An Analysis of Teaching Strategies at Islamic Boarding School Pondok Madani Used on Negeri 5 Menara Movie

The aims of this study were to find out teaching strategies applied at Pondok Madani on “ Negeri 5 Menara” movie, and to reveal the teaching strategies that assist the students to reach their academic success. The method used in this research is a library research. The subject of this research was “ Negeri 5 Menara” movie, and the object was teaching strategies in the movie of Negeri 5 Menara. The method of data collection was documentation. The writer used content analysis to analyze the data since the data were taken from words and dialogues of the movie. To present the result of this research, the writer used theory of Wandberg and Rohwer “ Active Teaching Strategies and Learning Activities”. The result of the research showed that there are seven teaching strategies practiced at Pondok Madani. Those are building teamwork, critical explanation, demonstration, field studies, lecture, role play, and think alouds. The teacher in this movie select and apply apprioate teaching strategies, it will help student in developing knowledge obtained and academic skills. Thus, movie is inspiring and suggested to be watched. In addition, future teachers and teachers can adapt the teaching strategy and incorporate into the classroom

Students’ attitudes towards learning chemistry using mobile phone simulations: a case of two secondary schools in Dar es salaam Region.

Students’ attitudes have significant influence on their academic achievement in life. While at a younger age, they show keen interest towards scientific concepts, they grew in teenage years with a declining curiosity and will to take up science subjects. This has been due to abstract content overload for which a student needs sequential understanding as new concepts are built on older ones. Although technology has presented us with simulation applications in mobile phones, which would bring back the exciting nature of learning that children experienced with toys and video games at a tender age, efforts in terms of studies to transform students’ attitudes towards learning chemistry subject are not significant in Tanzanian context. This study aimed at investigating Students Attitudes towards learning Chemistry using Mobile Phone simulations. A total of 106 participants from two schools participated in Concurrent Mixed methods study, where by data was collected using a number of tools ranging from self-administered Pre and Post Questionnaire, Pre and Post focused Group (FGD)discussions conducted on a total of 104 students and Pre and Post Interview sessions with the two (2) teachers from respective schools. Quantitative Data was presented using Descriptive statistics while recorded qualitative data was transcribed and patterns identified. Statistical analysis was done using Statistical Package for Social Science(SPSS). Findings from survey questionnaires showed that students’ attitudes are significantly influenced or affected by the usage of mobile phone simulation in Teaching and learning chemistry. Moreover, students displayed lower level of interest and negative attitudes towards learning via the existing Traditional methods. Similarly, FGD results showed students’ attitudes improve with usage of mobile simulation applications, and teachers too showed a significant interest towards moving to simulated learning and usage of mobile phone simulations in teaching. The study recommends school management team to develop an integrated ICT policy that demands full involvement of technological facilities in teaching and learning, and encouraging teachers to be innovative in coming up with tools that can improve learning experiences in students. Curriculum developers should consider embedding mobile-based simulation learning in chemistry subject as it helps improving students’ attitudes

Guidelines for the development of educational interactive tools for early psychomotor stimulation in children ages 3 to 5 years old, through an experimental prototype

Resumen. La industria del software está centrando sus esfuerzos en el sector de edades que comprenden la etapa de educación infantil aprovechando las cualidades multimedia de la tecnología existente. Sin embargo, estas cualidades tecnológicas no son suficientes. Para que un software sea de calidad y cumpla con el objetivo de educar debe ajustarse a características específicas de los usuarios finales. De esta manera, con el fin de hallar estas características específicas se realizó una exploración de diferentes herramientas educativas para niños de la primera infancia a través de un estudio cuasi-experimental. A partir de los resultados se generaron lineamientos a tener en cuenta en el desarrollo de herramientas educativas interactivas para el desarrollo psicomotriz en niños de 3 a 5 años de edad, los cuales fueron validados a través de un prototipo experimental llamado “Jugueteando en mis primeros pasos.” Los productos de la investigación pretenden aportar buenas prácticas para los desarrolladores de software que tienen como objetivo este tipo de usuarios, además de presentar una herramienta potencial de apoyo pedagógico en los procesos de estimulación para el desarrollo psicomotriz. Abstract. The Software Industry is focusing its efforts on age groups which involve childhood education, leveraging the multimedia capabilities of current technology. However, these technological qualities are not enough. In order to create quality software with education objectives, it has to adjust to specific characteristics of the final user. Hence, with the purpose of finding these specific characteristics, different educative tools for children in early childhood were explored through a quasi-experimental study. Based on these results some guidelines were generated for the development process of educative interactive tools for psychomotor development of children between 3 and 5 years old, which where validated through an experimental prototype called “Playing whilst taking my first steps”. The products of this research are intended to provide best practices for software developers who target those types of users, and to present a potential tool for pedagogic support in stimulation process for psychomotor development

