionnaire containing four closed and eight semi-open questions. The questionnaire contained data necessary to process and evaluate the questionnaire, these were inserted as the last question;- statistical data processing methods.Results: New times bring a new style of management and a new understanding of the inspecting activity, which creates a partnership between the student and the teacher. It is to promote mutual understanding between them, based on the principles of democracy. Innovations in the educational practice also affect the realization of inspecting activities. The aim of managers, as well as inspectors, is to promote inspections not only as a tool for evaluating the teaching process but also as methodological help for teachers. The goal of our research was to map the state of the inspecting activity in selected high schools and to find out about the changes in teachers’ opinions on inspecting activities over the twenty-year horizon. We cannot generalize our findings for schools of all kinds as only 88 respondents (44 respondents participated in the 1998 research and 44 respondents in the 2017 research) took part in our research.Discussion: Managing the educational process and taking the responsibility for its quality are among the basic duties of the school management and in the conditions of the Slovak Republic, as it follows from Act no. 596/2003 on state administration in education and school self-government as last amended. Supervising school leadership is one of the fundamental means of feedback that allows the study of the level of educational and training results, the fulfillment of the conceptual development of school, and the fulfillment of the tasks in the short-term school plan. The objective of the principal of the school is to obtain objective information about the level and the outcomes of the educational work of the school and, if deficiencies are identified, it is his/her duty to eliminate them. The most important task of the school is to implement the School Educational Program in line with the State Educational Program (SEP), which should take into account the needs of students, the interests of students and their parents, and contribute to improving the processes going on in the school, especially in the educational process. The research revealed that inspections conducted by school managers (the principal, deputies, administrators) are the most beneficial for the work of teachers. This fact was caused by the effort of the school managers to view inspections as a means of personal growth of teachers and not only as a controlling mechanism of teachers’ work. This was also confirmed by the research showing that inspections by the members of school management are now clearly focused on emphasizing the positive aspect of teachers’ work. This was caused by a shift in the inspectors’ perception of the inspecting activities in the period of twenty years - they use them as a teacher-oriented tool.Limitations: The number of participants in the research sample was one of the methodological limitations of this research. We cannot consider this number to be representative for the purpose of generalizing the results.Conclusion: In this study, we realized a mutual comparison of attitudes and opinions of teachers regarding inspecting activities. This comparative study, taking into account the twenty-year time span, has shown that the inspectors (school managers) have acquired such methods of evaluating their teachers, which objectively refer of their actual performance, that the most beneficial inspections for teachers’ own pedagogical work are the inspections conducted by the members of the school management, that the adherence to pedagogical ethics by the inspectors has an increasing tendency, and that formalism, as well as the subjective evaluation of teacher’s work, have a downward tendency and have disappeared from the conclusions of inspections. Based on the research results, it can be concluded that, in the course of two decades, significant changes have taken place in the realization of inspections, both on the part of the inspectors and on the part of the teachers and their perception of inspections.
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Susanti, Asih Enggar, and Selvi Ester Suwu. "Penerapan Pembelajaran Berbasis Masalah untuk Meningkatkan Ketrampilan Berpikir Kritis Siswa Kelas IX dalam Pelajaran Ekonomi [Problem-Based Learning Implementation to Increase Grade IX Students' Critical Thinking Skill in Learning Economics]." Polyglot: Jurnal Ilmiah 12, no. 1 (April 3, 2017): 66. http://dx.doi.org/10.19166/pji.v12i1.383.
