Artykuły w czasopismach na temat „Beginning Teacher Evaluation Study (Calif.)”
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Uhlenbeck, Anne M., Nico Verloop i Douwe Beijaard. "Requirements for an Assessment Procedure for Beginning Teachers: Implications from Recent Theories on Teaching and Assessment". Teachers College Record: The Voice of Scholarship in Education 104, nr 2 (marzec 2002): 242–72. http://dx.doi.org/10.1177/016146810210400204.
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The purpose of this study was to determine the best approach to the development of procedures to assess beginning teachers. First, studies on teacher thinking, teacher development, teacher learning and teacher knowledge were reviewed to obtain information on the most current views on the nature of teaching. Second, studies on new approaches to teacher assessment and on issues of validity and reliability were examined. An analysis of these topics yielded a set of implications that could be used as a basis for an adequate evaluation procedure. We propose a framework that consists of 15 implications for the development of beginning teacher assessments. We illustrate how the framework was applied in the development of an assessment procedure for beginning teachers.
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Anugerah, Wahyuni, Ason Ason i Novika Lestari. "ANALISIS STRATEGI GURU DALAM MEMBELAJARKAN SISWA MEMBACA PERMULAAN DI SDN 18 TUBUNG". JURNAL PENDIDIKAN DAN PEMBELAJARAN SEKOLAH DASAR 1, nr 2 (14.06.2023): 20–29. http://dx.doi.org/10.46368/jppsd.v1i2.1140.
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This study aims to determine the teacher's strategy in teaching students to read the beginning at SDN 18 Tubung. The research was carried out in the lower grades especially in the first grade. This research is a type of qualitative research where the research results are described in accordance with reality in the field. The subject in this study is a Class I Teacher and the object of this study is the teacher's strategy in teaching students to read the beginning. Data collection techniques are carried out by interviews, and observation and documentation. The research instruments used are interview guideline sheets and observation sheets. Data processing techniques go through three stages, namely data reduction, data presentation and drawing conclusions.The results of this study show that: 1) The planning stage, teachers have not been able to make learning designs; 2) The stage of learning implementation, it was found that in teaching students to read the beginning in class I, the teacher used various strategies including letter card strategies, syllable cards, and word cards, singing strategies, alphabetical methods, and syllable methods; 3) Learning evaluation stage, the teacher provides a formative evaluation by asking students to take turns reading the letters listed on the board or taking The letter cards available are as the teacher mentioned.
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Kwangsawad, Thooptong. "Beginning teacher induction program for technology integration in CLIL". Asian Journal of Interdisciplinary Research 3, nr 4 (10.10.2020): 22–33. http://dx.doi.org/10.34256/ajir2043.
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Beginning teacher induction is a transition from pre-service teacher preparation to teaching professional which brings a shift in a role orientation and an epistemological move from knowing about teaching through formal study to knowing how to teach by facing daily teaching challenges. This paper deals with the implementation and evaluation of beginning teacher induction programs for technology integration in Content and Language Integrated Learning (CLIL) for 24 beginning teachers from the northeastern region in Thailand. Both quantitative and qualitative data were collected. Quantitative data were collected from the assessment of the lesson plans and implementation of the lesson plans then analyzed using mean and standard deviation. Qualitative data were collected from three sources: (1) written logs by the participants, (2) data from video observation by the researcher, and (3) field notes by the researcher. Findings from the assessment of the lesson plans and implementation of the lesson plans were at a low level. Almost all participants reported having difficulties in technology integration in CLIL.
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Flores-Mediavilla, María Soledad, Hugo Wilfrido Chaglla-Chaglla i Noemí Suárez Monzón. "Evaluación del desempeño del docente en educación inicial en la Institución Educativa Pablo Montesino Cáceres". Revista Metropolitana de Ciencias Aplicadas 6, nr 2 (1.05.2023): 274–86. http://dx.doi.org/10.62452/zyc05z13.
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The teacher evaluation is a crucial beginning point for multiple elements in Education such as: the professional teachers’ development, the students’ learning process and finally, by rising institutional quality and education in general. In Ecuador, policies and procedures are present to carry out teacher evaluation at all educational levels, except for the initial one, which has been left to the responsibility of each educational institution, without a clear course. The current research analyzes this process difficulties at Pablo Montesino Cáceres School in order to propose a teacher evaluation tool for early education teachers. The study was conducted following two steps, in the first phase a qualitative approach and the open interview to teachers were used as data collection technique. In the second phase the survey to parents was used as quantitative techniques for data collection. Hence, it is a sequential mixed study. The results display difficulties in teacher evaluation from teachers' conception until the methodology processes for needs diagnoses, the feedback processes, and the guidance training. A teacher evaluation tool is proposed for early education teachers at the "Pablo Montesino Cáceres" School.
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Pérez Blanco, Rodrigo. "El sistema de evaluación de la práctica profesional docente: un estudio de caso de una carrera de pedagogía en educación musical en una universidad confesional". Foro Educacional, nr 26 (9.11.2016): 75. http://dx.doi.org/10.29344/07180772.26.599.
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RESUMENEl objetivo de esta investigación cualitativa es analizar el sistema de evaluación de la práctica profesional, a través del análisis de las percepciones de profesores principiantes de la carrera de Educación Musical. Este estudio aporta a construir y reconstruir la realidad que vivieron 17 profesores principiantes mientras fueron estudiantes en práctica, permitiendo crear líneas de acción en aspectos descendidos si fueran necesarios. Además, se proponen algunos tópicos emergentes para realizar posteriores investigaciones relacionadas con el tema de investigación.Palabras clave: Sistema de evaluación, práctica profesional docente, profesor principiante. Evaluation system of professional teaching practice: A study case of a music education degree in a denominational universityABSTRACTThe objective of this qualitative research is to analyze the evaluation system of the professional practice through the analysis of perceptions of beginning teachers graduated with a Music Education Degree. This study brings to construct and reconstruct the reality that beginning 17 teachers lived while they were internship students, allowing to create lines of action in aspects as necessary. In addition, some emerging topics are proposed for further research related to this topic.Keywords: Evaluation system, teacher professional practice, beginning teacher.
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Brown, Byron W., i Daniel H. Saks. "Measuring the Effects of Instructional Time on Student Learning: Evidence from the Beginning Teacher Evaluation Study". American Journal of Education 94, nr 4 (sierpień 1986): 480–500. http://dx.doi.org/10.1086/443863.
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Alabaş, Ramazan, i İhsan Yılmaz. "Evaluation of Candidate Teacher Training Process from the Viewpoint of Mentor Teachers". Journal of Education and Training Studies 6, nr 11 (29.08.2018): 12. http://dx.doi.org/10.11114/jets.v6i11.3462.
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Teacher education has been one of the most debated topics in history of Turkish education. At the beginning of the teacher's career, the Turkish Ministry of National Education (MONE) implemented the Candidate Teacher Training Program in 2016, so the teachers accepted to the profession were qualified as “candidate teachers” and they were subjected to the training process. The aim of this research is to examine the opinions of the mentor teachers regarding the Candidate Teacher Training Program implemented by the Turkish MONE for the training of candidate teachers. This research, which is a qualitative case study, was conducted with the participation of 36 teachers who are mentors to candidate teachers within the Candidate Teacher Training Program in the schools, which were affiliated to MONE in Kastamonu province center and its districts. The data of the study were collected by means of a semi-structured interview form. The data obtained in the research were analyzed with descriptive analysis and content analysis approaches. Mentor teachers thought that the Candidate Teacher Training Program is beneficial because the program provided the candidate teachers with the opportunities to identify students, acquire educational-instructional competence, acquire managerial knowledge, and identify the school and the social environment. However mentor teachers stated that they have experienced some problems related to the process such as filling in forms, some problems resulting from the candidate teacher, and time inadequacy.
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Sebald, Ann M., i Harvey A. Rude. "Results of an evaluation study of induction and mentoring for beginning special education teachers: what do they need?" Social welfare : interdisciplinary approach 5, nr 1 (22.05.2015): 58–72. http://dx.doi.org/10.15388/sw.2015.28253.
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This study reviews the results from a three-year evaluation study of one local school district’s induction and mentoring program for beginning special education teachers in the United States. Data were collected for two years, with an intervention implemented in year three. Results indicate that through strategic and intentional support, the district improved how it supported this unique group of novice professionals. Designing induction and mentoring programs with the intent to maintain and foster the professional development of beginning teachers has implications for supporting the district’s intellectual capital in developing feelings of efficacy in teaching. Connecting induction and mentoring support with teacher preparation programs is discussed as a promising strategy to develop more systematic efforts in these areas. The essential skills for successful mentor teachers in support of learning focused relationships are identified.
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Conway, Colleen. "Perceptions of Beginning Teachers, Their Mentors, and Administrators Regarding Preservice Music Teacher Preparation". Journal of Research in Music Education 50, nr 1 (kwiecień 2002): 20–36. http://dx.doi.org/10.2307/3345690.
