Suchergebnisse

Critical deliberations concerning the Data Archiving and Research Transparency effort (DA-RT) which had been set in motion within the context of the American Political Science Association's (APSA) Qualitative and Multi-Methods Research (QMMR) Section had, by the Fall of 2015, resulted in multiple conference workshops and panels, email exchanges, webpage and listserv posts, and various Section newsletter publications. Most of these seemed to come from Comparative Government and International Relations (IR) scholars, who are the mainstays of the QMMR Section. Researchers in other subfields of political science—notably, public policy, public administration, public law, and political theory—were less often heard from among those deliberations. And so Peri Schwartz-Shea and I, both of us working in the first two of those subfields, convened a roundtable at the 2016 Western Political Science Association (WPSA) meeting, "Engaging DA-RT: Critical Assessments from Public Policy and Political Theory," to address this gap. The essays in this symposium—by Renee Cramer (Drake University), Samantha Majic (John Jay College, CUNY), Amy Cabrera Rasmussen (California State UniversityLong Beach), Peregrine Schwartz-Shea (University of Utah), and Nancy J. Hirschmann (University of Pennsylvania), ordered by appearance here—were developed from those roundtable presentations. (Amy T. Linch [Pennsylvania State University] was also a member of the roundtable, but she has not joined in this written compendium.) As panel chair, I set the stage for the discussion; and it is those comments that I present here, expanded to situate DA-RT in its contemporary context.

The problem of this study is the low quality of Islamic Religious Education learning. Skillful focus is the weak ability of the teacher in conducting learning management. The purpose of this study is to explore the advantages of implementing learning management. The method used is the case study. The results showed that the management of the quality of learning (1) Quality-oriented, indicated by the existence of reliability teacher, responsiveness, asurance, empathy and availability of learning facilities; (2) Maintaining relationships with customers through graduate quality, service quality, product innovation and the image of the institution; (3) honest, trustworthy, communicative and intelligent leadership of school principals and teachers; (4) Continuous improvement in learning through the Plan, Do, Check, Action (PDCA); (5) Team collaboration in learning is carried out by Islamic Religious Education teachers with students, homeroom teachers, other subject teachers, vice principal, extracurricular coaches/ trainers, graduated, local government and also the community; (6) Changes in culture in the form of a culture of discussing exploring religious values, polite attitude in interacting with the environment, consistent in virtuous deeds, responsibility at work, enthusiasm in increasing competence.

Memórias de Miriam Chnaiderman.