Suchergebnisse

This study aims to evaluate the implementation of the independent curriculum at state senior high schools for the 2022/2023 academic year in Belitung district, Bangka Belitung archipelago province. This study uses a descriptive qualitative research design. The evaluation model used for this study is the CIPP model. The population and sample in this study were taken from parties related to public high schools (SMA) that have implemented the implementation of the independent curriculum and related agencies related to the implementation of the independent curriculum, namely: The Bangka Belitung Islands Province Schools, Vice Principals for Curriculum, Teachers, Students, Parents and School Committees at Tanjungpandan 1 Public High School, Sijuk 1 Public High School, and Panggang 1 Public High School. The data collection techniques in this study were observation, documentation and interviews. Data analysis researchers used descriptive analytical research, namely research that intends to understand the phenomenon of what is experienced by research subjects, for example behavior, perception, motivation, action. The results of the research based on context evaluation are as follows: 90% with the "Very Good" category from three schools that implement the independent curriculum in Belitung district, based on the results of teachers' understanding of the independent curriculum, 77% of the data is obtained with the "Good" category, based on the results of interviews with researchers to respondents in this study regarding students' understanding of the independent curriculum were obtained by 77% in the "Good" category. In conclusion, it can be concluded that the implementation of the independent curriculum in public senior high schools in Belitung Regency has been going well, although seen from the aspect of implementation it is still not optimal and needs improvement. because there are many strategies offered by the government to implement the curriculum depending on the school that is implementing it.

This paper is primarily intended to assist individual supervisors of research students to discern their students' expectations and to respond appropriately to these expectations. It is not intended to be prescriptive; issues are canvassed and possible approaches are suggested, but it is assumed that readers will formulate their own responses within their departmental and institutional constraints. The material in this paper is largely derived from my experience as inaugural Dean of the Graduate School at The Australian National University, Canberra (ANU), from 1990 to 1998. It is based mainly on comments made by individual PhD students in 150 confidential "exit interviews" conducted from 1994 to 1998 inclusive, and on matters raised in approximately 100 meetings requested throughout my term by graduate students from a variety of courses.Other activities involved in the role of Dean have also contributed, including regular meetings with the President and Council of the ANU graduate students' association, formal and informal meetings with students and staff from all of the University's Graduate Programs, 8 years as Chair of the University's Graduate Degrees Committee, and participation from 1991 to 1993 in a substantial study of PhD supervision at the ANU funded by the Australian government (ref.1). My views are inevitably influenced by my own experience in supervising research students in nuclear physics from 1961 to 1991, mainly at the ANU. Nevertheless, my Graduate School activities have provided a comprehensive overview of the concerns and expectations of research students from a wide variety of disciplines. I have also profited greatly from reading the now extensive literature on supervision, some of which is listed under "further reading". The structure of the paper is as follows: Section 2 describes some general approaches to the supervisory task, Section 3 discusses commonly expressed student expectations, Section 4 canvasses possible responses to these expectations, and, by way of epilogue,Section 5 considers some of the privileges and responsibilities inherent in supervising research students. The text includes numerous (anonymous) quotations from individual students. Although these reflect the ANU situation, I am sure that they represent the more or less universal experiences of research students.

Comments on a questionnaire survey of student attitudes published in the Frankfurter Allgemeine Zeitung, Oct. 2, 1978.

Contents are grouped under the headings: American student protest in historical perspective; Generational conflict; The worldwide movement.

Die vorliegende Teiluntersuchung befaßt sich mit der ideologischen Situation in der DDR, speziell der Studenten, in der zweiten Novemberhälfte 1989, also z.Zt. des Höhepunkts der politischen Wende seit 1988, doch noch vor dem Rücktritt des SED-Politbüros und -Zentralkomitees. Befragt wurden rund 1100 Studenten verschiedener Fachrichtungen und Hochschulen sowie 240 Lehrkräfte. Vergleichsgruppen waren Populationen aus der "Jugend gesamt" und der "DDR gesamt". Die Studenten äußerten ihre Meinung zur Erneuerungschance der DDR-Gesellschaft, zum künftigen politisch-wirtschaftlichen Weg der DDR, zur Vereinigung der DDR mit der BRD, zu Westreisen und Auswanderung, zu ihrem Vertrauen zu Persönlichkeiten des politischen und kulturellen Lebens der DDR, zu den politischen Parteien und zu Michail Gorbatschow. Weiter äußerten sie sich über ihre Teilnahme an Demonstrationen und Foren und über ihre Mitgliedschaft in der FDJ. Bei der Bewertung der Ergebnisse ist die Schnellebigkeit der politischen Meinungen zum Zeitpunkt der Erhebung besonders zu berücksichtigen. (pbb)

Chinese international students have become an increasingly visible presence around the globe, and interest in these students has consequently increased among universities, researchers, and policy-makers, who often see international students as a source of increased soft power. This article questions the idea of Chinese international students as a soft-power tool. This is done through a critical discussion of the concept of soft power and the rather limited research on educational diplomacy, demonstrating that the analytical vagueness of the concept of soft power leads to an oversimplified understanding of the linkage between international students and soft power. In order to provide a more nuanced understanding of this linkage, the article examines the actual overseas experience of Chinese international students and argues that the linkage between international students and soft power is highly complicated and that these students do not necessarily constitute soft-power resources. (JCCA/GIGA)

ABSTRACTWhereas there is a substantial body of scholarship assessing the merits of student journals, and an equally sizable amount of how-to-publish advice for students in higher education, there is little empirical research exploring the content of disciplinary student publications. To gain a sense of what political science students are publishing, this study examines articles in three peer-reviewed student journals of politics between 2005 and 2015: The Pi Sigma Alpha Undergraduate Journal of Politics, Critique, and Politikon. Content analysis reveals the nature of published student work by subfield, methodology, and topic, with findings discussed in the context of research trends in the profession and the debate about advantages and disadvantages of student journal publishing.

Abstract
Teacher-student interactions have received increasing attention as a predictor of student educational outcomes. With regards to the underachievement of boys, observational studies have shown that boys receive more negative attention from their teachers than girls. In this mixed-method study, the relationship between teacher-student classroom interactions, students' perception of equity in the classroom, initial ability, and grade retention were analysed. Questionnaires and standardised ability tests for math and reading were administered to 6380 first-year secondary students. For a subsample of 129 students, fifteen-minute fragments of video-recorded lessons were coded. Information was gathered about students' certification (grade retention). Logistic regression analyses provide evidence for the higher likelihood of students with a lower sense of equity to receive a certificate forcing them to repeat the current year. The odds to repeat a year were also significantly higher in students that are more off task. Gender was no significant predictor and, based on the regression results of multiple models, it is hypothesised that gender effects might be mediated through sense of equity. The interaction of gender and socio-economic background (SES) was a significant predictor. High SES girls are less likely than high SES boys to repeat a year. No gender difference exists in students from low SES. Finally, lower mathematical ability was a significant predictor of grade retention.