Suchergebnisse

Indonesia government taking some actions to break the chain of Covid-19 virus such as Study from Home or online learning that allow teachers and students to study online from their home. The existence of online learning rapidly grows due to the pandemic and changes the way the teachers and the students communicate each other during the class. This research aims to see how the process of instructional communication applied by teacher in doing online learning process in the past few months due to the Covid-19 pandemic. The methodology used in doing the research was qualitative and descriptive approach. This research used Post-Positivism as research paradigm. Data collection techniques were deep interview with the teacher and online classroom observation. Referring to the data analysis model about factors to achieve the instructional communication target such as students' characteristic, teacher's characteristic, interaction and methods of delivering the messages, physical facility and surrounding environment, the data analysis technique used was qualitative. This research revealed that instructional communication applied in teaching vocational students is verbal and non-verbal communication. In short, there are two points needed to be highlight for the communication between the teacher and the students during online learning process which are teacher character and the variety used of media. The use of media is divided into two sub points which are main media (Google Classroom and Google Meets) and supported media (Power Point, learning material video and Whatsapp group). Teacher used those media in delivery the lessons to the students to support the online learning process.

Thousands of young people from disadvantaged backgrounds are forsaking education in secondary mainstream schools across Australia. This book places a sociological and lived experience phenomenological lens on public policy that is working against school inclusion, learning engagement and post-school opportunity. The school case studies provided here highlight the damage done and the opportunity for refreshed policy approaches to address this malaise. Across the educational landscape, there are a number of fine examples of schools that are choosing to do schooling 'against the grain' of unhelpf

Tese no âmbito do Programa de Doutoramento em Direitos Humanos nas Sociedades Contemporâneas, apresentada ao Instituto de Investigação Interdisciplinar da Universidade de Coimbra. ; Education as a right has become a crucial issue in restructuring Western democracies' educational systems. The growing tendency to discuss education from a rights-based approach makes it necessary to consider education in social transformation and claim more democratic learning territories. Collaboration, solidarity, empathy, engagement and critical thinking are rare and are increasingly difficult to establish, as reported by several authors and underlined by this study's interviewees. The school is one of the institutions of public life where common collective life practices can be built. This research aims to understand how collaborative learning communities and learning schools broaden the notion of education as a Human Right in practice and drive educational change. We suggest that learning communities contribute to the quality of the learning process and the knowledge produced within these groups should be considered a valued contribution to the learning experience. Hence, expanding groups of agents contributing to the diversification of the learning process and changing schools from teaching institutions to learning organisations contributes to thinking education as an emancipatory process. The point of departure for the discussion is the Institute for Education and Citizenship (IEC) - an institution of non-formal education that works as an intermediary between schools, universities, research centres, and Oliveira do Bairro municipality. The IEC claims for a new structure for community-based learning and research, leveraging schools-community-university partnerships' democratisation. The IEC's central role in facilitating relationships among institutions and people unrelated before, and forming a collaborative learning community, is worthy of being considered an essential educational enterprise. Methodologically, we have ...

El objetivo de este estudio fue investigar los efectos del uso de la escuela de aprendizaje en la mejora de los criterios de competencia de los gerentes en Bank Saderat Irán y determinar los efectos de cada criterio de la mencionada escuela. Utilizando la tabla de Morgan, asumiendo el tamaño ilimitado de la población y mediante el cálculo de la fórmula del tamaño de la muestra en la población ilimitada, 384 personas fueron seleccionadas al azar de entre ellos. Después de seleccionar seis competencias básicas de los directivos, los datos fueron recogidos a través de un cuestionario que contenía 47 preguntas y se distribuyó entre los empleados. Después de la confirmación de la validez del cuestionario con SPSS utilizando la prueba de Spearman, se estableció la correlación significativa de todos los criterios excepto los rasgos de personalidad y la implementación de la escuela de aprendizaje, y finalmente utilizando el método de Topsis, Actitud, conocimiento, capacidad y rasgos de personalidad (directamente proporcional). Los resultados de este estudio se pueden utilizar en la toma de decisiones para la selección, nombramiento y mejora de los gerentes calificados en el país para los altos directivos de las organizaciones económicas.

This volume presents the view that what matters most are learning processes in organizations and ways of enhancing the sophistication and power of these processes. Each contributor, therefore, explicitly addresses the meaning(s) of organizational learning which they have adopted themselves.

This article investigates the policy feedback and political learning effects of school vouchers. Of particular interest is how market‐based policies affect the likelihood that program participants will connect their experiences with the policy to the government. I examine parent survey data from an evaluation of the Milwaukee school voucher program. I find that voucher parents are more likely than public school parents to perceive that the government has influenced their child's schooling and to believe that their experiences with their child's school have taught them about how government works. Further, voucher parents report that their experiences with the policy have made them more politically active. While majorities of voucher and public school parents support increased public school expenditures, there is some evidence that school vouchers may decrease support for public schools.

AbstractNew Technology High School is an exemplary twenty‐first century learning school, employing project‐ and problem‐based learning and outcomes‐based assessment.