Democracy is Messy: Exploring the Personal Theories of a High School Social Studies Teacher

2000 ◽  
Vol 28 (3) ◽  
pp. 359-389 ◽  
Author(s):  
Letitia Hochstrasser Fickel
Keyword(s):  
High School ◽  
Social Studies ◽  
Social Studies Teacher

scholarly journals Kinerja guru IPS pascasertifikasi pendidik dalam melaksanakan pembelajaran pada tingkat SMP di Kota Makassar

2017 ◽  
Vol 4 (1) ◽  
pp. 14-28
Author(s):  
Shasliani Syamsul ◽  
Aman Aman
Keyword(s):  
High School ◽  
Social Studies ◽  
Junior High School ◽  
Junior High ◽  
Descriptive Analysis ◽  
Mechanical Analysis ◽  
Learning Assessment ◽  
Average Value ◽  
Social Studies Teacher ◽  
Quantitative Descriptive

Penelitian ini bertujuan untuk mengetahui kinerja guru IPS SMP pascasertifikasi Kota Makassar dilihat dari aspek perencanaan, pelaksanaan dan penilaian pembelajaran, serta untuk mengetahui perbedaan kinerja guru pascasertifikasi di Kota Makasar dilihat dari lama waktu setelah sertifikasi. Penelitian ini merupakan penelitian kuantitatif deskriptif. Sampel penelitian 6 kepala sekolah, 27 guru, dan 130 siswa. Pengumpulan data menggunakan kuesioner. Teknik analisis menggunakan analisis deskriptif. Hasil penelitian ini menunjukkann bahwa Guru IPS tingkat SMP pascasertifikasi di Kota Makassar memiliki kinerja yang baik dilihat dari aspek perencanaan pembelajaran, yang ditunjukkan dengan nilai rerata sebesar 4,04. Guru IPS pascasertifikasi memiliki kinerja yang baik dilihat dari aspek pelaksanaan pembelajaran, yang ditunjukkan dengan nilai rerata sebesar 3,77. Guru IPS pascasertifikasi memiliki kinerja yang baik dilihat dari aspek penilaian pembelajaran, yang ditunjukkan dengan nilai rerata sebesar 3,96. Kinerja guru pascasertifikasi lebih dari lima tahun dengan guru pascasertifikasi lima tahun kurang secara signifikan tidak memiliki perbedaan.Kata kunci: kinerja guru, sertifikasi, pelaksanaan pembelajaran PERFORMANCE OF SOCIAL SCIENCE TEACHER AFTER CERTIFICATION TO IMPLEMENTATION LEARNING LEVEL JUNIOR HIGH SCHOOL IN MAKASSAR CITYAbstractThis study aims to determine the performance of junior high school social studies teacher post-certification Makassar City viewed from the aspect of planning, implementation and assessment of learning, and to investigate differences in teacher performance post-certification in Makasar seen from a long time after certification. This research is quantitative descriptive. The research sample 6 principals, 27 teachers and 130 students. Collecting data using questionnaires. Mechanical analysis using descriptive analysis. The results of this study has pointed out that the Master IPS junior level after certification in Makassar has a good performance from the aspects of the learning plan, which indicated an average value of 4.04. After certification social studies teacher has a good performance from the aspects of the implementation of learning, which is shown to an average value of 3.77. After certification social studies teacher has a good performance from the aspects of learning assessment, which indicated an average value of 3.96. Post-certification of teachers' performance over five years with teacher certification after five years was significantly less no difference.Keywords: teahcer performance, certification, implementation learning

Translanguaging Pedagogy to Support Bi/Multilingual Students' Language Learning in Social Studies

2020 ◽  
pp. 233-261 ◽  
Author(s):  
Matthew R. Deroo
Keyword(s):  
High School ◽  
Social Studies ◽  
Language Learning ◽  
Immigrant Students ◽  
Theory And Practice ◽  
Multilingual Students ◽  
Social Studies Teacher ◽  
Theoretical Frame ◽  
Academic Content

This qualitative case study investigates how Mrs. Vega, a high school social studies teacher, supported her emergent bi/multilingual immigrant students' development of academic, content-based language learning in a U.S. Government class. Drawing upon data collected as part of a larger ethnography and using translanguaging pedagogy as a theoretical frame, this chapter centers Mrs. Vega's translanguaging stance, design, and shift. Findings demonstrate the multiple and varied ways Mrs. Vega's pedagogy supported her students' already-present linguistic and cultural abilities in support of their disciplinary learning. Implications are provided for theory and practice.