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<p>This study aims to determine grade IX students’ response to the application of problem-based learning in economics and to determine the increase in students' critical thinking skills using the problem-based learning method. The design of this research is Class-Action Research (CAR), with the subjects being 31 grade IX students at a Christian junior high school in the city of Tangerang. The research instruments used in the application of problem-based learning are the students’ daily test scores, surveys, feedback from supervising teachers and fellow students, interviews with mentor teachers, and journal reflections. Analysis of the data used is descriptive analysis of the value of students' daily tests, observations of feedback from fellow students and their teachers, interviews, and students’ questionnaires. The results show that students' response to problem-based learning can improve critical thinking skills of students in learning economics. It could be seen from the increase in students' critical thinking skills in both students’ ability to ask questions, answer questions, and analyze and solve problems presented by the author.</p><p><em><span class="showMoreLessContentElement" style="display: inline;">BAHASA INDONESIA ABSTRAK: </span>Penelitian ini bertujuan untuk mengetahui respon siswa kelas IX terhadap penerapan pembelajaran berbasis masalah dalam pelajaran ekonomi, dan untuk mengetahui peningkatan ketrampilan berpikir kritis siswa melalui pembelajaran berbasis masalah. Desain penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK), dengan subjek penelitian adalah siswa kelas IX yang terdiri dari 31 siswa pada salah satu SMP Kristen di kota Tanggerang. Instrumen penelitian yang digunakan pada penerapan pembelajaran berbasis masalah adalah nilai ulangan harian siswa, angket, hasil observasi berupa umpan balik dari guru pembimbing dan rekan mahasiswa, hasil wawancara bersama dengan guru mentor, dan jurnal refleksi. Analisis data yang digunakan adalah analisis deskriptif, yaitu pada nilai ulangan harian siswa, hasil observasi, wawancara serta angket siswa. Hasil penelitian menunjukan bahwa respon siswa terhadap pembelajaran berbasis masalah adalah positif dan dapat meningkatkan kemampuan berpikir kritis para siswa dalam mempelajari ekonomi. Hal ini terlihat dari peningkatan kemampuan berpikir kritis siswa baik dalam kemampuan bertanya siswa, menjawab pertanyaan, menganalisis serta menyelesaikan permasalahan yang diajukan oleh penulis.</em></p>
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Serdiuk, Ya O. "Amanda Maier: a violinist, a pianist, a composer – the representative of Leipzig Romanticism." Aspects of Historical Musicology 17, no. 17 (September 15, 2019): 232–48. http://dx.doi.org/10.34064/khnum2-17.15.
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Background. The performance practice of recent decades demonstrates an obvious tendency to expand and update the repertoire due to the use of the works of those composers whose pieces had “lost” over time against to the pieces of their more famous contemporaries. At the same time, in sociology, psychology, culturology, gender issues are largely relevant. Musicology does not stand aside, applying the achievements of gender psychology in the study of composer creativity and musical performing (Tsurkanenko, I., 2011; Gigolaeva-Yurchenko, V., 2012, 2015; Fan, Liu, 2017). In general, the issue of gender equality is quite acute in contemporary public discourse. The indicated tendencies determine the interest of many musicians and listeners in the work of women-composers (for example, recently, the creativity by Clara Schumann attracts the attention of performers all over the world, in particular, in Ukraine the International Music Festival “Kharkiv Assemblies” – 2018 was dedicated to her works). The theme of the proposed work is also a response to the noted trends in performing practice and musicology discourse. For the first time in domestic musicology an attempt is made to give a brief overview of the life and career of another talented woman, whose name is little known in the post-Soviet space. This is a Swedish violinist, composer and pianist Amanda Röntgen-Maier (1853–1894), a graduate of the Stockholm Royal College of Music and the Leipzig Conservatory, a contemporary of Clara Schumann, J. Brahms, E. Grieg, with whom she and her husband – composer, pianist, conductor Julius Röntgen – were associated for enough long time by creative and friendly relationships. In the post-Soviet space, not a single work has been published that would be dedicated to the works of A. Maier. In European and American musicology, the composer’s personality and creative heritage is also not widely studied. Her name is only occasionally mentioned in works examining the musical culture and, in particular, the performing arts of Sweden at that time (Jönsson, Å., 1995, 151–156; Karlsson, Å., 