scholarly journals Relation of Student Achievement to the Quality of Their Teachers and Instructional Quality

2016 ◽  
pp. 21-50 ◽  
Author(s):  
Sigrid Blömeke ◽  
Rolf Vegar Olsen ◽  
Ute Suhl
Keyword(s):  
Student Achievement ◽  
Instructional Quality

Instructional Quality of Private Tutoring Scale

2020 ◽  
Author(s):  
Karin Guill ◽  
Oliver Lüdtke ◽  
Olaf Köller
Keyword(s):  
Instructional Quality ◽  
Private Tutoring

scholarly journals STRATEGI KEPALA MADRASAH DALAM MENGIMPLEMENTASIKAN PROGRAM TAHFIDZUL QUR’AN DI MADRASAH ALIYAH NEGERI 1 SAMPANG DAN MADRASAH ALIYAH AL-ITTIHAD AL-ISLAMI CAMPLONG SAMPANG

2020 ◽  
Vol 3 (2) ◽  
pp. 163-175
Author(s):  
Ahmad Khoiri ◽  
Mulyadi Mulyadi ◽  
Triyo Supriyatno
Keyword(s):  
Student Achievement ◽  
Program Implementation ◽  
Assistant Coaches ◽  
Academic Fields ◽  
Keyword Strategy ◽  
Female Coaches

This study aims to describe the strategy of the madrasa head in implementing the memorizing (tahfidz) al-Qur'an program in MAN 1 Sampang and MA Al-Ittihad Al-Islami Camplong, with sub foci including (1) madrasa head planning, (2) madrasa head program implementation, and (3) the implications of the madrasa head strategy, which was carried out by MAN 1 Sampang and MA Al-Ittihad Al-Islami Camplong Sampang Madura. The results of this study indicate that: 1) planning the tahfidzul Qur'an program namely; cooperating with various parties both inside and outside the school, determining the coach of tahfidz who already memorized 30 juices. 2) The process of implementing the Tahfidz program is carried out every week at 06: 50-07: 30 WIB in each class using the Muroja'ah and Tikrar methods, the depositing process can be carried out on male or female coaches or assistant coaches. 3) Implications of the program of tahfidz al-Qur'an namely; improve the quality of madrasas, the number of student memorization that exceeds the target, and student achievement in non-academic fields. Keyword: Strategy, Remembering, Memorizing, Tikrar

scholarly journals Hubungan Antara Kualitas Guru dengan Prestasi Belajar Siswa pada Mata Pelajaran Housekeeping

Media Wisata ◽  
2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Sri Larasati
Keyword(s):  
Student Achievement ◽  
Data Analysis ◽  
Teacher Quality ◽  
Test Data ◽  
Moment Analysis ◽  
Analysis Method ◽  
Improve Performance ◽  
Employment Practices ◽  
The Relationship

Teacher Quality is one factor that determines student achievement, the research to find out the relationship and contribution to the quality of teachers to student achievement in subjects Housekeeping. This Reseach is expected to expective to be useful for teachers to improve performance. To measure student achievement are used Pearson Product Moment analysis method. Of test data analysis can be seen that there is asignificant relationship with the teacher quality anatara student achiement, which toount (7.09423) is greater than ttable (2.021). Whereas the contribution of teacher quality on student achiement is the amount of KP 46.64% while the remaining 53.36% is determinedby other variables is one of the largest employment practices in the industry.

scholarly journals supervisi pendidikan

2019 ◽  
Author(s):  
Rizka Srinadila
Keyword(s):  
Student Achievement ◽  
Quality Improvement ◽  
Science And Technology ◽  
Teacher Professionalism ◽  
Quality Of Education ◽  
Quality Development ◽  
Quality Of Learning ◽  
Education Personnel ◽  
The Times

in an effort to improve the quality of education in Indonesia, supervision is needed to improve the quality of teacher professionalism, this is because the quality of learning in Indonesia has not been maximized. With the supervision of education is expected to improve the quality of education personnel and student achievement. This quality improvement should be done continuously in accordance with the development of science and technology in accordance with the times. By making continuous improvements, it can be seen that the quality development gradually, these quality improvement activities can be done by groups or individuals.

Interaction with MMOGs and Implications for E-Learning Design

2009 ◽  
pp. 1204-1217
Author(s):  
Panagiotis Zaharias ◽  
Anthony Papargyris
Keyword(s):  
Adult Learning ◽  
Game Design ◽  
Instructional Quality ◽  
Online Games ◽  
The Internet ◽  
Learning Design ◽  
Alternative Mode ◽  
Design Elements ◽  
E Learning

E-learning is emerging as one of the fastest organizational uses of the Internet as a supplementary or alternative mode for corporate training. However its effectiveness is questioned and most of e-learning courses and applications have been accused of being quite static, non-authentic and superficial, poorly designed, and thus non-motivating. Their philosophical assumption views learning as an isolated phenomenon, a static knowledge in a can that could be transmitted to the learners. In this chapter it is argued that many useful lessons for e-learning designers can be learned from game design and especially from the design of massive multi-player online games (MMOGs). A review on instructional quality of games and design elements of MMOGs is conducted under the perspective of adult learning, in order to identify, adapt, and propose design implications for e-learning design.

