895,447 research outputs found

    PENINGKATAN KUALITAS PEMBELAJARAN PKN MELALUI PENDEKATAN SOSIODRAMA PADA PESERTA DIDIK TINGKAT X SEMESTER 2 DI SMK N 4 SURAKARTA TAHUN PEMBELAJARAN 2010/2011

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    Research purposes are (1) to describe civics learning process improvement with sociodrama method (2) to describe civics learning result improvement with sociodrama method. Research location is in X class, 2nd term at SMK 4 Surakarta. This research is class action research (PTK). Collecting data research has done by using method, observation, learning result and interview. Data analysis through three steps are: data reduction, data presentation, and conclusion/ verification. This in an active research with a PTK design. Research results are (1) improving student learning process quality pre cycle as 28%. Speech learning method is not giving support for student in study and learning process yet. Low student learning process quality in pre cycle because student boring of listening to the speech. Learning process quality in 1 cycle has improved as 16%, which enthusiasm student average pre cycle as 10 students (28%) in 1 cycle enthusiasm student average pre cycle as 16 students (44%). In sociodrama method learning process, student becomes more enthusiasm, because they are involved in learning process. Learning process quality improvement in 2 cycle as 19%. This improvement caused by teacher managed time efficiently, praise and punishment in education and addition mark for student can display drama well. (2) Civics learning result quality improvement in pre cycle includes average value as 7,4 and completeness as 16 students (44%). Low value in pre cycle activity caused by low student spirit. 1 cycle learning result improvement caused by higher spirit in study and learning process by using sociodrama compare to speech method. 2 cycle improvement showed by average value as 8,6 and completeness as 35 students (97%). It is caused by minimum completeness criteria (KKM) and spirit learning has been reach

    Peningkatan Kualitas Pembelajaran Pkn melalui Pendekatan Sosiodrama pada Peserta Didik Tingkat X Semester 2 di Smk N 4 Surakarta Tahun Pembelajaran 2010/2011

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    Research purposes are : (1) To describe civics learning process improvement withsociodrama method (2) To describe civics learning result improvement with sociodramamethod. Research location is in X class, 2nd term at SMK 4 Surakarta. This research isclass action research (PTK). Collecting data research has done by using method,observation, learning result and interview. Data analysis through three steps are: datareduction, data presentation, and conclusion/ verification. This in an active researchwith a PTK design. Research results are (1) improving student learning process quality pre cycle as 28%. Speech learning method is not giving support for student in study and learning process yet. Low student learning process quality in pre cycle because student boring of listening to the speech. Learning process quality in 1 cycle has improved as 16%, which enthusiasm student average pre cycle as 10 students (28%) in 1 cycle enthusiasmstudent average pre cycle as 16 students (44%). In sociodrama method learningprocess, student becomes more enthusiasm, because they are involved in learningprocess. Learning process quality improvement in 2 cycle as 19%. This improvementcaused by teacher managed time efficiently, praise and punishment in education andaddition mark for student can display drama well. (2) Civics learning result qualityimprovement in pre cycle includes average value as 7,4 and completeness as 16students (44%). Low value in pre cycle activity caused by low student spirit. 1 cyclelearning result improvement caused by higher spirit in study and learning process byusing sociodrama compare to speech method. 2 cycle improvement showed by averagevalue as 8,6 and completeness as 35 students (97%). It is caused by minimumcompleteness criteria (KKM) and spirit learning has been reach

    Shared Leadership Perceptions in a Turnaround Elementary School

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    The purpose of this case study was to investigate staff perceptions of a shared leadership framework embedded in a school’s turnaround improvement intervention model and the factors of that model perceived to contribute to growth in student achievement. Thirty-one staff members participated in this mixed method study by responding to the Distributed Leadership Readiness Scale (DLRS) survey instrument and open-ended written response questions. Focus group interviews were then conducted with randomly selected participants to triangulate evidence around factors of a shared leadership framework perceived to have affected student achievement. Of the 31 responders, 22 or 71% were teachers, and 9 or 29% were instructional support staff. Analysis of the data revealed teacher and staff support for the purposeful development of reciprocal professional relationships among staff and administration, and the use of instructional best practices by teachers and teacher leaders contributing to a positive school culture and improved student achievement. Findings from the data revealed developing a school culture that empowers teachers to be a part of a shared decision-making process, in both formal and informal leadership roles, for instructional improvement to support student achievement, was an area of success and an area needing continued improvement at the focus school. The research findings could guide other schools in improvement initiatives when they are navigating the systemic changes needed for equitable student growth and improved achievement in their school systems