1994, 38–43; Lundholm, L., 1992, 14–15; Löndahl, T., 1994; Öhrström, E., 1987, 1995). The aim of the proposed study is to characterize Amanda Meier’s creative heritage in the context of European romanticism. Research results. Based on the available sources, we summarized the basic information about the life and career of A. Maier. Carolina Amanda Erica Maier (married Röntgen-Maier ) was born on February 20, 1853 in Landskrona. She received the first music lessons from his father, Karl Edward Mayer, a native of Germany (from Württemberg), who worked as a confectioner in Landskrona, but also studied music, in particular, in 1852 he received a diploma of “music director” in Stockholm and had regular contracts. In 1869, Amanda entered to the Kungliga Musikaliska akademien (Royal College of Music) in Stockholm. There she learns to play several instruments at once: the violin, cello, piano, organ, and also studies history, music theory and musical aesthetics. A. Maier graduated from Royal College successfully and became the first woman who received the title of “Musik Direktor”. The final concert, which took place in April 1873, included the performance of the program on the violin and on the organ and also A. Maier’s own work – the Romance for Violin. In the spring of 1874, Amanda received the grant from the Royal College for further studies at the Leipzig Conservatory. Here, Engelbert Röntgen, the accompanist of the glorious orchestra Gewandhaus, becomes her teacher on the violin, and she studies harmony and composition under the guidance of Karl Heinrich Karsten Reinecke and Ernst Friedrich Richter. Education in Leipzig lasts from 1874 to 1876. In the summer and autumn of 1875, A. Maier returns to Landskron, where she writes the first major work – the Concerto for violin and orchestra in one-movement, D minor, which was performed twice: in December 1875 in Halle and in February 1876 with the Gewandhaus Orchestra under the direction of K. Reinecke. The further career of A. Maier, both performing and composing, developed very successfully. She made several major concert trips between 1876 and 1880: to Sweden and Norway, to Finland and St. Petersburg; she also played to the Swedish king Oscar II (1876); concerts were held with constant success. While studying in Leipzig, A. Maier met her future husband (the son of her violin teacher) Julius Röntgen, composer and conductor. They married 1880 in Landskrona. Their personal relationships included active creative communication, both playing music together, and exchanging musical ideas, getting to know each other’s works. Part of his chamber opuses, for example, the cycle of Swedish folk dances, A. Maier created in collaboration with her husband. An analogy with life of Robert and Clara Schumann may take place here, although the Röntgen spouses did not have to endure such dramatic collisions that fell to the lot of the first. After the wedding, Röntgen family moved to Amsterdam, where Julius Röntgen soon occupies senior positions in several music organizations. On the contrary, the concert and composing activities of A. Maier go to the decline. This was due both, to the birth of two sons, and to a significant deterioration in her health. Nevertheless, she maintains her violin skills at the proper level and actively participates in performances in music salons, which the family arranges at home. The guests of these meetings were, in particular, J. Brahms, K. Schumann, E. Grieg with his wife and A. Rubinstein. The last years of A. Maier’s life were connected with Nice, Davos and Norway. In the fall of 1888 she was in Nice with the goal of treating the lungs, communicating there with her friends Heinrich and Elizabeth Herzogenberg. With the latter, they played Brahms violin sonatas, and the next (1889) year A. Maier played the same pieces with Clara Schumann. Amanda Maier spent the autumn of 1889 under the supervision of doctors in Davos, and the winter – in Nice. In 1890, she returned to Amsterdam. His last major work dates back to 1891 – the Piano Quartet in D minor. During the last three years of her life, she visited Denmark, Sweden and Norway, where she performed, among other, her husband’s works, for example, the suite “From Jotunheim”. In the summer of 1889, A. Maier took part in concerts at the Nirgaard Castle in Denmark. In 1894, she returned to Amsterdam again. Her health seems stable, a few hours before her death she was conducting classes with her sons. A. Maier died July 15, 1894. The works of A. Maier, published during the life of the composer, include the following: Sonata in H minor (1878); 6 Pieces for violin and piano (1879); “Dialogues” – 10 small pieces for piano, some of which were created by Julius Röntgen (1883); Swedish songs and dances for violin and piano; Quartet for piano, violin, viola and cello E minor (1891). Still unprinted are the following works: Romance for violin and piano; Trio for violin, cello and piano (1874); Concert for violin and orchestra (1875); Quartet for piano, violin, viola and clarinet E minor; “Nordiska Tonbilder” for violin and piano (1876); Intermezzo for piano; Two string quartets; March for piano, violin, viola and cello; Romances on the texts of David Wiersen; Trio for piano and two violins; 25 Preludes for piano. The composer style of A. Mayer incorporates the characteristic features of the Romantic era, in particular, the Leipzig school. Lyric elements prevail in her works, although the composer is not alien to dramatic, heroic, epic images (the Piano Quartet E minor, some pieces from the Six Songs for Violin and Piano series). In the embodiment of such a circle of images, parallels with the musical style of the works of J. Brahms are quite clearly traced. In constructing thematic structures, A. Maier relies on the melody of the Schubert-Mendelssohn type. The compositional solutions are defined mainly by the classical principles of forming, which resembles the works of F. Mendelssohn, the late chamber compositions of R. Schumann, where the lyrical expression gets a clear, complete form. The harmonic language of the works of A. Maier gravitates toward classical functionality rather than the uncertainty, instability and colorfulness inherent in the harmony of F. Liszt, R. Wagner and their followers. The main instrument, for which most of the opuses by A. Maier was created, the violin, is interpreted in various ways: it appears both, in the lyrical and the virtuoso roles. The piano texture of chamber compositions by A. Maier is quite developed and rich; the composer clearly gravitates towards the equality of all parties in an ensemble. At the same time, piano techniques are reminiscent of texture formulas by F. Mendelssohn and J. Brahms. Finally, in A. Mayer’s works manifest themself such characteristic of European romanticism, as attraction to folklore, a reliance on folk song sources. Conclusions. Periods in the history of music seemed already well studied, hide many more composer names and works, which are worthy of the attention of performers, musicologists and listeners. A. Mayer’s creativity, despite the lack of pronounced innovation, has an independent artistic value and, at the same time, is one of such musical phenomena that help to compile a more complete picture of the development of musical art in the XIX century and gain a deeper understanding of the musical culture of this period. The prospect of further development of the topic of this essay should be a more detailed study of the creative heritage of A. Maier in the context of European musical Romanticism.
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Trisca, Jorge Omar, Anneth Medina Rocha, Jaime Rodríguez Gómez, and Mónica Cely Salazar. "Motivación para el trabajo intelectual, estilos de aprendizaje y estrategias metacognoscitivas en alumnos de educación media." RIEE | Revista Internacional de Estudios en Educación 19, no. 1 (January 28, 2019): 19–34. http://dx.doi.org/10.37354/riee.2019.187.
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El aprendizaje autorregulado, los estilos de aprendizaje y la motivación para el trabajo intelectual tienen gran importancia en la actualidad por su influencia sobre los procesos de aprendizaje. Este estudio, descriptivo y correlacional, procura determinar el grado de relación que existe entre estas variables y su nivel de significación, pues esta información podría ser de gran ayuda en el momento de planear las estrategias de aprendizaje dentro de las aulas. Se administró el Cuestionario Honey-Alonso de Estilos de Aprendizaje (CHAEA) y el Cuestionario de Estrategias de Aprendizaje y Motivación (CEAM) para el trabajo intelectual a una muestra de 110 alumnos de una escuela preparatoria de Mérida, Yucatán, México. Se encontró que la supervisión y la autoevaluación, como estrategias metacognitivas, fueron las mejores valoradas. Por otro lado, la organización de la información resaltando las ideas principales obtuvo una valoración muy pobre. El modelo planteado para analizar la relación entre las estrategias metacognitivas, la motivación y los estilos de aprendizaje alcanzó niveles de ajuste satisfactorios. Se observa una aparente ausencia de relación entre la motivación y los estilos de aprendizaje en coincidencia con resultados de otros estudios consultados. Por otro lado, en la literatura se ha encontrado que estudiantes con ciertos estilos de aprendizaje tienden a tener una preferencia por determinadas estrategias metacognitivas. No obstante, en la presente investigación no se observaron tales correlaciones, lo cual puede atribuirse a que en esta investigación el desarrollo de los diferentes estilos de aprendizaje es muy equilibrado, además de que únicamente la mitad de los encuestados tiende a tener un estilo preferente. En conclusión, los estilos de aprendizaje conforman un constructo que es independiente de la motivación y las estrategias metacognitivas.