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The purpose of this study was to evaluate the preservice music teacher preparation program at a large midwestem university (in this article called “BTU” for “Big Ten University”) through an examination of the perceptions of beginning teachers and their mentors and administrators. Primary research participants included seven first-year teachers from BTU's class of 1999 and seven first-year teachers from the class of 2000. Data from these participants included individual interviews, focus group interviews, teacher journals, classroom observations by the researcher, mentor interviews, administrator interviews, and responses on an open-ended “End-of-Year Questionnaire.”In addition, secondary participants (n = 11) completed the End-of Year Questionnaire regarding their first-year experiences and the teacher preparation program. Results and discussion include descriptions of the perceptions regarding the most valuable parts of preparation and the least valuable parts of preparation, as well as suggestions for preservice teacher preparation made by teachers, mentors, administrators, and the researcher. Issues of validity of results and transferability of findings to other settings are discussed in addition to possible implications for teacher education and music education program evaluation research.
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Aisyah, Nur, i Husnul Khotimah. "Implementation of ethnosains in science learning in madrasah ibtidaiyah". JURNAL PENDIDIKAN DASAR NUSANTARA 8, nr 2 (31.01.2023): 321–34. http://dx.doi.org/10.29407/jpdn.v8i2.19135.
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The purpose of this study was to analyze and describe science learning based on ethnoscience at MI Darul Ulum Paiton. Ethnoscience learning is the integration of local cultural values into the learning process, especially science subjects.This research uses a descriptive qualitative approach. The research subjects were students of MI Darul Ulum Class IV. The research results show that ethnoscience-based science learning at MI Darul Ulum is carried out in three stages, namely planning, implementation, and evaluation. Planning is carried out routinely at the beginning of the semester by the class teacher. Implementation of learning emphasizes contextual learning. Evaluation is carried out authentically to measure student performance. In addition to measuring the affective, cognitive, and psychomotor domains, morals are the main consideration in the evaluation process.The purpose of this study was to analyze and describe science learning based on ethnoscience at MI Darul Ulum Paiton. Ethnoscience learning is the integration of local cultural values into the learning process, especially science subjects.This research uses a descriptive qualitative approach. The research subjects were students of MI Darul Ulum Class IV. The research results show that ethnoscience-based science learning at MI Darul Ulum is carried out in three stages, namely planning, implementation, and evaluation. Planning is carried out routinely at the beginning of the semester by the class teacher. Implementation of learning emphasizes contextual learning. Evaluation is carried out authentically to measure student performance. In addition to measuring the affective, cognitive, and psychomotor domains, morals are the main consideration in the evaluation process.The purpose of this study was to analyze and describe science learning based on ethnoscience at MI Darul Ulum Paiton. Ethnoscience learning is the integration of local cultural values into the learning process, especially science subjects.This research uses a descriptive qualitative approach. The research subjects were students of MI Darul Ulum Class IV. The research results show that ethnoscience-based science learning at MI Darul Ulum is carried out in three stages, namely planning, implementation, and evaluation. Planning is carried out routinely at the beginning of the semester by the class teacher. Implementation of learning emphasizes contextual learning. Evaluation is carried out authentically to measure student performance. In addition to measuring the affective, cognitive, and psychomotor domains, morals are the main consideration in the evaluation process.The purpose of this study was to analyze and describe science learning based on ethnoscience at MI Darul Ulum Paiton. Ethnoscience learning is the integration of local cultural values into the learning process, especially science subjects.This research uses a descriptive qualitative approach. The research subjects were students of MI Darul Ulum Class IV. The research results show that ethnoscience-based science learning at MI Darul Ulum is carried out in three stages, namely planning, implementation, and evaluation. Planning is carried out routinely at the beginning of the semester by the class teacher. Implementation of learning emphasizes contextual learning. Evaluation is carried out authentically to measure student performance. In addition to measuring the affective, cognitive, and psychomotor domains, morals are the main consideration in the evaluation process.The purpose of this study was to analyze and describe science learning based on ethnoscience at MI Darul Ulum Paiton. Ethnoscience learning is the integration of local cultural values into the learning process, especially science subjects.This research uses a descriptive qualitative approach. The research subjects were students of MI Darul Ulum Class IV. The research results show that ethnoscience-based science learning at MI Darul Ulum is carried out in three stages, namely planning, implementation, and evaluation. Planning is carried out routinely at the beginning of the semester by the class teacher. Implementation of learning emphasizes contextual learning. Evaluation is carried out authentically to measure student performance. In addition to measuring the affective, cognitive, and psychomotor domains, morals are the main consideration in the evaluation process.The purpose of this study was to analyze and describe science learning based on ethnoscience at MI Darul Ulum Paiton. Ethnoscience learning is the integration of local cultural values into the learning process, especially science subjects.This research uses a descriptive qualitative approach. The research subjects were students of MI Darul Ulum Class IV. The research results show that ethnoscience-based science learning at MI Darul Ulum is carried out in three stages, namely planning, implementation, and evaluation. Planning is carried out routinely at the beginning of the semester by the class teacher. Implementation of learning emphasizes contextual learning. Evaluation is carried out authentically to measure student performance. In addition to measuring the affective, cognitive, and psychomotor domains, morals are the main consideration in the evaluation process.
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Mukarramah, Mukarramah, i Mumpuniarti Mumpuniarti. "Development of a Finger Painting-Based Creativa Module for Writing Beginnings for Children with Attention Deficit Hyperactive Disorders". International Journal of Multicultural and Multireligious Understanding 10, nr 5 (8.05.2023): 1. http://dx.doi.org/10.18415/ijmmu.v10i5.4571.
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Beginning writing skill is still a problem for children with Antention Deficit Hiperactive Disorders (ADHD) of disabilities. Creativa module of beginning writing with finger painting teqnique was the new breakthrough to answer this problem through this research. The aims of this study were to display development proces and validation of creativa module. Type of research used was Research and Development (RnD) with Analysis, Design, Development, Implementation, dan Evaluation (ADDIE) stages. The analysis stage included material analysis by determining competency standards and needs module analysis through literature study and interview with teacher. Design stage was done by designing a draft creativa module. Development stage by assembling draft components and entering the content validation stage. Implementation stage was a teacher had tested the creative module on 3 ADGD childrens in class II SLBN Polewali. Evaluation stage by reviewing the result of observation and discussion with teacher related to the implementation of module. The feasibility of the module was assessed by material expert, media expert, and practitioner (teacher). The material expert stated that the module developed was sufficient and media espert and practitionarer stated that feasible. The Implication of research was ADHD children can increase the duartion of focus, is interested in something new, unique, invlolving visual learning and physical touch then the teaching materials in school should fulfill these four things or use play therapy.
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Misdah, Misdah. "PRINCIPAL'S STRATEGY IN IMPROVING TEACHER PERFORMANCE IN ISLAMIC EDUCATION LEARNING". At-Turats 14, nr 2 (16.01.2021): 188–96. http://dx.doi.org/10.24260/at-turats.v14i2.1901.
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Abstract
The purpose of this study was to find out about (1) the principal's strategy in improving teacher performance in PAI learning planning; (2) the principal's strategy in improving teacher performance in the implementation of PAI learning; and (3) the principal's strategy in improving teacher performance in pai learning evaluation. This type of research is field research(fiel research),while the approach used is qualitative approach. Data collection techniques used are observation, interview and documentation studies. The data sources in this study are 1 principal and 2 PAI teachers located at SMP Muhammadiyah 1 Pontianak. The results of this study show that: (1) the principal's strategy in improving teacher performance in PAI learning planning, is to provide skills, motivation and conduct academic supervision for learning planning at the beginning of the year; (2) The principal's strategy in improving teacher performance in the implementation of PAI learning is to conduct academic monitoring and supervision in the form of regular class visits to each teacher and directly supervise the teacher in carrying out learning stages such as: preliminary activities, core activities and closing activities; and (3) the principal's strategy in improving teacher performance in pai learning evaluation is also by conducting academic supervision in the form of classroom visits and directly monitoring teachers in providing feedback as a result of the evaluation process provided by teachers in the classroom.
Keywords : Strategy, Teacher Performance, PAI Learning
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Rostini, Deti, Rifqi Zaeni Achmad Syam i Willya Achmad. "The Significance of Principal Management on Teacher Performance and Quality of Learning". AL-ISHLAH: Jurnal Pendidikan 14, nr 2 (30.05.2022): 2513–20. http://dx.doi.org/10.35445/alishlah.v14i2.1721.