Translanguaging Pedagogy to Support Bi/Multilingual Students' Language Learning in Social Studies

2022 ◽  
pp. 1231-1252
Author(s):  
Matthew R. Deroo
Keyword(s):  
High School ◽  
Social Studies ◽  
Language Learning ◽  
Immigrant Students ◽  
Theory And Practice ◽  
Multilingual Students ◽  
Social Studies Teacher ◽  
Theoretical Frame ◽  
Academic Content

This qualitative case study investigates how Mrs. Vega, a high school social studies teacher, supported her emergent bi/multilingual immigrant students' development of academic, content-based language learning in a U.S. Government class. Drawing upon data collected as part of a larger ethnography and using translanguaging pedagogy as a theoretical frame, this chapter centers Mrs. Vega's translanguaging stance, design, and shift. Findings demonstrate the multiple and varied ways Mrs. Vega's pedagogy supported her students' already-present linguistic and cultural abilities in support of their disciplinary learning. Implications are provided for theory and practice.

scholarly journals MODEL PELATIHAN IPS – SEJARAH BERBASIS PENDIDIKAN MULTIKULTURAL UNTUK GURU SMP

2012 ◽  
Vol 22 (2) ◽  
Author(s):  
Akhmad Arif Musadad
Keyword(s):  
High School ◽  
Social Studies ◽  
Multicultural Education ◽  
Junior High School ◽  
Junior High ◽  
Lesson Plan ◽  
Training Model ◽  
Teacher Competency ◽  
Training Requirement ◽  
Social Studies Teacher

<p>This research aims: (1) to describe the prior condition of teacher competency in History-Social Studies learning in Junior High School; (2) to describe the training form used for the History-Social Studies teacher of Junior High School currently; (3) to describe the form of multicultural education-based History-Social Studies training requirement; and (4) to develop the multicultural education-based History-Social Studies training model for the teacher of Junior High School in Surakarta. This research and development was taken place in Surakarta city. The subject of research was the History-Social Studies teachers of Junior High School. The result of research showed: (1) the prior condition of Social Studies teacher’s competency in history learning was still low. It could be seen from the teacher’s low capability of developing RPP (lesson plan), and low capability of implementing the learning; (2) the training form used currently could not improve the teacher competency optimally; (3) the teacher wanted to improve his/her competency through multicultural education-based History-Social Studies training; and (4) the training model developed encompassed three stages: planning, implementation, and  training evaluation.</p> <p>Keywords: Training Model, History-Social Studies, Multicultural Education</p><p> </p> <p>Penelitian ini bertujuan untuk: (1) mendeskripsikan kondisi awal kompetensi guru dalam pembelajaran IPS-Sejarah  di SMP; (2) mendeskripsikan bentuk pelatihan yang dipakai untuk guru IPS-Sejarah SMP sekarang ini; (3) mendeskripsikan bentuk kebutuhan pelatihan IPS-Sejarah berbasis pendidikan multikultural; dan (4) mengembangkan model pelatihan IPS-Sejarah berbasis pendidikan multikultural bagi guru SMP di Surakarta. Penelitian dan pengembangan ini dilaksanakan di Kota Surakarta. Subjek penelitian ini adalah guru IPS (sejarah) di sekolah menengah pertama. Hasil penelitian dapat dikemukakan: (1) kondisi awal kompetensi guru IPS dalam pembelajaran sejarah masih rendah. Hal ini dapat dilihat dari rendahnya kemampuan guru dalam menyusun RPP, dan rendahnya kemampuan dalam melaksanakan pembelajaran; (2) bentuk pelatihan yang dipakai sekarang ini kurang dapat meningkatkan kompetensi guru; (3)  guru ingin meningkatkan kompetensinya melalui pelatihan IPS-Sejarah berbasis pendidikan multikultural; dan (4) model pelatihan yang Dikembangkan mempunyai tiga tahapan, yaitu: perencanaan, pelaksanaan, dan evaluasi pelatihan</p> <p>Kata Kunci: Model Pelatihan, IPS-Sejarah, Pendidikan Multikultural.</p> <p> </p>

scholarly journals PERBEDAAN KESIAPAN GURU IPS SMP KABUPATEN SLEMAN DALAM IMPLEMENTASI PEMBELAJARAN IPS BERBASIS KURIKULUM 2013

JIPSINDO ◽  
2016 ◽  
Vol 3 (2) ◽  
pp. 5
Author(s):  
Saliman , Anik Widiastuti , Supardi
Keyword(s):  
High School ◽  
Social Studies ◽  
Junior High School ◽  
Junior High ◽  
Sampling Technique ◽  
Department Of Education ◽  
Level Of Education ◽  
Social Studies Teacher ◽  
Study Population ◽  
The Difference