Referencias
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Hidayat, Muzakki, Muhaimin Dimyati, and Supardi Supardi. "EFFECT OF SUPERVISION, MOTIVATION OF ACHIEVEMENT AND REWARD TO TEACHER PERFORMANCE WITH LEADERSHIP STYLE AS VARIABLES OF MODERATION." MBA - Journal of Management and Business Aplication 1, no. 2 (September 28, 2018). http://dx.doi.org/10.31967/mba.v1i2.271.
Full textAbstract:
Supervision is one form of attention of the principal to the teacher in addition of giving rewards that can foster motivation of achievement that will give effect to the performance of teachers. If it supported by a leadership style, it will be able to improve teacher performance. This study aims to determine and analyze the influence of supervision, achievement motivation and reward on the performance of teachers and the influence of moderation leadership style on supervision, achievement motivation and reward on teacher performance. This research is a survey research conducted in Al Baitul Amien 02 Jember elementary school with sampling technique using total sampling technique, so that the sample obtained 40 respondents. Hypotheses were tested using multiple linear regression analysis and Moderated Regression Analysis (MRA). The results showed that supervision, achievement motivation and reward on teacher performance either simultaneously or partially. Leadership style has not been able to moderate the influence of supervision, achievement motivation and reward on teacher performance. Keywords: Supervision, Achievement Motivation, Rewards, Performance, Leadership Style
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Santi, Santi. "Gaya Kepemimpinan dan Pelaksanaan Supervisi Kepala Sekolah Untuk Meningkatkan Kinerja Guru." Didaktis: Jurnal Pendidikan dan Ilmu Pengetahuan 19, no. 2 (July 1, 2019). http://dx.doi.org/10.30651/didaktis.v19i2.2825.
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This study describes the leadership style of principals, describes the teaching supervision program, describes the implementation of teaching supervision, describes the techniques in carrying out supervision of teaching, describes the follow-up by the principal, describes the inhibiting factors of teaching supervision. Descriptive methods with qualitative approaches, carried out in Al-Muhajirin Purwakarta Middle School, observed by the principal, vice-principal and colleagues. The results of the research style of principals' leadership in improving teacher discipline is to use authoritarian and democratic leadership styles. Teaching Supervision techniques used by principals are: Techniques for supervising individuals by doing and group techniques with activities. Follow-up of the results of supervision by the Principal: guidance based on the results of class visits, teacher training programs, opportunities to actively participate in MGMP activities, training both by the local government and the central government or other agencies. Obstacles to supervision: low competence of some appointed supervisors, activities outside the supervision schedule, and difficult to change old habits.
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Gunawan, Imam. "PENDEKATAN ALTERNATIF DALAM PELAKSANAAN SUPERVISI PENGAJARAN." Premiere Educandum : Jurnal Pendidikan Dasar dan Pembelajaran 1, no. 02 (November 14, 2016). http://dx.doi.org/10.25273/pe.v1i02.42.
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<div style="text-align: JUSTIFY;"><p>Teaching supervision may aim to create a better learning atmosphere, guide teachers’ teaching experience, and help the teacher assess their students. A supervisor motivation to teachers can improve their commitment. There are approaches to supervision and dimensions to classify teachers to help supervisors select the approach to adopt. Among the approaches are the clinic, directive, non-directive, collaborative, informal, collegial, and individual related to teacher dimensions such as extent of attention, responsibility, maturity, and cognitive complexity of the teachers which ease to choose recommended approaches to apply in the supervising.</p></div>
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Panatagama, Teguh, Nurkolis Nurkolis, and Akmal Akmal. "PENGARUH GAYA KEPEMIMPINAN D DAN SUPERVISI AKADEMIK TERHADAP MOTIVASI KERJA GURU MADRASAH TSANAWIYAH SWASTA KABUPATEN PATI." Jurnal Manajemen Pendidikan (JMP) 5, no. 3 (December 27, 2017). http://dx.doi.org/10.26877/jmp.v5i3.1938.