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Improving the quality of learning can be achieved by the quality of managerial ability of the principal who is creative and innovative in managing the school. When the principal's managerial implementation has not been optimal in carrying out the main tasks and functions, it has an impact on the weak performance of teachers. Therefore, the principal has the task and role of providing guidance to improve teacher performance and the quality of learning. Based on these problems, the purpose of this research is to obtain an overview of how the planning, organizing, implementation and evaluation of school principals in improving teacher performance and learning quality. The research method used is documentation studies from relevant literature. Eight articles were used as the data. The results showed that: 1) school principals always plan teacher performance coaching programs, make methods and forms of performance coaching, allocate performance coaching time, 2) organize performance coaching including: a clear organizational structure, division of labor, 3) on the implementation function. generally carried out at the beginning of the school year and at the beginning of each semester, the routine implementation every month the principal always provides performance guidance, 4) at the evaluation stage held at the end of each semester, and also conducts class visits, the results achieved. This study concludes that the principal management has contributed positively towards the teacher performance and improved the quality of learning.
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Nahdi, Khirjan, Zuhrowardi YS, Asrihul Jannah, Nahdiyatun Nahdiyatun i Salahuddin Muhlis. "Developing Students' Beginning Reading Textbooks With Inductive Model In Madrasah Ibtidaiyah". IJE : Interdisciplinary Journal of Education 1, nr 2 (20.11.2023): 111–23. http://dx.doi.org/10.61277/ije.v1i2.43.
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The Research and Development (R&D) aims to 1) produce a practical beginning reading textbook with an inductive model that is easy-to-use and improves their reading skills pleasurably, 2) to develop a beginning reading textbook with an inductive model that is easy-to-use and to improve their reading skills pleasurably and 3) to determine effectiveness, validity, and practicality of the inductive model beginning reading textbook. MI NWDI 5 Pancor Rakam, Lombok Timur, was selected for study intention. The ADDIE model development comprises five phases: analysis, design, development, implementation, and evaluation. Data collection was applied for interviews, observations, questionnaires for material experts, questionnaires for linguists, questionnaires for media/design experts, teacher response questionnaires, and test-sheet-form. Trials in terms of product are carried out with limited-size trials and large-size trials. The Research and Development (R&D) retrieves a practical beginning reading textbook with an easy-to-use inductive model that improves their reading skills pleasurably. In addition, the material, language, and media/design were highly feasible for use in feasibility tests and teacher response assessments. Furthermore, such measures were concluded to be effective in use.
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Ramba, Dina, i Eky Setiawan Salo. "Problematika Guru Dalam Pelaksanaan Kelas Luring Selama Pandemi Covid-19". Jurnal Keguruan dan Ilmu Pendidikan 10, nr 2 (15.11.2021): 1–5. http://dx.doi.org/10.47178/jkip.v10i2.1352.
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This research in discussing the problems of teachers in the implementation of offline classes during the covid-19 pandemic in the Thematic Learning of Class 1 students at SDN 352 Sasak, Bittuang District, Tana Toraja Regency. This research is a qualitative. Data collection techniques used are observation, interviews and documentation. The results of this study illustrate that the implementation of offline learning has started well because the offline learning process is carried out through three stages, namely the planning, implementation and evaluation stages. at the planning stage the teacher makes RPP at the beginning of each semester, the implementation stage carries out visits/study assistance at students' homes then the evaluation stage is by giving assignments. However, in the offline learning process applied by the teacher, the teacher experienced several problems in the learning process, including the time given to the learning process which made it difficult for the teacher to convey the material as a whole, the application of social distancing for first graders was very difficult to implement and the last access was in the form of vehicles and travel costs. to be used in visiting each group of students.
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Barnes, Gail V. "Teaching Music: The First Year". Bulletin of the Council for Research in Music Education, nr 185 (1.07.2010): 63–76. http://dx.doi.org/10.2307/41110366.
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Abstract The purpose of this study was to contribute to the novice music teacher case literature by studying the prevalent themes in the experiences of five first-year teachers. The teachers submitted periodic journal entries and were also interviewed at the beginning of their second semester of teaching. I analyzed transcripts using HyperResearch and submitted them to the participants for both descriptive and interpretive validity checks. Many themes emerged, but those with the highest frequency counts were: Students (behavior), Students (musical). Administrative, Students (personal), Self-evaluation (discipline), and Self evaluation (personal). The five teachers had varying experiences, and all continued in those situations for the following year. Teacher educators must prepare novice teachers for the varying realities of their early experiences, and school administrators must offer effective support during this critical time.
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Aziz, Muh Bachtiar. "EVALUASI IMPLEMENTASI STANDAR PENILAIAN OLEH GURU MATEMATIKA DI SMA NEGERI 3 WATAMPONE KABUPATEN BONE". DIDAKTIKA : Jurnal Kependidikan 13, nr 1 (16.08.2019): 80–97. http://dx.doi.org/10.30863/didaktika.v13i1.317.
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This study aims to describe the assesment planning, overview of assesment implementation, and reporting result/impact of the assesment at SMA 3 Watampone, based on the aspects of antecedents, transactions, and outcomes. This research is an evaluation study which is used by mathematical teachers at SMAN 3 Watampone. Data were analyzed using descriptive data analysis in the form of frequency distribution and percentages. Subjects in this study were the principal, vice principal, math teachers, and students. Data were collected by employing questionnare, interview, and documentation. The result shows that evaluation results of the implementation of assesment standard by mathmatics teacher at SMAN 3 Watampone based on recapitulation aspects of planning (antecedents), implementation (transactions), and result/impacts (outcomes) are in the good category. It is harmonized by (1) Planning Assesment, the school provide a syllabus and assesment guidelines that serve as a giude for teachers. (2) The implementation of assesment, assesment activities such as the provision of assignments and quizzes are in conformity with the plan thats is prepared at the beginning of learning activities. (3) Results/impact, teacher processing, scoring, input the score in the valuation list, then report the result to the class teacher, school principal, and invite the parents/guardians of the students. Keywords: evaluation program, assessment standard, mathematics
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Isaacs, Albert, Lawrence Kazembe i Collins Kazondovi. "An Evaluation of the National Information Communication and Technology (ICT) Policy at the University of Namibia in the Faculty of Education". Higher Education for the Future 5, nr 1 (styczeń 2018): 104–18. http://dx.doi.org/10.1177/2347631117740455.
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The purpose of this evaluation study was to determine the extent to which the teacher educators in the Faculty of Education at the University of Namibia implemented the national Information and Communication Technology (ICT) Policy for Education. This study employed both the quantitative method in the form of questionnaires and the qualitative method in the form of interviews and classroom observations. From the 100 participants surveyed, there were 73 respondents indicating a 73 per cent response rate to the questionnaire. The data were analysed by using the Likert Scale, Pearson-Product Moment Correlation Coefficient, Eigenvalue: Factor Analysis and Eigenvalue: Cluster. A purposive sampling was then conducted on the teacher educators at University of Namibia campus who were tasked to teach with ICTs. These teacher educators were interviewed and classroom observations were conducted. The findings of the study indicated that the participants had a good understanding of the national ICT Policy for Education. A majority of the teacher educators indicated that they were at the beginning level of using ICTs for teaching. They mainly used word processors and presentation tools for the purpose. However, the findings further indicated that the respondents lacked training in ICT pedagogy, lacked the time to learn and incorporate ICT skills and tools into lessons, and exposed insufficient budget allocation in place for procurement of ICT tools such as hardware and software.
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Karmala, E. T., Diah Kristina i Slamet Supriyadi. "The Teaching Learning Process of Public Speaking from An Ethnographical Perspective". International Journal of Language Teaching and Education 3, nr 1 (31.07.2019): 11–19. http://dx.doi.org/10.22437/ijolte.v3i1.7144.
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This research aims to explore how the application of public speaking at an English course in Pare, Kediri, East Java. This research was qualitative in the form of ethnography research. The research objective is from an ethnography study in an English course in Pare Kediri East Java. The subject from the research is the teacher and students from public speaking class at an English course in Pare, Kediri, East Java. The data obtained through interviews, observation, and document analysis. The findings of the implementation of public speaking at an English course in Pare, Kediri, East Java. This study shows that there are three methods which the speeches were impromptu speech in the placement test to select students. Introduction speech to describe their name or background and storytelling speech with different themes to express their ideas and knowledge. Further, in the beginning, class, the teacher gives the power words to motivate students. Moreover, the teacher stimulates the speaking skill of students with dialog in the forum; The teacher gives the evaluation of strengths and weakness from students’ speech one by one.
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Magdalena, Ina, Aura Zahrotun Khairunnisa, Nabila Putri Pertiwi i Salsa Nabila Rahma. "Implementasi Evaluasi Formatif pada Siswa Kelas IV SDN Petukangan Utara 08 Kota Jakarta Selatan". ANWARUL 3, nr 2 (1.04.2023): 267–79. http://dx.doi.org/10.58578/anwarul.v3i2.976.
