scholarly journals From EMI to CLIL

EduLingua ◽  
2018 ◽  
Vol 4 (1) ◽  
pp. 51-66 ◽  
Author(s):  
Jesús Ángel González ◽  
Javier Barbero Andrés
Keyword(s):  
Teaching Strategies ◽  
Secondary School Teachers ◽  
Small Scale ◽  
Tertiary Level ◽  
School Teachers ◽  
Second Stage ◽  
Two Stages ◽  
University Lecturers ◽  
The University ◽  
Primary And Secondary School

We report on a small-scale study carried out in the University of Cantabria, Spain, which investigated teaching strategies and methodology for CLIL at the tertiary level. The study was carried out in two stages: in the first one we designed a questionnaire for primary and secondary school teachers, and interviewed 10 CLIL teachers. The focus was on teaching strategies and methodology, with the explicit aim of collecting advice applicable to the tertiary level. In the second stage we have tested these tips in a university context through a second questionnaire and round of interviews. We have interviewed 10 EMI university lecturers and asked them about methodological strategies, and specifically about the advice suggested by their colleagues. Our findings suggest that CLIL teachers from lower levels are well acquainted with CLIL methodology and that EMI practitioners at university find their advice very useful, although they show reluctance towards deeper methodological changes.

scholarly journals Bimbingan Penggunaan Metode Z-Score dan Perbandingannya dengan Metode Simple Rank untuk Menentukan Ranking Peserta Didik Bagi Guru di Palangkaraya

2021 ◽  
Vol 3 (1) ◽  
pp. 16
Author(s):  
Fenno Farcis ◽  
Enny Wijayanti
Keyword(s):  
High School Teachers ◽  
Secondary School Teachers ◽  
Z Score ◽  
School Teachers ◽  
Second Stage ◽  
Service Activity ◽  
Assessment Techniques ◽  
Score Method ◽  
Two Stages ◽  
Academic Year

Kegiatan bimbingan penggunaan metode Z-Score untuk menentukan ranking peserta didik ini merupakan kegiatan pengabdian pada masyarakat yang ditujukan bagi guru-guru di Kota Palangkaraya.  Tujuan kegiatan ini adalah untuk meningkatkan profesionalisme guru sekolah menengah terkait dalam kemampuan menyusun ranking peserta didik secara adil.  Metode pembimbingan dilaksanakan dengan metode pelatihan/workshop yaitu melalui kegiatan ceramah, diskusi, dan praktek.  Kegiatan pembimbingan dilakukan dalam dua tahapan yaitu: tahap pertama berupa pembimbingan peserta secara teoritis mengenai konsep metode Z-Score dan tahap kedua berupa praktek latihan menyusun ranking dengan metode Z-Score. Temuan yang diperoleh dari hasil wawancara dengan guru-guru SMP maupun SMA di kota Palangka Raya, ternyata 90% dari 20 orang guru yang hadir sebelumnya menggunakan metode simple rank dalam menentukan ranking peserta didik.  Mengingat penentuan ranking peserta didik dilakukan untuk berbagai materi berbeda dalam satu semester atau satu tahun pelajaran maka yang lebih tepat dan adil adalah dengan menggunakan metode Z-Score.  Kegiatan pembimbingan berlangsung dengan lancar dan sesuai dengan perencanaan kegiatan pembimbingan.  Guru yang hadir merasa antusias dalam memperoleh pembimbingan yang membuka pengetahuan dan wawasan baru dalam mengimplementasikan teknik penilaian di sekolah.  Hasil kegiatan praktik sangat memuaskan.  LKP (Lembar Kegiatan Peserta) yang dipraktekkan dapat diselesaikan dengan baik dan benar. This guidance activity for using the Z-Score method to determine student rankings is a community service activity aimed at teachers in Palangkaraya City. This activity aims to improve the professionalism of secondary school teachers in their ability to rank students fairly. The guidance method is carried out by the training/workshop method, namely through lectures, discussions, and practices. Guidance activities are carried out in two stages: the first stage in guiding participants theoretically regarding the Z-Score method and the second stage in the form of practising ranking exercises using the Z-Score method. The findings obtained from interviews with junior high and high school teachers in Palangka Raya city show that 90% of the 20 teachers who attended previously used the simple rank method in determining the ranking of students. Considering that students' ranking is carried out for different materials in one semester or one academic year, what is more, appropriate and fair is to use the Z-Score method. Guidance activities take place smoothly and following the planning of mentoring activities. Teachers who were present were enthusiastic about obtaining guidance that opened up new knowledge and insights in implementing school assessment techniques. The results of practical activities are very satisfying. The practised LKP (Participant Activity Sheet) can be completed correctly and adequately. 

scholarly journals The London Geography Alliance: Re-connecting the school subject with the university discipline

2016 ◽  
Author(s):  
Alex Standish ◽  
Duncan Hawley ◽  
Tessa Willy
Keyword(s):  
Quantitative Methods ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Subject Knowledge ◽  
Qualitative And Quantitative ◽  
Qualitative And Quantitative Methods ◽  
New Ideas ◽  
University Lecturers ◽  
The University

The London Geography Alliance was established to provide a network of subject-based support to primary and secondary schools, by linking teachers and university lecturers. Workshops and fieldwork were conducted over a 17-month period to address different aspects of the geography curriculum. The effects of the project were evaluated using qualitative and quantitative methods. Primary school teachers improved their knowledge of geography and their confidence to identify and facilitate geographical learning. Secondary school teachers enhanced their subject knowledge, developed new ideas, schemes of work and resources for teaching, and improved their use of fieldwork techniques. The project showed how teaching in schools can be improved through making links to university disciplines.

