Self-recognitionandWell-being: Speaking Aboriginal EnglishinHealthy Classrooms

2004 ◽  
Vol 33 ◽  
pp. 7-13 ◽  
Author(s):  
Neil Harrison
Keyword(s):  
Preservice Teachers ◽  
Student Learning ◽  
Focal Point ◽  
Significant Degree ◽  
Northern Territory ◽  
Classroom Learning ◽  
Indigenous Students ◽  
Learning And Teaching ◽  
Doctoral Research ◽  
Aboriginal Students

AbstractThis paper applies the findings of doctoral research undertaken in the Northern Territory. It draws on extended interviews with nine Indigenous students studying at university to produce four findings for classroom learning and teaching, one of which highlights the need to recognise Aboriginal English as a focal point of the curriculum for both Aboriginal and non-Aboriginal students. I take the position that this recognition in schools depends to a significant degree on universities training their preservice teachers to recognise Aboriginal English as necessary to Aboriginal student learning and therefore as a legitimate dialect of the classroom, and this in turn requires universities to recognise the importance of Aboriginal English in their own curricula. Towards the end of the paper, I draw on some literature to suggest ways in which Aboriginal English could be incorporated into the classroom.

HUBUNGAN DISIPLIN MAHASISWA DAN FASILITAS KAMPUS DENGAN PRESTASI MAHASISWA

2018 ◽  
Vol 15 (1) ◽  
pp. 99
Author(s):  
Didi C. Chalil
Keyword(s):  
Student Achievement ◽  
Student Learning ◽  
Key Words ◽  
Learning Process ◽  
Difficulty Level ◽  
Motivation To Learn ◽  
Classroom Learning ◽  
Final Exam ◽  
Lecture Material ◽  
A Value

One indicator of the success ofeducation in the level of classroom learning is when a lecturer is able to build student learning achievement and will be more successful if this achievement can be increased if their attendance is above 80% (minimum 10 times attendance from 12 meetings). If the students can be grown discipline and provided a decent campus facilities, then as difficult as any lecture material or learning process that followed by they undoubtedly will live with feelings of joy, even they will feel sad if that day lecturer could not come because there is a need outside campus.There are four stages of appraisal that apply to each student for each course taken include (1) attendance of 10% (2) Task 20% (3) 30% Semester Exam (UTS) and (4) Final Exam Semester. (UAS) 40%. The writer as a lecturer tries to cultivate motivation to learn from the beginning, in addition to always communicate actively with students who follow the lecture also monitor attendance and assignment, each completed college is always given the practice / tasks are directly given the value, usually given the task quite easily so they can get a value of 100, even if there is a miscalculation, they are still given the opportunity to fix the error so that eventually get a value of 100. With the value of this 100, their motivation to grow and even grow in such a way that spur them to diligent lectures.The difficulty level of the task is balanced with the lecture, the longer it is raised so as to reach the maximum average level of student ability at the end of the lecture meeting...This research reveals that there is no a significant correlation between student achievement to discipline presence of student/mahasiswa with campus facilities. The analyzing was taken from an answer of 55 students who were randomly selected as respondents by filling out the Questionaire that was distributed to them. Key words : achievement, attendance, discipline, campus facility

scholarly journals Predicting Student Performance Using Data Mining and Learning Analytics Techniques: A Systematic Literature Review

2020 ◽  
Vol 11 (1) ◽  
pp. 237
Author(s):  
Abdallah Namoun ◽  
Abdullah Alshanqiti
Keyword(s):  
Academic Success ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Performance ◽  
Student Outcomes ◽  
Predictive Analytics ◽  
Research Work ◽  
Supervised Machine Learning ◽  
Bibliographic Databases ◽  
Learning And Teaching

The prediction of student academic performance has drawn considerable attention in education. However, although the learning outcomes are believed to improve learning and teaching, prognosticating the attainment of student outcomes remains underexplored. A decade of research work conducted between 2010 and November 2020 was surveyed to present a fundamental understanding of the intelligent techniques used for the prediction of student performance, where academic success is strictly measured using student learning outcomes. The electronic bibliographic databases searched include ACM, IEEE Xplore, Google Scholar, Science Direct, Scopus, Springer, and Web of Science. Eventually, we synthesized and analyzed a total of 62 relevant papers with a focus on three perspectives, (1) the forms in which the learning outcomes are predicted, (2) the predictive analytics models developed to forecast student learning, and (3) the dominant factors impacting student outcomes. The best practices for conducting systematic literature reviews, e.g., PICO and PRISMA, were applied to synthesize and report the main results. The attainment of learning outcomes was measured mainly as performance class standings (i.e., ranks) and achievement scores (i.e., grades). Regression and supervised machine learning models were frequently employed to classify student performance. Finally, student online learning activities, term assessment grades, and student academic emotions were the most evident predictors of learning outcomes. We conclude the survey by highlighting some major research challenges and suggesting a summary of significant recommendations to motivate future works in this field.

