Hasil untuk "Theory and practice of education"

St. Wardah Hanafie Das, Abdul Halik, Muhammad Naim et al.

This research discusses STAD in Cooperative Learning strategy to enhance students' social intelligence. It focuses on how to apply the cooperative learning strategy, social intelligence, strengths, and weaknesses, which aims to determine the process of implementing the unified learning model from beginning to end and describe the social intelligence of students after its implementation. The author used classroom action research with a qualitative descriptive approach to complement this study. Research on the disclosure of problems as they existed was data analysis using field research, observation, interviews, and documentation using data analysis, namely, data presentation, data reduction, and withdrawal. The results of this study indicated that the implementation of PAI learning on the STAD-type cooperative learning strategy in SMPN 4 Simbang class VII-A was well-implemented, effective, efficient, fun, and exciting. Besides, it had a positive impact on students ' learning. There were several advantages to implementing cooperative learning strategies, including fun, self-confidence, responsibility, interest in Education, and creative thinking. Some of these factors were interconnected or related, needed, and complemented each other. Then, the shortcomings in implementing cooperative learning strategies included excessive pleasure, less skill, and limited learning resources and media.

João Severino Filho, Adailton Alves da Silva

Esse texto organiza algumas reflexões, com as quais temos nos empenhado, em resposta a questões que nos interpelam, desde que iniciamos nossa atuação acadêmica, no universo dos conhecimentos de povos culturalmente distintos. Mais especificamente, no universo dos conhecimentos de povos indígenas. Nos debruçamos sobre a questão: Se defendemos que os indígenas devem produzir, praticar e teorizar seus conhecimentos a partir de narrativas próprias, condizentes com sua visão de mundo e seu modelo de pensamento, e que, nossa principal e primeira função como educadores é propiciar as condições para a existência de espaços comunicativos transculturalmente compartilhados, por que razão continuamos a nos submeter, de maneira acrítica, aos cânones acadêmico científicos do norte, reproduzindo em nossas Universidades e Programas a visão de verdade científica, condicionada ao método, ao modelo e às línguas difundidas e impostas pelos colonizadores? Nossa tentativa foi de produzir um texto que organizasse alguns pressupostos, os quais, acreditamos, argumentam na construção de um campo discursivo em favor da existência das múltiplas matemáticas e, ao caracterizá-las em alguns dos diferentes cenários dos quais emergem, avançarmos um pouco mais a conversa sobre o Programa Etnomatemática e a necessidade da descentralização do pensamento científico global.

Luis Alejandro Guío Rojas, Viviana Marcela Torres Carvajal

En la última década, Latinoamérica ha afrontado un fenómeno migratorio masivo, ha sido el desplazamiento poblacional de venezolanos a distintos lugares de Norte, Centro y Sur América; esto debido a una crisis económica y política que inicia a partir del 2015. Por su cercanía geográfica y la cercanía cultural, Colombia es el mayor receptor de venezolanos desplazados, pero, las condiciones sociales y económicas también hacen víctimas a los migrantes de problemáticas colombianas evidentes en este territorio, dentro de éste escenario, se forja como objetivo de investigación Comprender crítica y propositivamente cómo se asume el derecho a la educación de niños, niñas y jóvenes migrantes internacionales de Venezuela a Colombia a partir de su propia mirada, los profesores, agentes educativos y la de expertos en migración. Esto a partir de una lectura de la realidad desde una hermenéutica activa apoyada en entrevistas, encuestas y charlas con la comunidad de dos colegios de Bogotá, además de la reflexión desde autores reconocidos en el ámbito de la migración internacional y la historia de vida de migrantes. En dicho escenario emergen como categorías de análisis para el presente artículo la migración internacional y el derecho a la educación, desde esta perspectiva se presentan las características que hacen a la migración de familias venezolanas a Colombia una variante dentro del sistema educativo colombiano, pues las condiciones pedagógicas, culturales y curriculares que varían entre dicho tránsito, son variables que todas las comunidades educativas del país están percibiendo como hechos importantes a tener en cuenta dentro de las políticas educativas nacionales e internacionales.