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This article is a theoretical study of the implementation of formative evaluation in grade IV students at SDN Petukangan Utara 08. This study aims to find out and describe empirically about: Aspects, techniques and procedures for class assessment carried out by teachers in grade IV students at SDN Petukangan Utara 08 South Jakarta. Evaluation is an important activity carried out by educators in the learning process. By evaluating educators, they can improve their competence in class management both in choosing learning methods, media, teaching materials, and so on which can motivate students to learn. besides that withEvaluation of educators can determine the level of success of their students. Therefore educators must carry out the implementation of evaluation activities correctly. This type of research is a qualitative research using a formative evaluation model developed by Scriven which includes aspects of assessment, assessment techniques, and assessment procedures. The instruments used were observation sheets and interviews. The results showed that: (1) The aspects of the assessment that had been carried out by the teacher included cognitive, psychomotor, and affective aspects, (2) The assessment techniques carried out by the teacher that had been developed were written tests and oral tests. The application of formative evaluation in grade IV is carried out at the beginning or throughout the learning process.
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Kalathaki, Maria. "Reflections on a School Teaching: An Exemplary Teaching about Primary Productivity & Energy Flow in Natural Ecosystems". Journal of Education and Learning 5, nr 4 (31.10.2016): 291. http://dx.doi.org/10.5539/jel.v5n4p291.
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<p>The research has been carried out in the material that Biologist teacher have prepared for the students and teachers, focusing mostly on the sub-query of teacher’s self-assessment, since teacher had written a self-assessment, a reflection, upon differentiation points from an ordinary teaching, with a structured way. This paper searches on the reflections on a school exemplary teaching of Biology about primary productivity & energy flow in natural ecosystems.</p><p>Graduated students of Lyceum were asked to answer a questionnaire on how they felt during the lesson and how they assessed themselves toward the teaching, in relation to the content taught, the methodology followed, their performance and the degree of involvement with a students’ Evaluation Sheet.</p><p>In a self-assessment process, the teacher asked to reflect where this exemplary teaching is differentiated from the ordinary. A content analysis was held in the material that Biologist teacher had prepared to satisfy the demands of the exemplary teaching. This material was given to the students in the beginning of the teaching, consisted of a multipage printed document with the flow diagram, the worksheet, the parallel texts for home study and the self-evaluation sheet.</p><p>The statistical analysis of the replies of the Students’ Evaluation Sheet revealed the feeling of pleasure experienced by students and success of teacher. All data, when analyzed carefully, enables teacher’s self-assessment for further improvement.</p>
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Asmawan, Moh Chairil, i Brian Arianto. "PEMBELAJARAN DARING PADA MASA COVID 19: STUDI KASUS PADA SEKOLAH MENENGAH KEJURUAN". Jurnal Pendidikan Ilmu Sosial 32, nr 1 (25.06.2022): 69–80. http://dx.doi.org/10.23917/jpis.v32i1.17197.
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This study aims to determine the implementation process and the obstacles experienced during online learning. This type of research uses qualitative research with a case study design. Data collection techniques used are observation, interviews and documentation. The results show that 1) the process of implementing online learning has been going well using several media, namely Google Classroom, Google Form, Whatsapp, Zoom and several websites. The process begins with scheduling at the beginning of the semester, implementing the learning process and ending with an evaluation; 2) Constraints that occur during online learning at SMKN 3 Sukoharjo come from internal and external factors. Internal factors are laziness and addiction to playing games. While external factors are limited signal and internet quota used to access learning, lack of teacher knowledge or mastery of IT related to the media used during online learning; 3) The solution applied to internal factors for students is that the teacher always provides motivation at the beginning of the learning process by giving points each student can answer questions from the teacher, the solution that can be given to teachers is to provide training and coaching for teachers related to online learning. Then for external factors, namely providing free quota assistance to students, delivering material through media that does not drain internet quota too much, scheduling that has been neatly arranged so that students can know when to find a place to get a strong signal during the learning process.
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Bonda, Nadine. "AN EXAMINATION OF ONE FACTOR IN SCHOOL REFORM: INCREASED TEACHER ACCOUNTABILITY IN TWO URBAN SCHOOL DISTRICTS". Revista Tempos e Espaços em Educação 11, nr 27 (21.09.2018): 329–44. http://dx.doi.org/10.20952/revtee.v11i27.9827.
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Beginning in 2009, and with the passage of the American Recovery and Reinvestment Act of 2009, school districts across the United States began to be held to higher standards and their progress publicly reported. Student achievement began to be measured by standardized testing and great efforts were being made to reduce the achievement gap. This paper is based on a five-year study of teacher evaluation in two urban districts in Massachusetts where improving teacher practice was seen as an important factor in raising student achievement. This research studied efforts to address those teachers who were identified as underperforming and were supported through individual improvement plans. This paper used a case study approach to show what the practices of a sampling of these teachers looked like, teachers’ reactions to being rated unsatisfactory, and teachers’ reactions to the improvement planning process.
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Youn, Hee Kyung. "A study on nursery participation in England". Korean Association For Learner-Centered Curriculum And Instruction 22, nr 12 (30.06.2022): 221–38. http://dx.doi.org/10.22251/jlcci.2022.22.12.221.
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Objectives The purpose of this study is to find out the current practice and organizational culture of early childhood education in England and to draw up possible implications for Korean early child education through the case of England, where I had experience nursery training.
Methods This study was conducted at C. nursery in England for six months from September 2018 to February 2019 to explore how the national curriculum was implemented. Data was collected from the researcher’s journal and observation logs, manager’s teachers’ interviews, questionnaires, photos, and documentary materials. They were categorised and analysed based on the open coding method.
Results The result showed that early childhood education in England focused on the following: ‘basic education at the beginning of life to prepare for the key stage’, ‘free play and strict basic life guidance of young children’, ‘interaction between infants through friendly touch’, ‘indoor play space without boundaries, free play that gives off all the energy in the garden’, ‘observation record evaluation based on manual’, ‘teacher qualifications and status divided into grades’, and ‘teacher who wants to grow enen though the work is hard’.
Conclusions Although there are cultural differences from Korea, England operates around play within the framework of the national curriculum by unifying early childhood education and childcare, and is generally very similar to Korean daycare centers.
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Youn, Hee Kyung. "A study on nursery participation in England". Korean Association For Learner-Centered Curriculum And Instruction 22, nr 12 (30.06.2022): 225–43. http://dx.doi.org/10.22251/jlcci.2022.22.12.225.
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Objectives The purpose of this study is to find out the current practice and organizational culture of early childhood education in England and to draw up possible implications for Korean early child education through the case of England, where I had experience nursery training.
Methods This study was conducted at C. nursery in England for six months from September 2018 to February 2019 to explore how the national curriculum was implemented. Data was collected from the researcher’s journal and observation logs, manager’s teachers’ interviews, questionnaires, photos, and documentary materials. They were categorised and analysed based on the open coding method.
Results The result showed that early childhood education in England focused on the following: ‘basic education at the beginning of life to prepare for the key stage’, ‘free play and strict basic life guidance of young children’, ‘interaction between infants through friendly touch’, ‘indoor play space without boundaries, free play that gives off all the energy in the garden’, ‘observation record evaluation based on manual’, ‘teacher qualifications and status divided into grades’, and ‘teacher who wants to grow enen though the work is hard’.
Conclusions Although there are cultural differences from Korea, England operates around play within the framework of the national curriculum by unifying early childhood education and childcare, and is generally very similar to Korean daycare centers.
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Inayah, Arin. "ENGLISH TEACHING INSTRUCTION FOR NON-ENGLISH LEARNERS". Jurnal ELink 6, nr 1 (1.07.2019): 117. http://dx.doi.org/10.30736/e-link.v6i1.116.
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The quality of educational institutions is influenced by teaching and learning process that is students and lecturers. Novalita (2006) state that to learn a language the learners need more than just once or twice, but they need many time to understand the language, the real meaning of the language, the structure of the language, and so on. There is no good strategies in teaching process, but suitable strategy which is can be used in the teaching process. Therefore, every teacher or lecturer should master many strategies in the teaching and learning process. Some strategies can be applied to some students or learners, but it can’t be applied to all of students or learners. he goal of this study is to observe how the teacher implements English teaching instruction at English language center (PKPBI). Besides that, what are the material used and the way how teacher evaluates and also how do the learners perceive the English teaching instruction at English language center (PKPBI) of Maulana Malik Ibrahim state Islamic university of Malang. This study was a qualitative research because this study is a case study which focuses on teaching process. The data collections used in this study were observation, interview, and documentation. In order to analyze the data collected in the research project and answer the core questions of the study, it was used the grounded theory. The researcher found that the contents of the material used was reading section characterized by provision of an English reading text on mathematic-content-related area followed by writing exercises. The teacher implement English teaching instruction with the aim of answering the question, it can be concluded that for the beginning of teaching, there were a big amount of mistakes with the guidance and no explicit implementation of grammatical aspects during the lessons, because the teacher intents to present language items as in a regular language course. The balance between content and language was not easy to manage either, because in some situations the teacher tends to focus more in language or in content. The teacher evaluate by her choice of evaluation. She felt confused and scared at the beginning of the experience. About perceiving of the learners, the researcher concluded that the students feel challenging with the process of teaching and learning in the class, they also interesting with because they can continued applied what they learn. Key words: Teaching instruction, Non-English learners
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Sjafei, Irna, Suyitno Muslim i Moch Sukardjo. "Web Development for Training in Social Competence Pre-Service Education with a Cooperative Learning Strategy". Journal of Computational and Theoretical Nanoscience 17, nr 2 (1.02.2020): 1369–77. http://dx.doi.org/10.1166/jctn.2020.8813.