scholarly journals Pre-service Teachers’ Decision-Making and Classroom Assessment Practices

2021 ◽  
Vol 6 ◽  
Author(s):  
Cherry Zin Oo ◽  
Dennis Alonzo ◽  
Chris Davison
Keyword(s):  
Decision Making ◽  
Student Learning ◽  
Classroom Assessment ◽  
Intervention Group ◽  
Initial Teacher Education ◽  
Integrate Assessment ◽  
Assessment Practices ◽  
Learning And Teaching ◽  
Supervising Teachers ◽  
Assessment Strategies

Classroom assessment practices play a pivotal role in ensuring effective learning and teaching. One of the most desired attributes of teachers is the ability to gather and analyze assessment data to make trustworthy decisions leading to supporting student learning. However, this ability is often underdeveloped for a variety of reasons, including reports that teachers are overwhelmed by the complex process of data analysis and decision-making and that often there is insufficient attention to authentic assessment practices which focus on assessment for learning (AfL) in initial teacher education (ITE), so teachers are uncertain how to integrate assessment into teaching and make trustworthy assessment decisions to develop student learning. This paper reports on the results of a study of the process of pre-service teachers’ (PSTs) decision-making in assessment practices in Myanmar with real students and in real classroom conditions through the lens of teacher agency. Using a design-based research methodology, a needs-based professional development program for PSTs’ assessment literacy was developed and delivered in one university. Following the program, thirty PSTs in the intervention group were encouraged to implement selected assessment strategies during their practicum. Semi-structured individual interviews were undertaken with the intervention group before and after their practicum in schools. This data was analyzed together with data collected during their practicum, including lesson plans, observation checklists and audiotapes of lessons. The analysis showed that PSTs’ decision-making in the classroom was largely influenced by their beliefs of and values in using assessment strategies but, importantly, constrained by their supervising teachers. The PSTs who understood the principles of AfL and wanted to implement on-going assessment experienced tension with supervising teachers who wanted to retain high control of the practicum. As a result, most PSTs could not use assessment strategies effectively to inform their decisions about learning and teaching activities. Those PSTs who were allowed greater autonomy during their practicum and understood AfL assessment strategies had greater freedom to experiment, which allowed them multiple opportunities to apply the result of any assessment activity to improve both their own teaching and students’ learning. The paper concludes with a discussion of the kind of support PSTs need to develop their assessment decision-making knowledge and skills during their practicum.

PENGARUH MODEL PEMBELAJARAN FLIPPED CLASSROOM TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN DASAR LISTRIK DAN ELEKTRONIKA (DLDE) KELAS X TITL SMK NEGERI 5 MEDAN

2021 ◽  
Vol 1 (2) ◽  
pp. 98
Author(s):  
Leo Saputra Sitanggang ◽  
Salman Bintang
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Flipped Classroom ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Flipped Learning ◽  
Classroom Learning

Abstract This study aims to determine: (1) student learning outcomes for DLDE subjects using the Flipped Classroom learning model (2) student learning outcomes for DLDE subjects using the Expository learning model (3) DLDE learning outcomes for students taught with the Flipped learning model. Classroom is higher than students who are taught using the expository learning model. The population in this study were 108 people. From the data obtained after the research, it was found that (1) student learning outcomes were much higher in the experimental class (classes taught using the Flipped Classroom learning model) which had an average of 85.93. (2) student learning outcomes in the control class (classes taught using the expository learning model) have an average of 73.55. (3) student learning outcomes are better (higher) using the Flipped Classroom learning model compared to the expository learning model. Keywords: Flipped Classroom, Expository, DLDE Learning Outcomes AbstrakPenelitian ini bertujuan untuk mengetahui: (1) hasil belajar siswa terhadap mata pelajaran DLDE dengan menggunakan model pembelajaran Flipped Classroom (2) hasil belajar siswa terhadap mata pelajaran DLDE dengan menggunakan model pembelajaran Ekspositori (3) hasil belajar DLDE siswa yang diajarkan dengan model pembelajaran Flipped Classroom lebih tinggi dibandingkan siswa yang diajar dengan menggunakan model pembelajaran ekspositori. Populasi dalam penelitian ini adalah 108 orang. Dari data yang diperoleh setelah dilakukan penelitian, diperoleh bahwa (1) hasil belajar siswa jauh lebih tinggi dikelas ekperimen (kelas yang diajarkan dengan menggunakan model pembelajaran Flipped Classroom)  yang memiliki rata-rata 85.93. (2) hasil belajar siswa dikelas kontrol (kelas yang diajarkan dengan menggunakan model pembelajaran ekspositori) memiliki rata-rata 73.55. (3) hasil belajar siswa lebih baik (lebih tinggi) menggunakan model pembelajaran Flipped Classroom dibandingkan dengan model pembelajaran ekspositori. Kata Kunci: Flipped Classroom, Ekspositori, Hasil Belajar DLDE

