Suchergebnisse

Education takes effect in human life. Education must depend on empowering all sector of society. Now, in industrial revolution 4.0, education is important to create the students' innovative. So, the school of Indonesia compete to get many new students to fill the amount of the students that were targeted by the Indonesia government. Based on the phenomenon, the purpose of this research was to identify the teacher perspective toward classroom management in the big class. This research was conducted at SMK Muhammadiyah 1 Bantul. This research used a descriptive qualitative approach, and the major instruments used were interview and observation. There were two English teachers that were being involved as a participant in this research. Based on the result of the study, there were three difficulties faced by the English teacher in managing large classes. They are grouping the students, using English in large classes, and making students active. The strategies used by the English teacher in managing large classes are: Arranging the students' seat position, grouping the students, using the media, controlling the students, using humour, interacting, managing the time.

This article discusses the changes in basic education in Turkey, with a particular focus on religious education and its ramifications for the education system. The latest education reform, 4+4+4 (or 4+), the largest education reform in recent Turkish history, has brought radical changes to the school system regarding religious education. For this research, journalists and teacher unionists were interviewed to investigate civil society's perspective on the reform. Several themes were extracted from the data analysis but this article focuses on one dominant theme, namely the rise of religiosity. We argue that the state and its private associations (i.e., media, unions, and political parties) are actively encouraging a process of Islamisation and a gradual but stronger emphasis on Islam in public sphere in order to consolidate its hegemonic dominance.

This article is a literature review on the development of elderly care courses for undergraduate students in Sichuan Province's music teacher profession. Through a review of relevant literature, the study finds that music education positively impacts the mental health and social participation of elderly individuals. However, there are shortcomings in curriculum design, personalized teaching, and interdisciplinary integration. This paper aims to explore how to effectively integrate music education with elderly care knowledge, optimize curriculum design, and establish scientific assessment mechanisms to enhance the practical effectiveness of the courses. This study provides theoretical support and practical guidance for developing elderly care courses for music teacher undergraduates in Sichuan Province. This paper draws its content from the doctoral thesis, "The Development of Subject Curriculum for Caring for the Elderly Among Music Teacher Profession Students at the Undergraduate Level in Sichuan Province, China."

The aim of this paper is to introduce Sámuel Brassai, the teacher, the outstanding scholar of the 19th century. He played a great role in the Reform era. His life, work and activity were inspired by thoughts that nowadays, a hundred years after his death, at the beginning of the 21st century are still valid. These thoughts are in the fields of education, economy, morality, research into the nation's prosperity. He was an excellent linguist, natural scientist, philosopher, critic, mathematician, musician, teacher, essay writer, university professor, and a regular member of the Academy of Sciences. At the centre of Brassai's life-work was his research into the methodological principles of teaching. His pedagogical system is the harmonious synthesis of his educational goals and methods. He was an encyclopaedic scholar, the great teacher of the nation who was continuously searching for the solution to the reform of education.

La formación superior del nivel técnico y tecnológico ha cobrado mucha importancia en el desarrollo de política pública en los gobiernos regionales, Ecuador no es la excepción y como tal actualmente se encuentra en un franco desarrollo de este nivel de educación, como una opción de acceso a la educación superior para bachilleres de todo el país. El objetivo de esta investigación fue construir una propuesta de aspectos generales que deberían considerar los institutos tecnológicos en sus modelos educativos, criterios obtenidos desde un enfoque de investigación empírico, donde docentes de los institutos fueron clave para la obtención de la información de este trabajo, también fundamentados en reflexiones de documentos institucionales como informe de evaluación docente, plan estratégico de desarrollo institucional, estatuto. El resultado de esta investigación se compartió con institutos públicos a nivel nacional, lo cual ha permitido que la propuesta de contenidos generales del modelo educativo haya sido valorada por otras instituciones de educación superior de nivel tecnológico. ; The higher education of the technical and technological level has become very important in the development of public policy in regional governments, Ecuador is no exception and as such is currently in a clear development of this level of education, as an option to access higher education for high school graduates from all over the country. The objective of this research was to build a proposal of general aspects that technological institutes could consider in their educational models, criteria obtained from an empirical research approach, where teachers from the institutes were key to obtaining the information of this work, also based on reflections of institutional documents such as teacher evaluation report, strategic plan for institutional development, statute. The result of this research was shared with public institutes at the national level, which has allowed the proposal of general contents of the educational model to be valued by ...

ABSTRACT
I start from the apparent observation that academics have inherently multifaceted jobs requiring their attention across a range of (typically three) activities (research, teaching, service)—that is, professors multitask. What seems less apparent, I then argue, is that effective organizational designs where multitasking is prevalent require weak incentives. To elaborate, my first point is that if department chairs/deans want their professors to undertake all three activities, and the three activities compete for their professors' attention, then multitasking theory posits, perhaps counterintuitively, that department chairs/deans should resist providing strong incentives to any one of the three activities. My own experiences and observations as a faculty member spanning 20 years, however, suggest that this theory is not always heeded, if not explicitly then certainly implicitly, causing distortions in faculty's allocation of effort and attention to all three activities. However, this point overlooks that synergies can exist across the three activities that make an earnest engagement with all three rather naturally attractive and mutually beneficial. I provide examples of such synergies as I see or have experienced them. Hence, my second point is that, subject to spillover effects across research, teaching, and service, focusing sensibly on one's portfolio of activities, and thoughtfully navigating their alleged tensions, one may well do better on all three as compared to when one uncritically accepts that these activities are in conflict or work against each other. Overall, then, the takeaway is that weak but balanced incentives may be especially conducive for engaged professors to have their greatest potential impact as a teacher, a researcher, and a citizen of academe. So, I was pleased when the guest editor asked me to write this article, hoping to make a compelling case for this because multitasking, when handled judiciously, makes for a richer, not poorer, profession and a richer experience for those who profess it—the professors.