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The purpose of this study are: (1) to determine the influence of principal’s democratic leadership style towards work motivation teacher (2) to determine the influence of academic supervision towards work motivation teacher (3) to determine the influence of principal’s democratic leadership style and principal’s supervision academic towards work motivation of private MTs’s teacher in sub-district Margoyoso Pati Regency.The population in this research are all teachers of private MTs in sub-district Margoyoso Pati Regency they are 186 peoples, with a sample of 110 peoples by using proportional random sampling technique. Data collection method were used a questionnaire. The analysis of the data was used descriptive analysis, test requirements and test hypotheses include simple linear regression used SPSS for Window.The results of this research is the average acquisition score of work motivation of teacher 134,51 categorized medium category, the average acquisition score of principal’s democratic leadership style 110,35 categorized democratic enough category, and the average acquisition score of principal’s supervision academic 114,26 categorized good enough category. The test results of the research data are obtained prerequisite normal distribution of data, homogeneous, linear, and not multikolinier. The hypothesis tests are found: (1) there is a positive influence principal’s democratic leadership style to work motivation of teacher that is expressed by the equation Y = –2,783 + 1,244X1; the strength of correlation is 0,808 with a contribution about 0,653 or 65,3%, (2) there is a positive influence in principal’s supervision academic to work motivation of teacher that is expressed by the equation Y = –2,292 + 1,197X2; the strength of correlation is 0,809 with a contribution about 0,654 or 65,4% and (3) there is a positive influence on principal’s democratic leadership style and principal’s supervision academic together towards work motivation of teacher expressed by the equation Y = –15,376 + 0,680X1 + 0,658X2; the strength of correlation is 0,846 with a contribution about 0,716 or 71,6%.
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Chinchayan Roman, Rosa Elizabeth. "EVALUACIÓN DEL LIDERAZGO DEL DIRECTOR Y SU INFLUENCIA EN EL DESEMPEÑO DOCENTE DEL NIVEL SECUNDARIO DE LA INSTITUCIÓN EDUCATIVA MAGÍSTER DEL DISTRITO DE VILLA MARÍA DEL TRIUNFO. LIMA, 2013 / EVALUATION OF THE LEADERSHIP OF THE DIRECTOR AND HIS INFLUENCE IN." LOGOS 6, no. 1 (September 14, 2016). http://dx.doi.org/10.21503/log.v6i1.1270.
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RESUMEN La investigación científica que hemos realizado es cuantitativa, transversal bivariada. Aplicamos un diseño correlacional causal. Los factores de estudio son dos: el estilo de liderazgo del director y el desempeño docente del nivel secundario de la Institución Educativa Magíster del distrito de Villa María del Triunfo, Lima 2013. La población estuvo conformada por el 100% de los directivos, 20% de los docentes, 20% de los estudiantes y 20 % de los Padres de familia que hacen un total de 230 encuestados de la I.E. Magíster del distrito de Villa María del Triunfo. Para la recolección de datos se confeccionaron dos cuestionarios estructurados como medición y consta de las siguientes Variables: en cuanto a los estilo de liderazgo directivo se tomó las siguientes dimensiones Estilo Gerencial, Liderazgo, Ambiente Laboral, Monitoreo y supervisión. En cuanto a la variable desempeño docente se tomó las siguientes dimensiones: Planificación de la enseñanza, Estrategias Metodológica, Uso de medios y materiales educativos y en Estilos de Liderazgo Directivo se consideraron aquello autoritarios, democráticos y liberales. Fueron aplicados a 230 personas entre docentes, estudiantes y padres de familia de la muestra. Los instrumentos cumplen con las cualidades de validez y confiabilidad. El estudio plantea la siguiente hipótesis de investigación: El estilo de liderazgo del director se relaciona significativamente con el Desempeño docente del nivel secundario de la Institución Educativa Magíster del distrito de Villa María del Triunfo, Lima 2013. Los resultados obtenidos nos permiten rechazar la hipótesis nula y aceptarla hipótesis investigadas pues se ha encontrado según la correlación de Rho de Spearman de 0,821 es ALTA asociación de las variables y siendo altamente significativo. Además, según