Teaching and Learning to Communicate

2013 ◽  
pp. 579-599
Author(s):  
Cynthia J. Benton ◽  
Kathleen A. Lawrence
Keyword(s):  
Preservice Teachers ◽  
Student Learning ◽  
Communication Skills ◽  
Teaching And Learning ◽  
Communication Competence ◽  
College Level ◽  
Education Programs ◽  
Professional Success ◽  
Evaluating Methods ◽  
K 12

Effective presentation skills and communication competence are important developmental qualities for teachers’ professional success and K-12 students’ learning. Yet identifying the definitive qualities and methods to practice and evaluate those skills has had minimal emphasis in current education programs. In addition to traditional abilities such as making clear presentations, speaking well, and articulating an argument, K-20 learners are faced with an explosion of options for accessing, organizing, and presenting information using technology. This study documents methods for college-level instruction and assessment of presentation skills, which serve as evidence of preservice teachers' readiness to demonstrate effective communication skills for K-12 student learning. The report summarized in this chapter tracks two years of creating and evaluating methods for promoting professional presentation and communication skills, and includes rubrics focused on the development and evaluation of those skills.

Harnessing Mobile Technology for Student Assessment

2015 ◽  
pp. 479-489 ◽  
Author(s):  
Jeffrey R. Stowell ◽  
Jordan Tanner ◽  
Erin Tomasino
Keyword(s):  
Student Learning ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Focal Point ◽  
Student Assessment ◽  
Embryonic Stage ◽  
Future Research ◽  
Technology In The Classroom ◽  
Privacy Concerns ◽  
Assessment Of Student Learning

This article provides an overview of using mobile technology in the classroom to enhance assessment of student learning. Although research on mobile devices in education is still in the embryonic stage, students generally have positive views about using their mobile devices for classroom polling and backchannel communication. However, there are also several challenges including the increased opportunity to be distracted when using mobile devices for other purposes, cost of the technology, and privacy concerns. The information presented will serve as a focal point for future research regarding the use of mobile technology in the classroom, and may help teachers to find new ways to reach their students.

Process vs. Product

2016 ◽  
pp. 328-336
Author(s):  
Christina Janise McIntyre ◽  
Angela M. Cartwright ◽  
Stacia C. Miller
Keyword(s):  
Preservice Teachers ◽  
Action Research ◽  
Student Learning ◽  
Undergraduate Education ◽  
Teacher Candidates ◽  
Classroom Practice ◽  
Classroom Research ◽  
Education Programs ◽  
The Common

The purpose of this case study was to determine if the common practice of Impact on Student Learning (ISL) projects, such as those found in the edTPA and TK20 systems, is adequately preparing preservice teachers to engage in the kinds of action research that are necessary for continuously improving classroom practice. In these projects, teacher candidates administer pre- and post-tests, then determine the efficacy of the lessons between by comparing the scores. While ISL projects provide exposure to assessment for planning, it leaves preservice teachers underprepared for the types of action research that are required for continuously improving classroom practice. Preservice teachers would benefit from additional experiences with research during their undergraduate education programs in order to increase their efficacy, and interest, in classroom research practices.

Benefits of Community Involvement at the School Level

2002 ◽  
Vol 30 (2) ◽  
pp. 1-7 ◽  
Author(s):  
Stuart Dwyer
Keyword(s):  
Western Australia ◽  
Community Involvement ◽  
Northern Territory ◽  
National Average ◽  
School Level ◽  
Student Enrollment ◽  
Indigenous Australian ◽  
Indigenous Students ◽  
Remote Areas ◽  
Indigenous Student

I would like to begin by providing a context that can be used to place my discussion about experiences at a remote school in the Northern Territory (NT) into perspective.In the NT 53% of schools are located in remote areas and these cater for up to 23% of NT students (Combe, 2000). The NT has the highest proportion of Indigenous students enrolled in schools with 35.2% of the overall student population identifying as Indigenous Australian (Collins, 1999). The next closest state is Western Australia with an Indigenous student enrollment average of 5.1 %, this is compared with a national average of 3.2%.

scholarly journals Enriching classroom learning through a microblogging-supported activity

2018 ◽  
Vol 15 (2) ◽  
pp. 93-107
Author(s):  
Kun Li ◽  
Kent Darr ◽  
Fei Gao
Keyword(s):  
Student Learning ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Educational Resources ◽  
Classroom Learning ◽  
High Quality ◽  
Instructional Activity ◽  
Exploratory Case Study ◽  
Real Work

Researchers have recognized the role that microblogging tools play in enhancing the effectiveness of communication and interaction in the classroom. However, few studies have specifically examined how to use microblogging tools to bring educational resources into the classroom to enrich the student learning experience. The exploratory case study examined an instructional activity designed to expand and deepen student learning experience by having undergraduate students subscribe to, read, and share tweets from high-quality Twitter accounts in the field. The findings suggested that students believed that the activity broadened their knowledge on the topics to be learned, helped them see the connections between coursework and real work, and empowered them with a new tool for learning and inquiry.

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