    Increasing Trust and Teacher Voice in Order to Improve Teacher Evaluation in Chicago

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    Chicago Public Schools’ teacher evaluation program includes cycles of observation and feedback as well as student test scores to determine teacher evaluation scores. Teachers have expressed support for and trust in this teacher evaluation program, yet they have misgivings about the inclusion of standardized student test scores. An examination of best practices in teacher evaluation and its implementation in Chicago, through the voices of the teachers and evaluators, identifies opportunities for improvement. By supporting teachers and administrators to engage in professional conversations, offering teachers a voice in how teacher evaluation is implemented, and eliminating the use of standardized student test scores, specifically the Value Added Model, CPS could increase trust and validity in the REACH Students teacher evaluation program and support teachers to engage in a process of continuous improvement

    The Role of Student Support Systems in Student Integration and Persistence at a TVET College in South Africa

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    Technical Vocational Education and Training Colleges (TVETs) accommodate students from different backgrounds. The diversified student populace encounters challenges that interfere with their integration process and persistence. TVET colleges need to establish a conducive environment that fosters student integration and persistence through student support systems. This qualitative case study comprised three focus groups (18 Students) and student support staff (11) at one TVET College in KwaZulu-Natal Province of South Africa. The obstacles to student integration and persistence are investigated in this case study. The study also explored the various strategies that can be implemented to improve student integration. It emerged from the study that it is necessary for the institution to establish student support services that seek to eliminate obstacles that inhibit student integration and persistence to ensure student success. It was further noted that the institution’s student support system could not sufficiently address the factors that inhibit student integration and persistence. The paper’s findings indicate that several strategies, such as improvement in infrastructure and recruiting more qualified staff, could improve student integration and persistence at the TVET College in question

    Doctor of Philosophy

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    dissertationEducational leaders have insisted that successful schools do more than meet the academic needs of students but also address the social, emotional, and psychological health of their student body. School leaders in low-performing institutions may view the pressure to boost academic achievement that comes from federal and state mandates and the push for schools to support whole-child development as competing agendas. However, school climate literature paints a different picture. Climate researchers insist that, if school leaders assess and address school climate needs, they can boost academic achievement and support positive social, emotional, and psychological development. There is a rich body of literature indicating the connection between school climate and student academic, social, and psychological well-being; however, the vast majority of these studies are quantitative and rely on correlational analyses. In 2007, the National School Climate Council asserted that they could not locate any systemic studies of school climate improvement. The purpose of this case study was to explore how the administration at one urban secondary school that underwent a state-mandated school improvement process addressed school climate. The school site central to this study was locally and nationally recognized for gains in student academic achievement. Data were collected via in-depth interviews with administration, district leaders, and educators as well as focus group interviews with teachers, staff members, and students. School improvement documents were also examined. Findings indicate that leadership efforts to ensure commitment to the improvement work, to enact meaningful instructional leadership practices, and to repair school structures and systems supported the school improvement process and addressed school climate

    Three Justifications for Support of Female Student Affairs Professionals

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    Female student affairs professionals have experienced much advancement in the field. Yet we still suffer gender discrimination in our career paths, salaries, and work experiences. Unfortunately, this issue is not seen as important by decision makers, due to the acceptance of slow change, the past reluctances to begin this discussion, and the arguments of critics. In order to reinvigorate our growth and advancement in the field, I argue that there is value in supporting female student affairs professionals. I justify the value of supporting of female student affairs professionals from student affairs, human resources, and cultural studies perspectives. From a student affairs viewpoint, I examine the positive impact of support from a profession-wide, institutional, individual female student affairs professional, and student basis. Using a human resource outlook, I investigate attrition, potential legal concerns, productivity and cost-efficiency, and the look, practices, and culture of higher education. I conclude with a special look at working mothers. Finally, I examine my proposal through a cultural studies lens. I considered the issues of gender, institutional class level, generation, and morality. Therefore, I am confident that there is value in the support of female student affairs professionals. Finally, I will look to the future. There are five primary consequences from the decision to either support or neglect female student affairs professionals: job satisfaction, productivity and work quality, attrition, females and the profession of student affairs, and the mission of student affairs. Each consequence could have a positive or negative impact depending upon the choice of the decision makers. Assuming decision makers choose support, I recommend a process for establishing an effective and supportive retention plan. The process includes the following steps: understanding the needs of our organization, learning from others, creation and action, reflection and continual improvement, and the role of self-responsibility in the support process. I conclude by discussing the importance of self-responsibility in the initiation of change for the betterment of all female student affairs professionals