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The use of web-based learning is not a new phenomenon in the world of education nowadays. There is a lot of research on web-based learning that shows the result of learning processes that are effective, interesting ang dynamic, flexible to access, choose on time and cheap. In the development of web-based learning (e-learning) as a study to overcome the problem of social competence in teacher education has not been widely done. This idea responds to the ownership of student social competence in teacher education which tends to be less than optimal. For this reason, web-based social competency training is proposed as an alternative solution to improve the social competence of pre-service teacher students. This research is used to develop web media with cooperative learning strategies that will be used for pre-service teacher social competency training. The main objective of this research is to develop web media that is suitable for training. The use of Research and Development methods (R&D) with the beginning of qualitative descriptive research and followed by evaluation. Qualitative research to collect data and information about research objects, situations and environmental settings and describe the stages of web development is followed by evaluation of media experts, material experts, learning experts and linguists. The results of this study are decent web media, using expert judgment on the site www.sosial-klub.com. Future improvements and study plans include developing a web-based training model with cooperative learning strategies to be implemented.
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Bamber, Phil, Andrea Bullivant i Di Stead. "Measuring Attitudes Towards Global Learning Among Future Educators in England". International Journal of Development Education and Global Learning 5, nr 3 (11.09.2013): 5–27. http://dx.doi.org/10.18546/ijdegl.05.3.02.
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This paper reports upon a multi-agency approach to measuring attitudes towards global learning among future educators at a university in the north-west of England. This study provides a response to concerns that global learning research and evaluation of global education interventions tend to focus upon short-term, observable outcomes rather than longer-term changes in behaviour, attitude, and practice. It is based upon the assumption that global learning in teacher education must focus upon the development of who the educator is as a person, including his or her values, attitudes, and associated dispositions. This paper will outline the process of constructing an attitude inventory, based upon Thurstone scaling, by a range of professionals working in local government, teacher education, and non-government organizations that promote global education. It reports upon the use of this survey at the beginning, middle, and end of a compulsory course completed by a cohort of 154 undergraduate students of primary teacher education. The findings show positive changes in attitudes towards global learning among females and eradication of the most negative attitudes towards global learning during the course of study. Causal factors relating to cultural practice are suggested. The limitations of this particular tool for researching global learning are discussed alongside the insight gained from this collaborative process of evaluation.
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Gorostiaga, Jorge M., Clementina Acedo i Susana E. Xifra. "Secondary Education in Argentina during the 1990s". education policy analysis archives 11 (29.05.2003): 17. http://dx.doi.org/10.14507/epaa.v11n17.2003.
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The reform of secondary education has been a fundamental part of national educational policy in Argentina since the beginning of the 1990s. Along with the decentralization of responsibilities to provinces and a new structure of primary and secondary education, changes have affected the areas of curriculum design, teaching methods, teacher training, school management, and information and evaluation systems. This study describes the main policies on secondary education implemented during the last decade, including their objectives and rationales. Focusing on how the reform can be seen to relate to issues of access, quality and equity, the study presents an analysis of its implementation, and discusses some of its effects. We argue that political, economic and technical factors as well as the strategies chosen by the national government resulted in a limited implementation, and we highlight the need for considering more focused reform strategies, alternative models of teacher training, and a more active involvement of teachers.
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Lestari, Siti, Rahmawati Sukmaningrum i Eka Setia Widhianto. "Error analysis of descriptive writings by pre-service EFL teachers: A case study in Indonesia". SALEE: Study of Applied Linguistics and English Education 3, nr 1 (2.02.2022): 35–44. http://dx.doi.org/10.35961/salee.v3i1.384.
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This research investigates pre-service EFL teachers’ writing proficiency by analyzing errors made in their descriptive essays. Conducted in one teacher training university in Indonesia, 40 randomly selected writing products assigned for the Writing course of 160 pre-service teachers, who are novice writers, were qualitatively analyzed. The result of the analysis showed that there were sentence fragments with 21 times or 42 %. It means that sentence fragment was the most dominant error done by students. Sentence fragment appeared due to the absence required in a complete sentence. Run-on sentence and comma splice existed 16 times or 32 %. Run-on sentences and comma splices appeared due to the wrong in combining two independent clauses. Choppy sentence were found 10 times or 20 % due to the use of too many short sentences, sometimes often repeating the same word at the beginning of a sentence. Stringy sentence were identified 3 times or 6 % of the whole essays due to the use of too many clauses with connected words. These clauses strung together forming one very long ineffective sentences. The findings are expected to reveal a comprehensive evaluation of writing proficiency of pre-service teachers and call for students, teacher educators, and policy makers to more concern with this crucial issue.
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Frank, Kenneth A., Jihyun Kim, Serena J. Salloum, Kristen N. Bieda i Peter Youngs. "From Interpretation to Instructional Practice: A Network Study of Early-Career Teachers’ Sensemaking in the Era of Accountability Pressures and Common Core State Standards". American Educational Research Journal 57, nr 6 (22.04.2020): 2293–338. http://dx.doi.org/10.3102/0002831220911065.
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Accountability pressures and the Common Core State Standards for Mathematics have created complex demands for educators, especially early-career teachers (ECTs). Analyzing longitudinal data, including the social networks of 119 ECTs, we find that ECTs increase their ambitious mathematics instruction when their network members positively interpret accountability pressures and curricular standards as manifest in standardized tests and evaluation. This estimated effect is net of an ECT’s rich covariates, including the levels of ambitious mathematics instruction at the beginning of the academic year. It is implied that not all ECTs experience accountability pressures and curricular standards in the same way—their experiences are affected by the immediate networks in which they are embedded. Corresponding guidance for teacher educators and administrators is given.
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Finell, Eerika, Asko Tolvanen, Juha Pekkanen, Jaana Minkkinen, Timo Ståhl i Arja Rimpelä. "Psychosocial Problems, Indoor Air-Related Symptoms, and Perceived Indoor Air Quality among Students in Schools without Indoor Air Problems: A Longitudinal Study". International Journal of Environmental Research and Public Health 15, nr 7 (16.07.2018): 1497. http://dx.doi.org/10.3390/ijerph15071497.
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The effect of students’ psychosocial problems on their reporting of indoor air quality (subjective IAQ) and indoor air-related (IA-related) symptoms has not been studied in schools in a longitudinal setting. Therefore, we analyzed whether changes in students’ psychosocial problems (socioemotional difficulties and perceived teacher–student relations) between the beginning of seventh grade (age 12–13 years) and the end of ninth grade (15–16 years) predicted subjective IAQ and IA-related symptoms at the end of ninth grade. In order to explore the independent effect of psychosocial factors, we focused only on students in schools without observed indoor air problems. The analysis was of longitudinal data (N = 986 students) using latent change modelling. Increased socioemotional difficulties were related to more IA-related symptoms (standardized beta = 0.20) and deteriorated subjective IAQ (standardized beta = 0.20). Increased problems in teacher–student relations were related to deteriorated subjective IAQ (standardized beta = 0.21). Although students’ psychosocial problems explained only 9–13% of the total variances, our findings support the notion that psychosocial factors also need to be taken into account in the evaluation of IAQ and the prevalence of IA-related symptoms in schools.
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Moral, Reynaldo, i Charlie Zayas. "An Evaluation of Teacher Induction Program in Don Sergio Osmena Sr. Memorial National High School Through the Eyes of Beginning Teachers". International Journal on Research in STEM Education 4, nr 2 (30.11.2022): 103–19. http://dx.doi.org/10.31098/ijrse.v4i2.1151.