Jose Luis Fernández-Pacheco Sáez, Irina Rasskin-Gutman, Eduardo Marques et al.

Las sociedades que conforman el planeta, cada vez más globalizadas, requieren la bús- queda del equilibrio entre la poderosa transformación desencadenada por la tecnología digital y la necesidad de conformar sociedades en las que se priorice la igualdad, la justicia, la sostenibilidad ecológica y la resiliencia frente a una crisis sistémica como la actual. Si bien la tecnología digital ha permitido la comunicación y la participación entre segmentos de la sociedad anteriormente aislados y marginados, también ha contribuido a ampliar las brechas de capital social, cultural y financiero. Conscientes de esta realidad, en este trabajo nos centraremos en los aportes que una metodología de Investigación-Acción Participativa como PhotoVoice (C. Wang y Burris, 1994, 1997) aplicada a un contexto digital —en lo que hemos denominado Digital PhotoVoice (Marques, Fernández-Pacheco, y Yoshihama, en prensa)—, tiene para la dinamización de procesos de Desarrollo Comunitario, de construcción de la identidad colectiva, así como para el fortalecimiento de procesos de resiliencia frente a la crisis. Buscamos, de esta manera, un equilibrio en el que los que los avances y herramien- tas de la sociedad digital permitan espacios de transformación y reflexión sobre la sostenibilidad y la justicia social. En este artículo presentamos, en primer lugar, las orientaciones teóricas, filosóficas y epistemológicas de PhotoVoice para, en segundo lugar, exponer algunos casos prácticos en los que se está empleando dicha metodología. Basándonos en nuestra propia experiencia y el trabajo de otros autores, examinaremos las posibilidades y desafíos de PhotoVoice en la era digital y su papel para la transformación social. 

Angélica Lúcia Figueiredo Rodrigues , Gabriel Melo-Santos , Geilsa Costa Santos Baptista et al.

This study assessed the knowledge, feelings, and life experiences of students in public middle schools in the Brazilian Amazon towards aquatic mammals by applying semi-structured interviews, with a qualitative-quantitative approach. A total of 241 students, from all genders, aged between 12 and 14 years old, from four public schools of Pará State were interviewed. The data were transcribed and analyzed in an inductive way, in dialogue with the literature of scientific education and ethnozoology. This methodology was developed and validated during the doctorate research of the first author of this paper. The students showed a rich knowledge, feelings, and life experiences regarding the Amazonian aquatic mammals, those related to biological, morphological, behavioral, ecological, and taxonomic aspects, as well as the threat to these species. The research reveals the need for schools of the region to develop and use didactic resources and strategies for intercultural dialogue in science classes, favoring the development of reflective attitudes in students and promoting decision-making favorable to the conservation of aquatic mammals.

Ed Bickle, Steph Allen, Marian Mayer

Whilst the widening participation agenda and the impact of COVID-19 has arguably increased the importance of learning development (LD) within the UK Higher Education Sector, it is widely acknowledged that the role, and indeed title, of the learning developer varies greatly between institutions. Some staff are employed on academic contracts with research requirements, others not. Similarly, some staff are faculty based whilst others are employed within a central team. This means that as Bickle et al. (2021) explain: LD operates in a ‘third space’. The disparity within the profession has meant that the role of the learning developer is multi-faceted, reflected in Hilsdon’s (2011, p.14) definition of LD:   “Learning development is a complex set of multi-disciplinary and cross-disciplinary academic roles and functions, involving teaching, tutoring, research, and the design and production of learning materials […]”.   This workshop provided participants with an opportunity to untangle the complex LD web and map out ideas for the future of the LD profession. Acting as newspaper editors, participants got out their crystal balls and produced a front page of a newspaper in 2030 where the main headline has been dedicated to the field of LD. Perhaps a LD staff member has won a prestigious award, maybe LD has received some form of international recognition. After presenting their front pages, participants engaged in a discussion around how as a profession we can achieve some of these aspirations. Participants took ideas with them that they could apply to their own practice.