Much of the current discourse on public educational reform in the U.S. collapses into concerns over testing and/or school governance. Yet there are neoliberal policies being promoted in the guise of educational reform initiatives that are eroding teacher union gains, particularly in urban centers. This article focuses on a recent conflict between the United Federation of Teachers and Mayor Michael Bloomberg over a fair labor contract in New York City as an illustrative example of the antiteacher union trend taking place in urban education reform efforts in the U.S. The author calls for greater teacher union–community solidarity to recapture public education.

The main objective of this study is to explore the causes of low attendance of students in Government elementary schools. Survey method was adopted to conduct this study. Sample consists of 30 Head Teachers (HT) and 78 teachers selected through purposive sampling technique from Dhanbad and Lohardaga district of Jharkhand, India. Self-developed checklist with Yes or No options basing on different factors of low attendance was used as tool. The data were collected through Google form and analyzed by use of frequency count and percentage. It is found that causes such as working of both parents, involvement of children in domestic work, taking care of siblings, migration of parents for work, involvement in farming and harvesting, low aspiration of parents, abusive home environment, lack of interest of students in studies, poor in basic skills, lack of teachers and regular HTs in school, poor teaching strategy of teachers etc. are responsible for low attendance of students in elementary school. The study has suggested for coordinated effort from parents, School Management Committee (SMC), Government, teachers and HTs for increasing attendance of students. Further, it is suggested to provide non-formal education to illiterate parents so that they can realise the importance of education in one's life.

RESUMEN En este trabajo se analiza el enfoque educativo conocido como "Educación para la Ciudadanía Global" y su aplicación en el ámbito de las Ciencias Sociales, dentro de la enseñanza secundaria. Se justifica la importancia de este enfoque en la sociedad de nuestro tiempo y sugiere cambios que la escuela debe asumir si quiere tener una intención verdaderamente formativa en los valores democráticos. Entre esos cambios destacan la formación del profesorado en relación a esta propuesta educativa o la implantación de metodologías activas en el aula. En el último apartado de este trabajo se recoge una propuesta educativa que trata de ejemplificar cómo se puede aplicar la teoría de la Educación para la Ciudadanía Global en un aula de 4º de ESO. ; ABSTRACT This paper analyses the educational approach known as "Education for Global Citizenship" and its use concerning secondary schools and social sciences. The paper provides evidences for the relevance of this approach in contemporary societies and suggests changes within the school in order for this institution to have a true training purpose in democratic values. These changes include a specific teacher training that supports this approach or the implementation of active methodologies for the classroom. The last section of this paper focuses on an educational proposal that tries to serve as an example for how theory regarding Education for Global Citizenship translates into practice, in the context of a secondary school classroom (4º ESO). ; Máster en Formación del Profesorado de Educación Secundaria

This paper presents an experience with teachers who participated in an extension course
conducted during 2008 entitled: "The movies in teaching history and culture african-Brazilian and
African basic education." Guidelines and National Education establish compliance with the Law
10.639/2003 education for ethnic-racial. To discuss and contribute to the education of blackness in
Brazil, this paper discusses the potential of film narratives in the classroom for the teaching of history and
Afro-Brazilian and African culture. The results indicate the existence of potential pedagogical
filmography, even teachers do not know how to exploit their film narratives that help students visualize
the "other." We conclude that the use of films as a source of study or as a pedagogical tool requires a
critical pedagogical action decoding, interpretation and deconstruction of film narratives to understand the
record of human actions depicted on the screen.

Through this communication we want to realize the validity of the legacy of the teacher Paulo Freire in the field of popular education resignified in light of the contributions of feminism. Without wanting to force different theoretical frameworks, we have found points of encounter between both, based on the critical reading of social reality.

This research has purposes to find out the problems faced by the teachers in implementing the scientific approach in English learning and how they solved those problems. This is a qualitative research that took setting at three high schools of Ponorogo that have been assigned by the government to implement curriculum 2013 since the first year the curriculum issued. The subject is the English teachers. The data was taken with observation and interview and then analyzed with Huberman and Miles model which has three steps they are selection, display, and data presentation. The result showed that the teacher got problems in observing, questioning, and associating steps and they solved the problems: they skipped the steps or combined with other method. Key words : scientific approach, English learning

This literature review examines calculators in the primary school classroom in light of their recent prohibition for younger children in England. Contrary to political fears about calculators being harmful, the existing literature indicates that calculators have many benefits: they can develop conceptual understanding, support and improve mental and written methods, be a stimulus for dialogic talk, provide instant feedback and help to develop key mathematical ideas such as 'number sense'. The ingrained nature of teacher attitudes, in particular relation to what skills they believe an effective mathematician requires, is explored and a link made between such attitudes and the potential use of calculators. Greater clarity is needed regarding what fundamental mathematical understanding actually entails and a long-term strategy needs to be in place in order for pre-service teachers' underlying beliefs to change.