    Addressing Student Stress: The Impact of Training on Student Assistance Team Practices

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    This Improvement Science Dissertation in Practice investigated the impact of training and continuous support on the effectiveness of a high school Student Assistance Team’s ability to identify and discuss students experiencing high stress levels. In Phase 1 of this action research, the researcher determined the problem of practice to be high stress levels that impacted students’ academic, social, and emotional development. After conducting a root cause analysis and the identification of drivers of change, the researcher selected one high leverage practice to implement. In Phase 2, the researcher implemented training and support sessions to foster the Student Assistance Team members’ ability to identify students experiencing high stress and implement the Team-Initiated Problem-Solving (TIPS) process during meetings. Using a mixed-methods design, the researcher collected quantitative and qualitative data through individual interviews, focus groups, and Student Assistance Team observations. In addition, the researcher used the Decision, Observation, Recording, and Analysis-II (DORA-II) form to collect evidence during the Student Assistance Team meetings. After the training and support, the data showed that the Student Assistance Team improved its acquisition of new knowledge regarding students with high stress levels. In addition, the Student Assistance Team displayed an increased ability to implement the Team-Initiated Problem-Solving process, leading to a positive impact on the team’s functioning. Enhancing the efficiency and effectiveness of the Student Assistance Team is the first component of providing adequate student support and reducing student stress levels. Recommended next steps include expanding the Student Assistance Team to include additional stakeholders, evaluating the long-term impact on students, and developing an ongoing training and support method. Future research should include longitudinal studies and the implementation of training and support within other schools to determine if the positive impact translates to other settings and systems

    Stop the Burnout: Enhancing Support Practices for Principals

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    Principals are essential for ensuring student success. Effective principals have a significant positive impact on student achievement, teacher effectiveness, a positive school culture and inclusive school climate. Increased demands of the role which include mounting managerial tasks and a lack of systems and centralized support for principals, is decreasing the focus on effective school improvement. Current research reveals an alarming trend regarding the absence of positive principal well-being and support structures. The River District School Board (RDSB; a pseudonym) requires a detailed change process and plan to improve this issue. This Problem of Practice (PoP) and Organizational Improvement Plan (OIP) seek to improve centralized supports for principals in order to improve the overall wellness of principals, reduce burnout and mitigate work intensification. A new Principal Well-being Model is proposed that frames the PoP with precision and will act as an overarching theoretical lens. Solutions to this issue are explored utilizing distributive and ethical leadership approaches. The Organizational Congruence Model of Nadler and Tushman (1989) is used to evaluate the change process in order to collaboratively guide principals, central office staff and senior administration in this change for improved principal support practices

    Enhancing design learning using groupware

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    Project work is increasingly used to help engineering students integrate, apply and expand on knowledge gained from theoretical classes in their curriculum and expose students to 'real world' tasks [1]. To help facilitate this process, the department of Design, Manufacture and Engineering Management at the University of Strathclyde has developed a web±based groupware product called LauLima to help students store, share, structure and apply information when they are working in design teams. This paper describes a distributed design project class in which LauLima has been deployed in accordance with a Design Knowledge Framework that describes how design knowledge is generated and acquired in industry, suggesting modes of design teaching and learning. Alterations to the presentation, delivery and format of the class are discussed, and primarily relate to embedding a more rigorous form of project-based learning. The key educational changes introduced to the project were: the linking of information concepts to support the design process; a multidisciplinary team approach to coaching; and a distinction between formal and informal resource collections. The result was a marked improvement in student learning and ideation
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