Petro P. Hrabovskii

У статті розглядається актуальна проблема – необхідність розробки інформаційної системи моніторингу процесу підвищення кваліфікації педагогів у закладі післядипломної педагогічної освіти. У публікації здійснено концептуальне проєктування цієї системи. Зокрема описано данні та відповідні інформаційні процеси, що характерні організації та здійснення підвищення кваліфікації педагогів. Уточнено базові вимоги до проєктованої інформаційної системи моніторингу: відповідність визначеним групам користувачів; можливість обліку педагогів регіону для здійснення планування курсів підвищення кваліфікації; аналіз результатів навчальної діяльності слухачів за допомогою методів математичної статистики; автоматизація підготовки необхідної документації внутрішньої звітності та здійснення її відповідного аналізу тощо. Крім того, реалізований програмний засіб має бути елементом відповідного комп’ютерно орієнтованого навчального середовища закладу післядипломної педагогічної освіти. На основі вище зазначеного визначено мету, задачі, принципи розробки, загальну структуру, етапи реалізації інформаційної системи моніторингу процесу підвищення кваліфікації педагогів та очікувані результати від її впровадження. Водночас у публікації визначено, що подальші дослідження можуть стосуватися розробки інфологічної моделі бази даних інформаційної системи моніторингу процесу підвищення кваліфікації педагогів у закладі системи післядипломної педагогічної освіти, шо забезпечує аналіз цього процесу та підтримку прийняття необхідного управлінського рішення адміністрацією для його корегування, а також планування спільної діяльності з районними методичними кабінетами та відповідними представниками утворених об’єднаних територіальних громад регіону щодо професійного розвитку педагогів у міжкурсовий період.

Farah S. Akbar, Cheng-Ling Alice Chen, Sarah Sok et al.

On April 22, 2016, the TESOL/AL Web Journal (represented by Farah S. Akbar, Cheng-Ling Alice Chen, Sarah Sok, and Yuna Seong) had the opportunity to sit down with Professor Brian MacWhinney, guest speaker for the 2016 Applied Linguistics & Language Education (APPLE) Lecture Series, hosted annually by the TESOL/Applied Linguistics Programs at Teachers College, Columbia University. Professor MacWhinney spoke about his research and advice he has for current and future researchers in the TESOL and Applied Linguistics fields.

Tina Vukasovic

The purpose of this study is to establish the key elements of brand equity for international students by exploring existing brand equity theory in its applicability to international higher education (HE). The main objective of this research is to enhance academic understanding of brand equity in the HE sector and explore the implications for management practice. Quantitative data collected via a self-completion survey are used to test a model of brand equity in the context of HE. The empirical setting is Slovenia, which has a mixture of public and private provision and an increasingly competitive environment. The results provide support for the proposed conceptual model, with image-related and awareness-related determinants. The findings of this research provided evidence that the customer-based brand equity model can be applied to the HE context as an element of competitive advantage and used to guide marketing activities for Universities internationally.

L. Tania, N. Fadiawati

<p>This research aimed to develop an interactive e-book based representations of chemistry; describes the characteristics of the interactive e-book developed; the teachers responses in content suitability with curriculum and graphics aspects; and student responses in readibility aspects. The method used was research and development. The characteristics of interactive e-book: it was developed referring to the core competencies (KI) and basic competence (KD) in the curriculum 2013, allowed active interaction between students and e-book, completed with pictures, animations or videos in three levels of the chemical representation. Teachers’ responses to the content suitability and graphic aspects were very good with the percentage of each 98.46% and 97.5%. The students’ responses in readibility aspects was very good with percentage of 88.5%.</p>

Maria Helena Wagner Rossi

Este artigo aborda relações entre leitura visual e educação estética de crianças. Traz exemplos de leituras de imagens em contexto escolar, analisando depoimentos de crianças para explicitar a natureza de sua compreensão estética. Tece críticas a abordagens que não respeitam a construção do conhecimento estético de crianças. Argumenta que a mediação estética pode ser adequada e significativa para as crianças da educação infantil e dos anos iniciais do ensino fundamental desde que considere a natureza do seu pensamento estético.