Pemberlakuan kurikulum 2013 berdampak pada implementasi pembelajaran IPS di SMP. Penelitian ini bertujuan untuk: 1) mengetahui perbedaan kesiapan guru IPS SMP Kabupaten Sleman dalam implementasi pembelajaran IPS berbasis kurikulum 2013 ditinjau berdasar jenis kelamin; 2) mengetahui perbedaan kesiapan guru IPS SMP Kabupaten Sleman dalam implementasi pembelajaran IPS berbasis kurikulum 2013 ditinjau berdasar tingkat pendidikan; 3) mengetahui perbedaan kesiapan guru IPS SMP Kabupaten Sleman dalam implementasi pembelajaran IPS berbasis kurikulum 2013 ditinjau berdasar pengalaman mengajar; 4) mengetahui perbedaan kesiapan guru IPS SMP Kabupaten Sleman dalam implementasi pembelajaran IPS berbasis kurikulum 2013 ditinjau berdasar keikutsertaan diklat. Penelitian ini merupakan penelitian desktiptif eksploratif dengan pendekatan kuantitatif. Populasi penelitian yaitu guru IPS SMP Kabupaten Sleman yaitu sebanyak 239 guru. Sampel penelitian diambil sebanyak 25% yaitu 60 guru. Teknik pengumpulan data menggunakan angket. Hasil penelitian menunjukkan bahwa: 1) tidak terdapat perbedaan kesiapan guru IPS SMP Kabupaten Sleman dalam implementasi pembelajaran IPS berbasis kurikulum 2013 ditinjau berdasar jenis kelamin; 2) tidak terdapat perbedaan kesiapan guru IPS SMP Kabupaten Sleman dalam implementasi pembelajaran IPS berbasis kurikulum 2013 ditinjau berdasar tingkat pendidikan; 3) terdapat perbedaan kesiapan guru IPS SMP Kabupaten Sleman dalam implementasi pembelajaran IPS berbasis kurikulum 2013 ditinjau berdasar pengalaman mengajar; 4) terdapat perbedaan kesiapan guru IPS SMP Kabupaten Sleman dalam implementasi pembelajaran IPS berbasis kurikulum 2013 ditinjau berdasar keikutsertaan diklat.Kata kunci: kesiapan, kurikulum 2013, pembelajaran IPSAbstractCurriculum enactment in 2013 made an impact on the implementation of social studies learning in junior high school. This study aims to: 1) investigate the difference readiness social studies teacher at junior high school in Sleman regency in the implementation of social studies learning in curriculum 2013-based are reviewed based on sex; 2) investigate the difference readiness social studies teacher at junior high school in Sleman regency in the implementation of social studies learning in curriculum 2013-based are reviewed based on the level of education; 3) investigate the difference readiness social studies teacher at junior high school in Sleman regency in the implementation of social studies learning in curriculum 2013-based are reviewed based on the experience of teaching; 4) investigate the difference readiness social studies teacher junior at high school in Sleman regency in the implementation of social studies learning in curriculum 2013-based are reviewed based on training participation. This research is a descriptive exploratory study with a quantitative approach. The study population is a social studies teacher at junior high school in Sleman regency included in the scope of the Department of Education Youth and Sports Sleman as many as 239 teachers. Samples were taken at 25% of the population by random sampling technique as many as 60 teachers. The technique of collecting data using questionnaires. The results showed that: 1) there is no readiness difference in social studies teacher at junior high school in Sleman regency in the implementation of social studies learning in curriculum 2013-based are reviewed based on sex; 2) there is no readiness difference in social studies teacher at junior high school in Sleman regency in the implementation social studies learning in curriculum 2013-based are reviewed based on the level of education; 3) there is a readiness difference in social studies teacher at junior high school in Sleman regency in the implementation of social studies learning in curriculum 2013-based are reviewed based on the experience of teaching; 4) there is a readiness difference in social studies teacher at junior high school in Sleman regency in the implementation of social studies learning in curriculum 2013-based are reviewed based on training participation.Keywords: readiness, curriculum 2013, learning IPS

PDK Connection: Organizational news about PDK International

2020 ◽  
Vol 101 (7) ◽  
pp. 71-71
Keyword(s):  
High School ◽  
Social Studies ◽  
Social Studies Teacher

Stay informed and updated about PDK International’s membership benefits. Elizabeth Yu has joined the PDK International staff as a marketing and communications manager. PDK member and high school social studies teacher Belinda Cambre reports on her visit to Netherlands and Belgium.

scholarly journals Training of Applying Research-Based Learning on Junior High School Social Studies Teacher

2022 ◽  
Author(s):  
Nasution Nasution ◽  
Warsono Warsono ◽  
Sarmini Sarmini ◽  
Ketut Prasetyo ◽  
Nuansa B. Segara ◽  
...  
Keyword(s):  
High School ◽  
Social Studies ◽  
Junior High School ◽  
Junior High ◽  
Social Studies Teacher

High School Social Studies Students as Farm Safety Advocates

2013 ◽  
Author(s):  
Henry Cole ◽  
Joan Mazur ◽  
Pamela Kidd ◽  
Ted Scharf ◽  
Susan Westneat ◽  
...  
Keyword(s):  
High School ◽  
Social Studies ◽  
Farm Safety
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