Practicing Resistance: Teacher Responses to Intergroup Aggression in the Classroom

2018 ◽  
Vol 51 (2) ◽  
pp. 146-160
Author(s):  
Sarah Schneider Kavanagh
Keyword(s):  
Intergroup Aggression ◽  
Teacher Responses

scholarly journals Speak up or stay silent: Can teacher responses towards bullying predict victimized students’ disclosure of victimization?

2020 ◽  
pp. 1-17
Author(s):  
Isabel M. ten Bokkel ◽  
Sabine E. M. J. Stoltz ◽  
Yvonne H. M. van den Berg ◽  
Bram Orobio de Castro ◽  
Hilde Colpin
Keyword(s):  
Teacher Responses ◽  
Speak Up

“I Didn’t Feel Right About Animal Dissection”: Dissection Objectors Share Their Science Class Experiences

2013 ◽  
Vol 21 (4) ◽  
pp. 360-378 ◽  
Author(s):  
Jan Oakley
Keyword(s):  
High School ◽  
School Science ◽  
High School Science ◽  
Science Class ◽  
Online Surveys ◽  
Telephone Interviews ◽  
Teacher Responses

Abstract This paper highlights the voices and experiences of individuals who objected to animal dissection in their high school science and biology classes. The data were collected via online surveys (n = 311), and 8 of these participants took part in more in-depth telephone interviews. Participants were former students from Ontario, Canada, who discussed their experiences with animal dissection in general, and objection to dissection in particular, if applicable. The findings reveal that students who expressed objection to dissection experienced a range of teacher responses, including pressure to participate, the request to join another group of students and watch, the choice to use a dissection alternative, warnings of compromised grades, and other responses. The study points to the importance of choice policies to ensure that dissection alternatives are available in classrooms. In this way, students can select among different options of how they would like to learn, and teachers can be prepared to accommodate those who choose not to dissect.

scholarly journals PEMBELAJARAN EMBRIOGENESIS MEMPERKUAT PENDIDIKAN KARAKTER DIRI SISWA SMP/MTs MASA PUBERTAS

2020 ◽  
Vol 3 (2) ◽  
pp. 22-31
Author(s):  
Yuswa Istikomayanti ◽  
Anis Trianawati
Keyword(s):  
Learning Process ◽  
Research Team ◽  
Phenomenological Approach ◽  
Science And Religion ◽  
Teacher Interviews ◽  
Student Data ◽  
Adolescent Students ◽  
Field Notes ◽  
Teacher Responses ◽  
Scientific Facts

This study aims to provide learning to puberty students from the results of validated learning designs. Through embryogenesis material that takes precedence with knowledge and is strengthened by a religious approach that further strengthens the character of puberty students to manifest themselves. This study uses a phenomenological approach through learning observations and student and teacher interviews to describe how the learning process occurs. Student data responses in learning and teacher responses obtained through interviews and observer field notes were then analyzed with the research team to be presented. Through the science and religion approach students become more open and aware of their life origins, respect themselves and their families. The teacher also stated that his hesitation in delivering this material was resolved by this method. Through the approach of religion and scientific facts for the age of puberty students, learning becomes more contextual and strengthen the character of adolescent students.

scholarly journals PENGEMBANGAN MODEL PEMBELAJARAN KOOPERATIF TUTOR TEMAN SEBAYA SETTING NYANTRIK DENGAN ASESMEN FORMATIF BENTUK KINERJA UNTUK MATA PELAJARAN TEKNIK GAMBAR MANUFAKTUR DI KELAS XI TPm-1 SMK NEGERI 3 SINGARAJA

2019 ◽  
Vol 8 (1) ◽  
pp. 1-11
Author(s):  
KOMANG AGUS WIDHYASA . ◽  
PROF.DR. I MADE CANDIASA, MI.Komp. . ◽  
DR. I GEDE SUDIRTHA, M.PD. .
Keyword(s):  
Cooperative Learning ◽  
Formative Assessment ◽  
Social System ◽  
Mechanical Engineering ◽  
Method Development ◽  
Group Discussion ◽  
Learning Method ◽  
Peer Tutor ◽  
Teacher Responses ◽  
Instructional Effects

Tujuan penelitian ini adalah mengembangkan model pembelajaran Kooperatif Tutor Teman Sebaya (TTS) setting nyantrik yang valid dan praktis disertai dengan asesmen formatif bentuk kinerja. Pengembangan menggunakan model 4 D yang meliputi define, design, dan develop. Penelitian ini tidak dikembangkan pada skala yang lebih luas, baik di kelas lain, sekolah lain. Model sudah diuji terbatas di kelas XI TPm 1 SMKN 3 Singaraja untuk memperoleh hasil validasi dan kepraktisannya. Hasil validasi model pembelajaran terdiri atas sintak, sistem sosial, prinsip reaksi, sistem pendukung, dan dampak instruksional dan pengiring. Sintak model pembelajaran terdiri dari tujuan dan motivasi, informasi materi, mengorgansasi siswa ke dalam kelompok-kelompok belajar, diskusi kelompok secara nyantrik, laporan kelompok, penghargaan, kesimpulan pembelajaran, tes/evaluasi pembelajaran. Hasil validasi dengan kategori validitas tinggi. Sedangkan melalui uji coba lapangan diproleh tingkat kepraktisan respon siswa sebesar 80% dengan katagori praktis dan respon kepraktisan guru sebesar 87% dengan katagori sangat praktis.Kata Kunci : asesmen, model pembelajaran kooperatif, nyantrik, pengembangan, tutor teman sebaya. This study aimed at developing cooperative learning method by using nyantrik setting of peer tutor strategy for validity and practicability need supported by the steps of performace formative assessment. . The development used 4D model which included define, design, and develop. It�s not tested at other and other class.This model had limitedly tested at XI Mechanical Engineering 1 Class of SMK Negeri 3 Singaraja. It was consisted of syntax, social system, principal of reaction, supportive system, and instructional effects and escorts. Syntax composed motivation and porpose, informations study, create a group, group discussion, grpoup report, reward, conclusion, andd evaluations.The result of the validity shows with a high validity category. The result of the practicability from class trials shows that the students� practicability reaches practical category with the number of 80% and teacher responses very practical category with the number of 87% keyword : assessment, cooperative learning method, development, nyantrik, peer tutor

scholarly journals Peace and war: Rewarding intergroup contacts make past intergroup aggression unforgivable.

2016 ◽  
Vol 22 (2) ◽  
pp. 166-167 ◽  
Author(s):  
Chenchen Li ◽  
Dong-mei Li ◽  
Ziying Huang ◽  
Chi-yue Chiu
Keyword(s):  
Intergroup Aggression ◽  
Peace And War

Teacher Responses to Anxiety in Children Questionnaire

2018 ◽  
Author(s):  
Jennifer L. Allen ◽  
Rebecca Lerman
Keyword(s):  
Teacher Responses

The Ethics of Teacher Responses to Translingual Student Writing

2021 ◽  
pp. 27-38
Author(s):  
Lauren M. Connolly
Keyword(s):  
Student Writing ◽  
First Year ◽  
First Year Writing ◽  
History Of ◽  
English Speaking ◽  
Native English Speaking ◽  
Teacher Responses

This chapter will discuss the history of instructor comments in first-year writing and consider the differences in commenting for translingual students, native English-speaking students, as well as students from various language backgrounds and experiences. The goal is to consider ways beyond simply pointing out errors in students' writing and consider the rhetorical appropriateness of the students' texts and how instructors can provide comments to students to maintain the integrity of students' language backgrounds.

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