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The Department of Education, Division of Cebu City, Philippines, supports its Basic Education Learning Continuity Plan in the new normal. With the new trend of hiring new teachers, the Teacher Induction Program is one of the challenges ever faced by neophyte educators. This action research determined the challenges encountered by the beginning teachers during their Teacher Induction Program (TIP) in improving instructional effectiveness and professional development throughout the process. Using mixed methods of research design, the researchers administered survey questionnaires on their performances as well as a structured interview with the 12 novice teachers and conducted cross-validation for qualitative data analysis. Results showed that the Individual Performance Commitment Rating Form (IPCRF) has the highest rating (M= 4.0400) compared with their IPCRF Self-Rating (M= 3.7242) and TIP coordinator's rating (M= 3.7235). There is also a significant mean difference between the three mentioned variables (F= 4.36932) p-value is 0.02073, which leads to the rejection of Ho. However, the respondents are less serious when it comes to the challenges encountered in instruction, classroom management, and school location. Using Colaizzi’s Approach, 4 emerging themes surfaced: an Orderly Learning Environment; the Development of Effective Teaching Practices; Show Love, Respect, and Caring; and the Promotion of Personal and Professional Development. Based on the findings of the study, an enhanced mentoring program embedded in an action plan is recommended for reevaluating the TIP with the past induction efforts of the respondents, with stronger support from the school administrators.
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BJ, Jusmiwarti. "Meningkatkan Kompetensi Guru Menyusun Modul Melalui Supervisi Akademik di SMAS Baiturrahmah Padang". Ranah Research : Journal of Multidisciplinary Research and Development 5, nr 2 (20.02.2023): 150–56. http://dx.doi.org/10.38035/rrj.v5i2.745.
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This study reviews the improvement of Teacher Competence in Composing Teaching Modules through Academic Supervision at SMAS Baiturrahmah Padang. This study aims to increase teacher competence in compiling teaching modules, thereby increasing the effectiveness of achieving mastery of learning objectives by students. The method used in this study is Action Research which consists of 2 (two) cycles, and each cycle consists of Planning, Implementation, Observation, and Reflection. The results showed that (1) in the formulation of the learning objectives indicator component, there was an increase from 61.1% in initial competence to 71.8% in cycle I and in cycle II it increased to 72.5%; (2) In the component of determining learning materials and materials, there was an increase in competence from 52.9% to 67.1% after cycle I and in cycle II it was stronger to 72.9%; (3) In the strategy and learning method selection component, there was a significant increase from the initial 56.4% to 61.2% in cycle I and increased again to 71.8% after cycle II; (4) Even though there was no sharp increase, there was also an increase in the selection of media and learning tools from 50.6% at the beginning of the activity and 58.2% after cycle I to 71.8% after cycle II; (5) We can also see a significant increase in the learning evaluation planning component. From the initial 47.0% at the beginning of the activity, it became 56.5% at the end of cycle I and managed to reach 70.6% at the end of cycle 2. Based on the acquisition of research data in this school action research activity, it was concluded that academic supervision can increase teacher competence in compiling teaching modules at SMAS Baiturrahmah Padang.
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Nur Avivah, Siti Febriliana, M. Yusuf Setia Wardana i Husni Wakhyudin. "Analisis Proses Pembelajaran Daring di Masa Pandemi Covid-19 Pada Siswa Kelas V SDN 2 Wulung Blora". DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar 5, nr 1 (31.03.2022): 79. http://dx.doi.org/10.31100/dikdas.v5i1.1495.
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The Covid-19 pandemic has made the education system a bit of a bottleneck. Almost all regions implement online learning systems. This study discusses the implementation of online learning with the aim of knowing the online learning system for fifth grade students, knowing the implementation of online learning for fifth grade students, and evaluating the implementation of online learning for fifth grade students. In this study, the authors used qualitative research methods with data collection techniques using observation, interviews, questionnaires, and documentation. The subjects of this research are the principal, fifth grade homeroom, and fifth grade students. Research is carried out directly at school and online. The results of this study include: 1) the implementation online learning has been carried out since the beginning of the covid-19 pandemic or in March 2020, 2) online learning evaluation is carried out by the teacher to find out the obstacles that occur during online learning, and 3) the response of teachers and students during online learning is that the teacher has difficulty delivering material while students also find it difficult to receive material explanations.
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Purnomo, Purnomo. "The implementation of school-based lesson study at elementary school". Jurnal Prima Edukasia 5, nr 2 (31.07.2017): 160. http://dx.doi.org/10.21831/jpe.v5i2.14284.
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This study aims to describe and interpret the implementation of school-based lesson study in SDN I Kretek. This study uses the qualitative research. The data were collected through in-depth interviews, participant observation, field notes, and documentation. The data validity was determined through sources and techniques triangulation. The data were analyzed using the Interactive Analysis Model from Miles and Huberman. The results show: (1) the planning of school-based lesson study program at SDN 1 Kretek has been implemented from the beginning of the school year 2014/2015 by establishing school-based lesson study team. This team is responsible for planning, managing, and evaluating school-based lesson study program at SDN 1 Kretek, (2) school-based lesson study at SDN 1 Kretek is implemented in three phases, namely planning, implementation, and reflection, and (3) The evaluation of lesson study is conducted by each teacher who has conducted the open class and conducted thoroughly with a meeting by a team of school-based lesson study SDN 1 Kretek at the end of the school year.
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Jarigese, Kevin. "Case Study That Focuses On Viral Replication That Enables Students To Understand How Easily Infection Is Transmitted (37.5)". Journal of Immunology 182, nr 1_Supplement (1.04.2009): 37.5. http://dx.doi.org/10.4049/jimmunol.182.supp.37.5.
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Abstract Case Study That Focuses On Viral Replication That Enables Students To Understand How Easily Infection Is TransmittedKevin J. Jarigese, MST, Science Teacher, West Mesa High School, 6701 Fortuna Road NW, Albuquerque, NM 87121. This case study is an educational unit developed for beginning biology students. In this unit, students will review an actual case study of a woman who works in a nursing home that is exposed to influenza virus. Through student group evaluations of behavioral issues, evaluation of the effects of vaccines on the epidemiology, and how infectious diseases may spread, students will develop a diagnosis and evaluate courses of action to be taken by patients and health care professionals. A focus on the issues of scientific literacy and the blending of concepts, history, and philosophy will be worked into the case study to help students evaluate and understand the scientific issues of our time.
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Nangimah, Milatun, Nurul Hidayati Murtafiah i Nur Widiastuti. "Manajemen Pengembangan Sumber Daya Manusia dalam Meningkatkan Kompetensi Kepribadian Guru di Madrasah Aliyah Hidayatul Mubtadiin Lampung Selatan". Journal on Education 6, nr 1 (28.05.2023): 1203–11. http://dx.doi.org/10.31004/joe.v6i1.3066.
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This research aims to find out Management of Human Resource Development in Improving Teacher Personality Competence at Madrasah Aliyah Hidayatul Mubtadiin Sidoharjo Village, Jati Agung District, South Lampung Regency. This type of research is descriptive qualitative research. The method used in this study is to use the method of observation, interviews, and documentation. The data analysis technique used is an interactive model and data triangulation to check the validity of the data. Based on the results of this study, it can be concluded that 1. Planning for Human Resource Development in Improving Teacher Personality Competence, namely by holding a deliberation meeting which is carried out at the new school year or at the beginning of the semester with the involvement of related parties, namely the Head of Madrasah, Deputy Head of Curriculum, Deputy Head of Student Affairs, Council of Teachers , and all educational staff. 2. The Program for Implementing Human Resource Development in Improving Teacher Personality Competence in Madrasah Aliyah Hidayatul Mubtadiin Based on the decision of the Madrasah head, there are 6 Activities for Implementing the Human Resource Development Program in Improving Teacher Personality Competence which are routine and incidental, namely: Dzuhur Prayer in Congregation, Apples Morning, Islamic Studies, MGMP, Motivation Training, Religious Tour or Walisongo Pilgrimage. 3. Evaluation of the Human Resource Development Management program in Improving Teacher Personal Competence at Madrasah Aliyah Hidayatul Mubtadiin is carried out in the form of monitoring and supervision from the Madrasah head to Teachers and teacher attitude assessment carried out by students by voting or voting to obtain and obtain The title as the best and most favorite teacher will be announced at the commemoration of National Teacher's Day, which is on November 25.
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Gilbert, Francis Jonathan, i Margaret Pitfield. "Teaching1984in the surveillance culture of schools". English Teaching: Practice & Critique 18, nr 1 (8.04.2019): 85–99. http://dx.doi.org/10.1108/etpc-06-2018-0064.