la pruebas de la independencia (***p < .000) altamente significativo, se acepta la hipótesis: Existe relación entre el estilo de liderazgo del director y el desempeño docente del nivel secundario de la Institución Educativa Magíster del distrito de Villa María del Triunfo, Lima 2013. PALABRAS CLAVE: Estilos de Liderazgo Directivo– Desempeño Docente - la I.E. Magíster - Villa María del Triunfo. LIMA ABSTRACT Scientific research we have done is quantitative, cross bivariate. We apply a causal correlational design. Study factors are two: the leadership style of the principal and teacher performance at the secondary level of the Educational Institution Master of Villa María del Triunfo, Lima 2013. The population consisted of 100% of managers, 20% of teachers, 20% of students and 20% of Parents for a total of 230 respondents from the S.I. Master of Villa María del Triunfo. For data collection and two structured as a measure consists of the following variables questionnaires were prepared: as to the style of managerial leadership the following dimensions Management Style Leadership Work Environment, Monitoring and supervision was taken. As for teacher performance Variable it took the following dimensions: Planning for teaching, Methodological Strategies, Using educational media and materials and Senior Leadership Styles that were considered authoritarian, democratic and liberal. They were applied to 230 people including teachers, students and parents of the sample. The instruments meet the qualities of validity and reliability. The study raises the following hypothesis: the director's leadership style is significantly related to teacher performance at the secondary level of the Educational Institution Master of Villa María del Triunfo, Lima 2013. The results allow us to reject the null hypothesis and accept hypothesis investigated as found by the Spearman Rho correlation of 0.821 is HIGH association of variables and being highly significant. Furthermore, according to the test of independence (*** p <.000) highly significant, the hypothesis is accepted: There is a relationship between the leadership style of the principal and teacher performance at the secondary level of the Educational Institution Master of Villa María del Triunfo, Lima 2013. KEYWORDS: Leadership Styles Directivo- Teacher Performance - the S.I. Magister - Villa Maria del Triunfo. LIME
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Raza, Syed Ahmad. "Impact Of Organizational Climate On Performance Of College Teachers In Punjab." Journal of College Teaching & Learning (TLC) 7, no. 10 (October 1, 2010). http://dx.doi.org/10.19030/tlc.v7i10.155.
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The study aimed to determine the impact of organizational climate on performance of college teachers. The researcher selected the area of college education as the focus of the study. The study was delimited to all the public sector degree colleges of Punjab. Population of this study consisted of all the principals and teachers working in public sector degree colleges of Punjab and the simple random sampling technique sample was used. The sample consisted of 70 degree colleges, their heads, and five teachers from each sampled college. In order to measure the variables, the research instruments were the questionnaires for principals and teachers. Each questionnaire consisted of 30 items. The data collected from sampled colleges were tabulated, analyzed and interpreted in light of the objectives of the study by applying statistical tools of research, such as mean, standard deviation, standard error of means, and coefficient of correlation. On the basis of analysis, it was concluded that the majority of public college principals opined that open climate was very highly and positively correlated to teacher performance, but paternal and closed climates were negatively correlated to teacher performance. In light of the conclusions, it is recommended that teachers may be given chances to discuss their academic problems in groups, seminars, and conferences. Workshops may be arranged more for this purpose. The management style of principals may be improved through in-service training, seminars, workshops and departmental meetings and supervision. Performance of teachers can be increased by promoting open, as well as controlled, climates and avoiding closed climate. These climates may be ensured through administrative policy and measures.