Factorial Validity and Measurement Invariance of the Principal Leadership Questionnaire in Greek Educational Context

2021 ◽  
pp. 003329412110091
Author(s):  
Aikaterini Gkolia ◽  
Nikolaos Tsigilis ◽  
Maria Evangelou ◽  
Athanasios Koustelios
Keyword(s):  
Secondary School ◽  
Principal Leadership ◽  
Concurrent Validity ◽  
Secondary School Teachers ◽  
Equation Modeling ◽  
General Factor ◽  
Educational Context ◽  
School Teachers ◽  
Validity Data ◽  
Primary And Secondary School

The purpose of this study was to investigate the applicability of the Principal Leadership Questionnaire (PLQ) to Greek educational context and to present the most important aspects describing educational leadership in a centralized educational context. It was sought to examine; a) the factorial structure of PLQ b) its invariance across teachers’ levels of education and c) its concurrent validity. Data were collected from 730 Greek primary and secondary school teachers of 77 schools. Teachers were asked to fill in the PLQ and Teacher’s Satisfaction Inventory (TSI). A bi-factor model was selected as the most tenable among five completive PLQ structures to describe teachers’ responses. Moreover, PLQ was found to be invariant across primary and secondary school teachers. Multiple-group analysis results indicate that primary, compared to secondary school teachers, reported more often that their principals behave as a transformational leader. On the contrary, secondary school teachers’ perceptions revealed that their principal implemented practices related to factor “intellectual; stimulation” more often than primary school teachers. Structural equation modeling showed that the general factor of the PLQ significantly and substantially predicted the “principal” facet of teachers’ job satisfaction, providing evidence of concurrent validity of the Greek version of the PLQ. Implications and suggestions for future research and policy are discussed.

scholarly journals DISTANCE LEARNING IN A PEDAGOGICAL UNIVERSITY: PROBLEMS AND PROSPECTS

2021 ◽  
Vol 1 ◽  
pp. 144-152
Author(s):  
Olga Granichina ◽  
Svetlana Surikova
Keyword(s):  
Distance Learning ◽  
Secondary School ◽  
Data Processing ◽  
Secondary School Teachers ◽  
Learning Technologies ◽  
Years Of Experience ◽  
Future Teachers ◽  
School Teachers ◽  
Distance Learning Technologies ◽  
Primary And Secondary School

The article discusses the possibilities, problems and prospects of using distance learning in the process of training primary and secondary school teachers. The presented results are based on a survey of students and undergraduates of one of the largest pedagogical universities in Russia. The identified problems that was based on data processing, are presented in an ordered form. The authors suggest possible solutions to problems based on many years of experience in using distance learning technologies in training of future teachers.

scholarly journals Ascertaining the Suitability of Writing Syllabus Specifications to the CEFR: Subject Matter Experts’ Perspectives

2020 ◽  
Vol 9 (1) ◽  
pp. 1-14
Author(s):  
Nurul Farehah Mohamad Uri ◽  
Mohd Sallehhudin Abd Aziz
Keyword(s):  
Data Analysis ◽  
Secondary School ◽  
Level Set ◽  
Subject Matter ◽  
Secondary School Teachers ◽  
Global Scale ◽  
Ministry Of Education ◽  
Subject Matter Experts ◽  
School Teachers ◽  
Second Stage

The Implementation of CEFR in Malaysia is currently at the second stage whereby the classroom usage of the new CEFR-aligned syllabus and assessment has taken place since 2017 at all stages except for Form 5. Previous studies on CEFR in Malaysia have focused more on teachers’ views and their readiness in accepting the new changes. However, this study focusses more on ascertaining the suitability of the writing syllabus specifications against the CEFR writing scale to find out if the CEFR levels of writing syllabus specifications recommended by the teachers match the CEFR level set by the Ministry of Education, Malaysia. A total of 331 secondary school teachers were asked to respond to the writing syllabus checklist and the Winstep SPSS was used for data analysis. Findings have shown that productive skills of the writing syllabus specifications were found not to be aligned to the target CEFR level set by the Ministry. In conclusion, adjustment and alignment processes should be made accordingly to align and match the non-CEFR aligned English syllabus to the CEFR global scale instead of eradicating it.

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