Federal Education Policy and Practice: Building Organizational Capacity Through Chapter 1

1994 ◽  
Vol 16 (1) ◽  
pp. 51-66 ◽  
Author(s):  
Thomas Timar
Keyword(s):  
Student Achievement ◽  
School Improvement ◽  
Education Policy ◽  
Organizational Capacity ◽  
Educational Practice ◽  
Individual Student ◽  
Assessment Practices ◽  
Policy And Practice

This article analyzes the effects of federal compensatory education policy on the capacity of schools to deliver high-quality services to poor children who have benefited only marginally from schooling. A major focus is federal assessment of Chapter 1 programs and how such assessment practices shape the organizational capacity of schools. Current assessment practices focus on student outcomes, thereby ignoring the inchoate mass of organizational variables that shapes the quality of instructional practices and student achievement. This article examines the policy history of Chapter 1 evaluation, particularly as evaluation relates to school improvement. It then proposes alternatives to current practice that focus on efforts to move evaluation from instantaneous and often misleading snapshots of performance to evaluation that informs federal policymakers of their ability to shape institutional competence and organizational capacity. While, as a practical and political matter, Chapter 1 assessment will continue to focus on individual student achievement, that assessment should be supplemented by evaluation that focuses on the capacity of Chapter 1 to shape the quality of educational practice in schools. Finally, the article proposes several conceptual models of organizational assessment that foster practices aligned with institutional capacity building.

scholarly journals Instructional quality of Massive Open Online Courses (MOOCs)

2015 ◽  
Vol 80 ◽  
pp. 77-83 ◽  
Author(s):  
Anoush Margaryan ◽  
Manuela Bianco ◽  
Allison Littlejohn
Keyword(s):  
Online Courses ◽  
Instructional Quality ◽  
Massive Open Online Courses ◽  
Massive Open Online

Evaluating the Quality of Instruction in Art: A Social Judgment Analysis

1982 ◽  
Vol 50 (3) ◽  
pp. 955-962 ◽  
Author(s):  
Beverly A. Browne ◽  
John S. Gillis
Keyword(s):  
Communication Skills ◽  
Teaching Effectiveness ◽  
Instructional Quality ◽  
Social Judgment ◽  
Art Teachers ◽  
Quality Of Instruction ◽  
Social Judgment Theory ◽  
The Arts ◽  
Social Judgment Analysis

This study applied the methods and analytical procedures of social judgment theory to the study of teaching effectiveness in the arts. Four groups of judges, with varying levels of experience in art, rated the quality of 35 hypothetical art teachers on a series of seven dimensions relating to effectiveness of teaching. Results indicated that subjects in all groups displayed very similar strategies, giving most weight to the teachers' enthusiasm, knowledge, supportiveness, and communication skills in the evaluation of instructional quality. Subjects also showed little awareness of the dimensions they employed in making such judgments.

Evaluating the Evidence on Teacher Certification: A Rejoinder

2001 ◽  
Vol 23 (1) ◽  
pp. 79-86 ◽  
Author(s):  
Dan D. Goldhaber ◽  
Dominic J. Brewer
Keyword(s):  
Student Achievement ◽  
Policy Analysis ◽  
Teacher Certification ◽  
School Teacher ◽  
High School Teacher ◽  
Educational Evaluation ◽  
High Quality ◽  
Teacher Labor Market ◽  
Teacher Workforce

In "Does Teacher Certification Matter? Evaluating the Evidence " (appearing in this issue of Educational Evaluation and Policy Analysis ), Linda Darling-Hammond, Barnett Berry, and Amy Thoreson, comment on our earlier piece, "Does Teacher Certification Matter? High School Teacher Certification Status and Student Achievement" (Educational Evaluation and Policy Analysis, Summer 2000). Unfortunately, the Darling-Hammond et al. piece does not accurately portray our original article, which is one of the first studies of the effects of teacher certification on student achievement that uses a national student level dataset in a multivariate framework. Here we discuss the portrayal of our paper, and argue that there are important policy questions about certification, and the teacher labor market in general, that ought to be addressed by researchers in a dispassionate way that focuses on rigorous, high quality empirical findings. As yet we do not believe there is enough information to draw strong conclusions about the impacts of certification on the teacher applicant pool or about the overall level of quality of the teacher workforce. Thus, it is important to ask questions about these issues so that research can be used to guide the development of sound public policy.

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