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PurposeThis paper focuses on the affordances of and issues surrounding the teaching of George Orwell’s novel1984(1949) as a set text for General Certificate of Secondary Education (GCSE) English and English Literature in an examination-obsessed and heavily surveilled school system. It considers this by focussing on the classroom practice of a beginning teacher tackling the teaching of this novel for the first time and the newly appointed university tutor who is required to assess her teaching against a prescribed set of national Teachers’ Standards.Design/methodology/approachA case study design is used, drawing on data from classroom observation, records of conversations and textual study. These data are analysed with reference to Perrymanet al.’s (2018) re-evaluation of Foucault’s Panopticon (1995), a concept which explains how institutions set up surveillance systems in which people’s behaviour is shaped by their feelings of being watched.FindingsIn the context of her practicum school the beginning teacher adopts a particular approach to language study as a vehicle for teaching the novel1984. This paper argues that such an approach, which finely focuses on the micro-detail of language, prevents teachers and students from seeing the big picture in Orwell’s novel and is therefore contrary to the spirit of his writing. It also restricts teachers from approaching the novel in ways which draw on students’ lived experiences as participants in the highly surveilled education system.Practical implicationsThe push for performativity in the current era of schooling ensures that, for English teachers, fear of failing to comply with imposed and implied norms contributes to a prevailing sense of unease about their subject. Thus, persistent pressures of exam preparation and inspection-readiness drive a wedge between their subject knowledge/expertise and the classroom practices prevalent in English teaching.Social implicationsEnglish teachers and teacher-educators are subject to a plethora of “guidelines” which filter through at every level of education and operate in a similar way to the totalitarian figurehead of Big Brother, Orwell’s fictional dictator who dominates1984. This paper argues that away from Big Brother’s all-seeing eye there are still, however, opportunities for those professional practices that do not fit within such parameters to be discussed, explored and shared.Originality/valueThis paper offers a unique perspective on the teaching of George Orwell at the levels of school student, beginning teacher and teacher-educator. The Big Brother of this paper is not the Stalinist dictator of Orwell’s dystopia, instead manifesting in many different education-related personas. This Big Brother demands compliance with his fuzzy norms (Courtney, 2016; Perryman et al., 2018), rules which are deliberately vague and shifting and if contravened have far-reaching consequences for all concerned in the teaching and learning of English.
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Sulfahri, Muhammad, Sitti Habibah i Andi Nurochmah. "Implementasi Supervisi Klinis Oleh Kepala Sekolah Untuk Meningkatkan Kinerja Guru". EDUSTUDENT: Jurnal Ilmiah Pendidikan dan Pembelajaran 2, nr 2 (29.01.2023): 92. http://dx.doi.org/10.26858/edustudent.v2i2.39005.
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The purpose of this study is to determine the implementation of clinical supervision by the principal to improve teacher performance and find out the driving and inhibiting factors. The approach to this research is the qualitative description. Data analysis techniques use data reduction, data exposure, and conclusions. The results showed that (1) Clinical supervision planning is to compile a program design at the beginning of each semester through limited meetings with the supervision team, compile clinical supervision instruments, and carry out clinical supervision socialization. (2) The implementation of clinical supervision, namely pre-observation, conducts meetings with teachers to be given time to prepare. Observation by checking learning tools and the principal conducting direct observations when the teacher conducts learning in the classroom. Post-observation, including data analysis of observation results through detection of weaknesses and then a return meeting, is held between the supervision team and teachers. (3) clinical supervision evaluation is carried out at the end of the semester by involving all teachers to analyze the success of the clinical supervision program and then recap and use it as a report. Clinical supervision provides advice, direction, and guidance to teachers through in-house training activities and personal and teacher meetings. The driving factor is the teacher's awareness of clinical supervision so that the teacher can verify his own mistakes, while the inhibiting factor is the teacher the form of awkwardness. There is a sense of tension that will be supervised.
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Weinstein, Sara, i Devorah Preiss. "Scaffolding to Promote Critical Thinking and Learner Autonomy Among Pre-Service Education Students". Journal of Education and Training 4, nr 1 (13.03.2017): 69. http://dx.doi.org/10.5296/jet.v4i1.9871.
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This study explored the use of a scaffolding technique in order to develop critical thinking skills and dispositions while using the infusion method of teaching critical thinking within the context of specific subject matter. Two specific skills were examined: the students were asked to compare and contrast Biblical textual stories (analysis) and then to generate abstract categories to describe the elements they had compared (evaluation). The disposition examined was the self confidence to reason independently, without teacher direction, in order to encourage learner autonomy. The study developed as action research in a teachers college Bible class, after pre-service education students complained that they were unable to compare and contrast texts on their own. In an attempt to solve this problem, the study began with a preliminary non-textual exercise involving analyzing and evaluating two everyday leisure activities. It then continued by transferring these skills to Biblical text comparisons. Findings showed that beginning the study with the scaffolding step of a non-textual exercise before moving on to text comparisons was an effective method of helping students overcome their former reluctance to autonomously compare texts without teacher intervention.
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Tomé, Gina. "Teachers’ Training: Impact on Mental Health, Knowledge and Skills". Psychology and Mental Health Care 4, nr 5 (8.08.2020): 01–10. http://dx.doi.org/10.31579/2637-8892/101.
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Teachers have a fundamental role in transforming the school’s environment into a context of well-being and in promoting young people’s mental health. The main goal of ES´COOL training is to promote adolescents’ mental health by empowering teachers and school staff with skills that will enable them to build a balanced school environment. The aim of this study was to analyse the impact that teacher training in the area of mental health had on their skills and knowledge regarding mental health. The sample was constituted by 276 teachers who work in schools in Portuguese mainland and participated in the ES’COOL training. Two evaluation moments were carried out, the initial evaluation - one week before the beginning of the training, and the final evaluation - one week after the end of the training. Results show that teachers improved most of the assessed skills and knowledge after training. Problem-solving, motivation and leadership were the skills that increased the most after the training.
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Li, Ying, i Gouzhi Zhang. "Native or Non-native-speaking Teaching for L2 Pronunciation Teaching?—An Investigation on Their Teaching Effect and Students’ Preferences". English Language Teaching 9, nr 12 (20.11.2016): 89. http://dx.doi.org/10.5539/elt.v9n12p89.
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<p>This study investigated L2 leaners’ preferences between native-speaking teachers (NST) and non-native-speaking teachers (NNST) as their English pronunciation teacher, and examined the participants’ accentedness and comprehensibility in L2-English pronunciation after being taught by a NST and a NNST. The participants were 30 undergraduates who were doing non-English majors at a university in China. They went through 4-month English pronunciation classes. In the first 2 months, they were taught by a NST. From the 3rd to the 4th month, they were taught by a NNST. Their accentedness and comprehensibility of spoken English were tested at the beginning of the programme (pre-test), at the end of the 2nd month (middle test), and at the end of the 4th month (post-test). Information on their evaluation of the NST and NNST as a pronunciation teacher was collected with questionnaires at the end of the experiment. According to the results, (1) compared with that in pre-test, the participants’ accentedness and comprehensibility both improved slightly in middle test; (2) compared with that in middle test, the participants received significant improvement both in comprehensibility and accentedness; (3) the majority of the participants prefer a NST to a NNST to be their English pronunciation teacher.</p>
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Yenni Melia, Erningsih, Hefni i Irwan. "PENDAMPINGAN KESIAPAN PBM DAN MODEL PEMBALAJARAN PBL DI ERA NEW NORMAL BAGI GURU-GURU DI SMA BAITURRAMAH PADANG". J-ABDI: Jurnal Pengabdian kepada Masyarakat 1, nr 2 (1.07.2021): 149–54. http://dx.doi.org/10.53625/jabdi.v1i2.52.
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This article aims to conduct a PBL model mentoring program and readiness in carrying out the teaching and learning process in the new normal era. The program implemented at Baiturrahmah High School is a form of ignorance and collaboration of the Sociology education study program with sustainable stakeholders. The implementation method starts from procedures and data collection on program implementation, provides assistance to increase teacher pedagogic competence in implementing learning models that are in accordance with the COVID-19 conditions, builds cooperative relationships between partners and education offices at the district and provincial levels and conducts evaluation designs. The results show that in the era of the covid-19 pandemic, it leads teachers and schools to have preparation in implementing learning. This is a form of knowledge transfer. Transfer of knowledge in the new normal era, the teacher still acts as a facilitator in the implementation of the teaching and learning process. learning starts from the beginning of class, learning materials and models, so that the material provided can be reached by students
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Nurul Hafizah, Rusydi Ananda,. "Implementation Of Thematic Learning In Raudhatul Atfhal Al-Ghazali Medan". Continuous Education: Journal of Science and Research 1, nr 1 (10.12.2020): 1–10. http://dx.doi.org/10.51178/ce.v1i1.1.