Proceedings of the 8th QS-APPLE Conference Bali, 14th -16th November, 2012

This volume is a post-conference publication containing the refereed papers from the QS-APPLE Conference held in Bali from 14th-16th November, 2012. You will note some variation in referencing styles since the conference draws from academics who work in all discipline areas across tertiary institutions

Between Bleakness and Hope in a Large Urban School District Culturally Responsive Pedagogy in Special Education

This qualitative case study explored the experience of teachers in special education settings within an urban district in the Midwest. The particular emphasis of the study was to attend to efforts used by teachers to address the issue of equality of opportunity in special education settings serving low-income students of color. Using a case study approach, the research explored what barriers teachers see as getting in the way of equal educational opportunity and how teachers reduce barriers of inequality for their students. In particular, the study looked at the ways in which educators facilitate equality by creating opportunities for students to use their voice and become engaged in their learning. Data collection methods included semi-structured interviews and a focus group with a small group of teachers in special education. The results from this qualitative analysis suggest that teachers act as agents of change in providing resources and attending to the social, emotional, and physical needs of their students. As teachers worked for students\u27 academic success in designing interventions for students and school environments, they authentically empowered both themselves and the youth. Study findings also reveal the persistence of home, community, and school barriers, and the need for school systems to address in concert economic and educational inequity. This research has implications for pre-service teacher education programs, policy, and educational practic

Between Bleakness and Hope in a Large Urban School District Culturally Responsive Pedagogy in Special Education

This qualitative case study explored the experience of teachers in special education settings within an urban district in the Midwest. The particular emphasis of the study was to attend to efforts used by teachers to address the issue of equality of opportunity in special education settings serving low-income students of color. Using a case study approach, the research explored what barriers teachers see as getting in the way of equal educational opportunity and how teachers reduce barriers of inequality for their students. In particular, the study looked at the ways in which educators facilitate equality by creating opportunities for students to use their voice and become engaged in their learning. Data collection methods included semi-structured interviews and a focus group with a small group of teachers in special education. The results from this qualitative analysis suggest that teachers act as agents of change in providing resources and attending to the social, emotional, and physical needs of their students. As teachers worked for students\u27 academic success in designing interventions for students and school environments, they authentically empowered both themselves and the youth. Study findings also reveal the persistence of home, community, and school barriers, and the need for school systems to address in concert economic and educational inequity. This research has implications for pre-service teacher education programs, policy, and educational practic

Increasing retention rates of black women in gateway STEM courses: an intervention at NCCU

The purpose of this disquisition is to improve the persistence of African American women in science, technology, engineering, and mathematics (STEM) gateway courses at North Carolina Central University (NCCU) through the implementation of a series of interventions. In this disquisition, I give a brief overview of the multiple barriers that have hindered many African American women from persisting in STEM fields. I explore the roots of student apathy, the roles of supplemental instruction leaders and tutors and the impact each has on student success. I also examine the intervention of incorporating early alert warning systems at an historically Black college and university (HBCU). My intervention includes (1) re-structured training of supplemental instruction leaders and tutors, (2) the consistent and accurate use of Grades First at NCCU, and (3) follow-up communication with supplemental instruction leaders and tutors to increase the pass rates of African American women in STEM gateway courses and increase their persistence in STEM programs at the institution