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Surayya, Ely, and Sumirah Sumirah. "The Role of Principal Supervision in Improving Teacher Performance." International Journal of Southeast Asia 2, no. 1 (March 9, 2021). http://dx.doi.org/10.47783/journijsa.v2i1.199.
Full textAbstract:
Principal supervision aims to improve teacher performance. Next is teacher performance, namely strengthening teacher characteristics in an effort to improve the quality of work life, as stated by Sellar and Maura, which states that teacher characteristics have traditionally been assessed as a desired indicator or as teacher quality, the latter is closely related to the impact of values, attitudes and understanding as a professional practitioner educator. For teachers to be effective in the information age, they need to get to know students more about their backgrounds and learning styles. Teachers must be effective and act positively in the classroom to improve educational outcomes. In order to do this they must have the will to enhance cognitive learning inthe process.
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Chakrabarty, Dr Parijat. "Implementation of Internship in 2 Year B.Ed. Course – A Challenge or Routine Task." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455–2526) 3, no. 3 (July 2, 2016). http://dx.doi.org/10.21013/jems.v3.n3.p18.
Full textAbstract:
<em>In the recent years all over India there has been a drastic change in B.Ed. course. The switch over to one year course to two year B.Ed. course is quite interesting and challenging task. Any teacher education course seeks to train teacher having requisite teaching skills. Practicum approach adopted in the modern teacher education course is to place a student teacher in a classroom situation under the supervision of a qualified teacher. The concept of Internship introduced in the two year B.Ed. course throughout the country is quite challenging one for all the teacher education institutions. The aim of internship program is to incorporate teaching skills among the student teachers. Internship program is an effective way to give training to the student-teachers about real world of work. It give them an opportunity to integrate theory and practice, plan and deliver lessons properly, critically analyze their own and peers teaching styles and improve them in the light of feedback given by supervisors. Through this program they understand the role and responsibilities of professional teachers. Internship program also give them opportunity to understand different aspects of school program and improve their skills and abilities in teaching profession. An effective and improved internship program is required in developing student-teachers personalities as true professionals in field of education. </em>
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Justice, Roberta Wigle. "Helen Bonny as Teacher, Mentor and Supervisor." Voices: A World Forum for Music Therapy 10, no. 3 (October 19, 2010). http://dx.doi.org/10.15845/voices.v10i3.498.
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Six individuals who trained with Helen Bonny over the years were asked to reflect on their perceptions of her as as a teacher, a mentor and a supervisor. The experience of these individuals spans the time period of Helen's training, from her first training sessions to her retirement from training. At the Bonny Foundation, they took a three level training; Helen Lindquist Bonny was Director of the Bonny Foundation; Lisa Summer was Director of the GIM Training; Frances Goldberg was Primary Trainer. We asked each person to address several topics specifically, with some general reflections and memories which the author synthesized into an overview. What has emerged from the memories of the seven people contributing to this reflection is a picture of a multifaceted person and her style of teaching, including three outstanding characteristics of Helen. Their valuable insights were in relation to Helen in three roles: teacher in the training seminars, individual supervisor and individual mentor.
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"Learning Analytics Dashboard Model to Supervise a Distance Learning." International Journal of Recent Technology and Engineering 8, no. 5 (January 30, 2020): 3944–49. http://dx.doi.org/10.35940/ijrte.e6675.018520.
Full textAbstract:
Providing performance measures of training devices becomes a necessity for teachers. Without having them, teachers will have no clue in measuring the goals achieved. However, the analysis techniques available today allow us to go further and to consider new applications to serve the quality and effectiveness of training devices. This article presents the design and the implementation of a system for the supervision of an online course and the different roles involved in a computer environment for human learning. As a result, a description of the needs in terms of dashboards during data observation phases generated during a learning situation will be provided. Our objective is to define all the stakeholders that a dashboard can contain, the different user profiles, their activities, their viewing preferences and their objectives. Our main goal is the design and implementation of a dashboard model that meets all the requirements of different stakeholders of consultation or adaptation rating and customization. This model will give results in the form of different visualization style that will discuss in this article