Pentingnya Pelatihan Kurikulum 2013 Bagi Guru

The purpose of this study is to express the importance of curriculum training for teachers before its implementation. Results of the study show, first, from the aspect of policy makers affirms that the naming of Curriculum 2013 curriculum ideas including competency standards and core competencies, and the basic framework and structure of the curriculum is essentially unchanged. Second, the curriculum changes and updates in curriculum 2013 includes the cohenrence of KI-KD (Core Competence – Basic Competence) and adjustment of the document, structuring competence spiritual attitudes and social attitudes in all subjects, structuring competence which is not limited by deletion of taxonomic thinking processes, modification of learning and assessment, adjustment of the book contents towards the change of KI-KD and learning, and the provision of creative space for teachers in implementing the curriculum. Third, changes and updates in Curriculum 2013 that emphasizes on curriculum adjustment, easy to learn, easy to teach, measurable, and meaningful to learn is positively responded by those who implement the curriculum. Fourth, the implementation training of Curriculum 2013 is a strategic means to interpret the concept of change and updating of the curriculum as a whole. Fifth, the implementation training of Curriculum 2013 is a kind of art event to process various goals to harmonize the programmed policy by sharing ideas in order to lead to the ideal common understanding about the idea, design, and implementation of the curriculum

Conducting rigorous research with subgroups of at-risk youth: lessons learned from a teen pregnancy prevention project in Alaska

In 2010, Alaska Department of Health and Social Services (DHSS) received federal funding to test an evidence-based teen pregnancy prevention program. The grant required a major modification to an existing program and a randomized control trial (RCT) to test its effectiveness. As the major modifications, Alaska used peer educators instead of adults to deliver the program to youth aged 1419 instead of the original curriculum intended age range of 1214. Cultural and approach adaptations were included as well. After 4 years of implementation and data collection, the sample was too small to provide statistically significant results. The lack of findings gave no information about the modification, nor any explanation of how the curriculum was received, or reasons for the small sample. This paper reports on a case study follow-up to the RCT to better understand outcome and implementation results. For this study, researchers reviewed project documents and interviewed peer educators, state and local staff, and evaluators. Three themes emerged from the data: (a) the professional growth of peer educators and development of peer education, (b) difficulties resulting from curriculum content, especially for subpopulations of sexually active youth, youth identified as lesbian, gay, bisexual, transgender, queer, intersex and/or asexual, pregnant, and parenting youth and (c) the appropriateness of an RCT with subpopulations of at-risk youth. Three recommendations emerged from the case study. First, including as many stakeholders as possible in the program and evaluation design phases is essential, and must be supported by appropriate funding streams and training. Second, there must be recognition of the multiple small subpopulations found in Alaska when adapting programs designed for a larger and more homogeneous population. Third, RCTs may not be appropriate for all population subgroups.Ye

Reading Instruction for Students with Emotional Disturbance: A Mixed-Methods Investigation.

Although there is a substantial body of observation research investigating the manner in which reading instruction is provided to students with learning disabilities, there is little research in this area involving students with and at risk for emotional disturbance. The purpose of this investigation was to contribute to the limited corpus of observation studies investigating school-based practice in reading for this student population. In this investigation, 11 teachers from two states were systematically observed while providing reading instruction over the course of the 2017-2018 school year. Participating students were also observed over the course of the year and completed two standardized reading assessments at the beginning and end of this investigation. Teachers were also interviewed to identify contextual factors that promote or impede the provision of high quality reading instruction to this student population. Study findings suggest that teachers are in need of additional training, support, and resources to maximize instructional time. Students in this sample tended to make no or minimal progress in reading and were frequently observed displaying low levels of academic engagement across settings. Implications for school practice and areas for future research are discussed

Technology‐supported environments for learning through cognitive conflict

This paper examines ways in which the idea of cognitive conflict is used to facilitate learning, looking at the design and use of learning environments for this purpose. Drawing on previous work in science education and educational computing, three approaches to the design of learning environments utilizing cognitive conflict are introduced. These approaches are described as confrontational, guiding and explanatory, based on the level of the designer's concern with learners’ pre‐existing understanding, the extent of modification to the learner's conceptual structures intended by the designer, and the directness of steering the learner to the desired understanding. The examples used to illustrate the three approaches are taken from science education, specifically software for learning about Newtonian physics; it is contended however that the argument of the paper applies more broadly, to learning environments for many curriculum areas for school levels and in higher education

Confidence in assessment decisions when using ICT

The central question addressed in this paper is: How can teachers and schools have confidence in their assessment decisions when using information communication technologies (ICT)? The answer centres on what makes quality assessment. Assessing and evaluating children’s achievement and progress is critical to development of sound curriculum programmes that focus on student outcomes. With the increasing use of ICT in schools and classrooms for a range of assessment purposes such as recording, data analysis and online activities, teachers and school leaders must be assessment capable in order to make informed decisions about assessment design, selection and modification that utilises ICT. Based on examining assessment purpose and the three principles of quality assessment (validity, reliability and manageability), this paper offers guidelines for classroom teachers, those with responsibility for student achievement and those who lead ICT policy and practice in schools to be critical consumers of ICT-based assessment tools, strategies and evidence. Vignettes of assessment practice using ICT are used to illustrate sound school and classroom practices in relation to validity, reliability, and manageability. Drawing from the work of assessment writers such as Crooks, Sutton, and Darr, the guidelines will assist teachers in the effective use of ICT for both formal and informal information gathering as well as for analysis and interpretation of information for summative and formative purposes. This knowledge is needed to underpin teacher confidence in their assessment decisions when using ICT towards ‘best fit’ for purpose

Higher education provision for students with disabilities in Cyprus

Internationally, the number of students with disabilities entering higher education institutions is on the rise. Research estimates that 8–10% of students attending higher education are registered with disability, with learning difficulties being the most commonly reported disability. Widening participation in higher education has been supported by legislative changes, inclusive education practices, the use of ICT and accessible facilities and programs and, ultimately, an increasing belief among students with disabilities that higher education maximizes their opportunities for employment and independent living. Within the Cypriot context, research on disability, access and provision in higher education is limited. This study was a part of a large-scale study (PERSEAS) funded by the EU. From the original sample, 15 students attending private higher education institutions in Cyprus reported disability (i.e., sensory impairment, dyslexia, physical disabilities) and were selected for focus group discussions. Also, interviews and focus groups were conducted with the Headmasters and teachers, respectively, in 10 private higher education institutions. This study yielded interesting results regarding the current state of provision (e.g., concessions for exams and assignments, infrastructure, teaching modification, counseling services) as well as issues of social inclusion, equality of opportunity and entitlement to education