Jenna Loomis

For the past two years, the author has been exploring the use of global literature in her classroom and ways to help her students read and understand the meanings artists (illustrators) embed in their art to support and enhance the story. In this vignette, the author shares an analysis of writing for two personal narrative writing assignments.

Carol Hostetter

<p>The study examines the relationship between social presence and students’ learning outcomes. An emerging body of research connects social presence with learning outcomes in online coursework. Social presence is the “degree to which a person is perceived as a ‘real person’ in mediated communication” (Gunwardena &amp; Zittle, 1997, p.9). The study of 121 student participants addresses the following questions: What is the evidence of social presence in students’ communication in an online discussion forum and in an attitudinal survey? 2) What pedagogical methods affect students’ perceptions of social presence? and 3) What is the relationship between social presence and students’ learning outcomes?  The regression model revealed that students with higher demonstrations of social presence in discussion forum posts had statistically significantly higher ratings on the CAT. This seems to indicate that social presence influences student outcomes on written assignments.</p>

Helena Beeson

Book review Walsh, A. and Coonan, E. (2013) Only Connect: discovery pathways, library explorations and the information adventure. Huddersfield: Innovative Libraries, pp.239, 978-099576652-1-7.

Andrew Sanfratello

Ann Luzeckyj, Sharron King, Sheila Scutter et al.

<span style="font-size: 12pt; color: black; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="EN-US"><em>This presentation explores the differences between expectations of first in family students and students who have immediate family members (parents, care givers, or siblings) who have attended university before them. The authors draw on Bourdieu&rsquo;s notion of cultural capital to examine how being first in family influences student expectations. Data from a large survey of over 3,000 first year students conducted in 2010 across the three South Australian universities is used to explore the demographic make-up of first in family students, and the choices they make as to what type of university and program they enroll in. Based on qualitative and quantitative data, the authors compare choices of first in family students with those made by non-first in family students. Determining these differences provides opportunities for staff at universities to consider how they may better support students who have the ability, drive and determination to succeed at university but lack the cultural capital and may therefore be thwarted by unforeseen hurdles.</em></span>

Valerii G. Grytsenko, Halyna V. Lutsenko

Актуальність матеріалу, викладеного у статті, обумовлена потребами сучасного університету у створенні інформаційно-аналітичних систем управління навчальним процесом. Розглядаються особливості проектування автоматизованої інформаційно-аналітичної системи управління навчальним навантаженням засобами середовища Rational Rose. Використовуючи мову UML побудовано основні діаграми моделі інформаційно-аналітичної системи. Проведено аналіз предметної області, визначено функції та завдання автоматизованої інформаційної системи, що проектується. Розроблені діаграми формують основу шаблону структури та зв’язків між елементами системи та дозволяють відслідковувати різні аспекти її поведінки. У подальшому, розроблена система може бути доповнена діаграмами для генерації коду.

Vanessa Dias Moretti, Manoel Oriosvaldo de Moura

Este artigo discute a relação entre o sentido, categoria entendida a partir da perspectiva histórico-cultural e da Teoria da Atividade, e a mudança da prática docente, especialmente a escolha de instrumentos didáticos mediadores. Os dados apresentados foram obtidos por meio do trabalho com professores de matemática em atividade de ensino, ao elaborarem coletivamente situações desencadeadoras de aprendizagem. A análise dos resultados revela que o sentido se vincula ao motivo que move o sujeito na atividade e nela se constitui. Nesse processo, a mudança de ações é indissociável dos novos sentidos atribuídos, no decorrer da atividade, aos elementos presentes na organização do ensino.

F.K. Kieviet

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