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The research objectives are to find out: (1) thematic learning planning (2) implementation of thematic learning (3) evaluation of thematic learning and (4) Supporting and inhibiting factors of thematic learning in Raudhatul Athfal Al-Ghazali Medan. The study was conducted at Raudhatul Athfal Al-Ghazali Medan. The method used is a qualitative research method. Data sources are the principal, teachers and students. Data retrieved through observation, documentation, and interviews. Data are analyzed based on data reduction, data presentation, and conclusions. Research findings show; (1) Thematic learning planning conducted by Raudhatul Atfhal Al-Ghazali Medan teacher is to prepare plan learning at the beginning of the semester by considering competency standards, core competencies, mission vision and school goals as well as the needs of children and activities close to the child's daily life. Furthermore, the plan learning and reported at the teacher meeting to get input from colleagues and head of Raudhatul Atfhal Al-Ghazali Medan, (2) the implementation of thematic learning at Raudhatul Atfhal Al-Ghazali Medan was carried out with exemplary learning methods, role playing, giving examples, lectures, discussion and observation. The learning method used is interesting to be followed by children, and children can be enthusiastic in following the learning process carried out, (3) evaluation of learning towards thematic learning at Raudhatul Atfhal Al-Ghazali Medan by providing a portfolio, in this case evaluating changes in behavior, children also can experience positive changes in his behavior after following the thematic learning process by the teacher Raudhatul Atfhal Al-Ghazali Medan.
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Pionera, Mutiarani, Ahmad Syarif i Sri Rahayu Agustina. "IMPLEMENTASI KURIKULUM MERDEKA BELAJAR PADA MATA PELAJARAN PAI KELAS VII SMPN SATU ATAP-2 TEWANG SANGALANG GARING". Jurnal Hadratul Madaniyah 10, nr 2 (26.12.2023): 20–25. http://dx.doi.org/10.33084/jhm.v10i2.6538.
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This study aims to describe 1) the Implementation of Merdeka Belajar Curriculum (KMB) in PAI Subjects in Class VII of SMPN Satu Atap-2 Tewang Sangalang Garing and 2) the Supporting and inhibiting Factors for the Implementation of KMB in PAI Learning in Class VII of SMPN Satu Atap-2 Tewang Sangalang Garing. The research method used a descriptive qualitatif approach with data collection techniques including interviews, observation, and documentation. The results showed that: 1) Implementation of KMB in PAI Class VII SMPN Satu Atap-2 Tewang Sangalang Garing is carried out with the stages of planning, implementation and evaluation.. The planning stage includes the preparation of instruments related to the analysis of learning outcomes, the formulation of learning objectives, the flow of learning objectives, diagnostic assessments, and teaching modules. PAI teacher also planned a project to strengthen the Pancasila Student Profile by collaborating with other teachers to make adjustments to the project module provided by the Ministry of Education and Culture based on the needs of students, with the theme "Pelajar Berakhlak Mulia". At the implementation stage, the results of the planning instrument are applied in the beginning, core, and final activities of the PAI learning process. In the evaluation stage, the PAI teacher conducted a formative assessment of the effectiveness of KMB implementation in PAI learning; 2) Supporting Factors for the Implementation of KMB in Grade VII PAI Subjects are the motivation and guidance from the Principal who facilitates the teacher to participate in and hold training related to the Implementation of KMB. In addition, learning media such as Merdeka Curriculum textbooks, LCD projectors, Chromebooks, laptops and computers, and internet networks are provided. On the other hand, the inhibiting factors for the implementation of KMB in Grade VII PAI Subjects are that the teacher has not maximized the use of ICT and internet-based learning media
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Sofia, Cut Nadia, Yusrizal Yusrizal i Khairuddin Khairuddin. "Principal's academic supervision management in fostering teacher professional competence". AL-ISHLAH: Jurnal Pendidikan 14, nr 4 (25.12.2022): 7371–80. http://dx.doi.org/10.35445/alishlah.v14i4.2415.
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The success and achievement of teaching objectives is influenced by the role of the principal in improving teacher competence, and the ability of supervisors. The purpose of this study was to determine the academic supervision program, the implementation of academic supervision and evaluation of the supervision applied by the principal in fostering the professional competence of teachers at Al-Azhar Middle School Cairo Banda Aceh. This study uses a descriptive analysis method with a qualitative approach. Data collection techniques through observation and interviews. The subjects in this study were principals and teachers of SMP Al-Azhar Cairo Banda Aceh. The data analysis technique used is descriptive qualitative analysis, while the data processing steps are data reduction, data display, and conclusions and data verification. The results of the study found that: (1) In the preparation of the academic supervision program so far it has been carried out jointly or through deliberation which was attended by the principal, vice principal and also the teacher council, 2) So far, the principal has carried out academic supervision on a scheduled, regular and regular basis. structured based on an invitation to the teacher council with advance notice before the implementation of academic supervision is carried out at the beginning of the new school year. 3) In evaluating the results of academic supervision, it was found that there was preparation of learning (learning tools), curriculum implementation to be achieved according to the specified time, teachers must be creative and active in carrying out their duties, maintain good attitudes and behavior 4) follow-up academic supervision including planning, implementation, and assessment, good coaching has been carried out in accordance with existing procedures, but the principal must maintain innovation and creativity in conducting academic supervision. The conclusion is that school principals often carry out other activities such as guiding, directing, assisting teachers, attending seminars both online and offline, upgrading and also inviting competent resource persons, so that the professional competence of teachers is further increased.
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Muñoz T., Ana, Martha Álvarez, Sergi Casals, Sandra Gaviria i Marcela Palacio. "Validation of an oral assessment tool for classroom use". Colombian Applied Linguistics Journal, nr 5 (3.04.2011): 139. http://dx.doi.org/10.14483/22487085.186.
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The purpose of this research study was to examine the rater reliability and the concurrent validity of the Language Center oral assessment rubric (LCR) with the KET (Key English Test) and PET (Preliminary English Test), Cambridge Examinations. Thirty two students from beginning and intermediate levels participated in the study. Validity estimations included both logical and empirical analyses. Results from logical analyses indicated that the rubric has construct validity. Empirical analyses were conducted by establishing patterns of correlations between the two sets of measures. Results showed low correlations between KET and LCR and from moderate to strong among LCR evaluators. Further, strong correlations between PET and LCR were found suggesting that both measure a similar construct. The results indicate the need to adjust the rubric to low level students and to develop teacher education programs where training toward consistency in evaluation will br conducted.
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Rahmadi Aka, Maisal, Khairuddin Khairuddin i Ismail Ismail. "The Implementation of Merdeka Learning Curriculum by Minister of Education at Senior High School in Banda Aceh". International Journal of Engineering Business and Social Science 2, nr 01 (25.10.2023): 805–15. http://dx.doi.org/10.58451/ijebss.v2i01.92.
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School supervisors have the main tasks of monitoring, supervising and evaluating the implementation of education. The existence of school supervisors is to provide guidance and supervision in increasing the effectiveness of education in schools. Therefore, the purpose of this study was to describe: (1) the supervisory development program regarding the academic supervision competency of the principals; (2) the implementation of the supervisory development program; (3) the evaluation of the supervisory development program; and (4) the follow-ups of the supervisory development program. This qualitative research was conducted by means of a descriptive approach in State Kindergarten 2 and State Kindergarten 6 of Banda Aceh City. The data were collected through interviews, observation, and documentation. The results showed that: (1) the preparation of the supervisory development program was carried out at the beginning of the fiscal year and consisted of a managerial program plan and an academic program plan. In addition; (2) the implementation of the program had particular stages and schedules; and (3) the evaluation of the program was more about the personal assessment of the principal with certain supervision schedules. Lastly, (4) the follow-ups and the solution regarding the obstacles were in the forms of facilitating training programs related to teacher performance assessment, increasing the intensity of supervision or class visits and increasing programs for academic supervision and teacher performance assessment on a regular and continuous basis.
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Siregar, Ade Irma Suryani, i Aman Simaremare. "Development of Environment-Based Pop Up Book Media to Help Beginning Reading Skills for Children Aged 5-6 Years in Kindergarten ABA 05 Medan". Indonesian Journal of Advanced Research 2, nr 7 (31.07.2023): 983–92. http://dx.doi.org/10.55927/ijar.v2i7.5141.
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This research aims to; 1) Find out how the results of the validation of the Environment-Based Pop Up Book media were developed to help beginning reading skills in children aged 5-6 in Kindergarten ABA 05 Medan. 2) To find out whether the practicality of the Pop Up Book media developed is appropriate to be used to assist beginning reading skills in children aged 5-6 years at ABA 05 Kindergarten Medan. The research method used is Research and Development (R&D), using the ADDIE model development, referring to (Analysis, Design, Development, Implementation, Evaluation). The subjects in the study were group B students at TK ABA 05 Medan, to be precise, class B3 with 9 boys and 4 girls, while the research object was Pop Up Book media using assessment instruments from the validation of material experts and media experts, as well as the practicality of classroom teacher. The results of the material expert validator and media expert obtained the percentage of all aspects of the media by 95% with the very valid category, while the total percentage of media practicality test scores was 83% with the very practical category. The results of this study were successful in developing a product in the form of an Environment-Based Pop Up Book learning media aimed at helping the beginning reading skills of children aged 5-6 years in Kindergarten ABA 05 Medan. The conclusion of this study is that the developed Environment-Based Pop Up Book media is in a valid and practical category.