scholarly journals Who’s There? Characterizing Interaction in Virtual Classrooms

2021 ◽  
pp. 073563312098853
Author(s):  
Sara Willermark
Keyword(s):  
High Schools ◽  
School Leaders ◽  
Virtual Classroom ◽  
Virtual Classrooms ◽  
Teacher Survey ◽  
Teachers And Students ◽  
Interaction Order ◽  
And Control ◽  
New Situation

The Covid-19 crisis changed the educational landscape. In Sweden, as in many other countries, school leaders, teachers, and students faced a completely new situation, as teaching would immediately be conducted remotely. It offered an opportunity to continue teaching in a crisis, while giving rise to new questions and dilemmas. This study aims to explore aspects of interaction in the virtual classroom. The context is four high schools in Sweden. Data includes a teacher survey and ten workshops with teachers and school leaders. The interaction order framework is used as an analytic lens. The results draw a multifaceted picture of interaction that involves both increased and reduced contact with, and control over, the students and their activities. Some students find a place in the virtual classroom that they previously lacked, while others “disappear behind the screen.” Contributions include unpacking the complex role of interaction in the virtual classroom and providing implications for teachers and school leaders.

The Role of Video and Text Chat in a Virtual Classroom

2019 ◽  
pp. 173-187 ◽  
Author(s):  
Sharla Berry
Keyword(s):  
Sense Of Community ◽  
Doctoral Program ◽  
Virtual Classroom ◽  
Online Classes ◽  
Web Conferencing ◽  
Virtual Classrooms ◽  
Text Chat ◽  
Closed Network

Virtual classrooms allow users in a closed network to communicate through talk, text, and video. While virtual classrooms enable synchronous online learning, little is known about how specific components of web-conferencing technology impact students' experiences. In this case study, the researcher interviewed 20 students in an online doctoral program and analyzed over 50 hours of footage from six online classes. Findings indicate that the video and text chat features of the virtual classroom provided opportunities for constant interaction and increased students' engagement and sense of community.

“The Child is Not Broken”: Leadership and Restorative Justice at an Urban Charter High School

2020 ◽  
Vol 122 (8) ◽  
pp. 1-34
Author(s):  
Sarah Bruhn
Keyword(s):  
Restorative Justice ◽  
School Leaders ◽  
School Exclusion ◽  
Suspension Rates ◽  
Racial Gaps ◽  
Teachers And Students ◽  
Boys Of Color ◽  
Meaningful Relationships ◽  
Depth Interviews

Background/Context There has been growing attention to the disproportionate and harmful effects of school exclusion, including suspension and expulsion, on boys of color. Restorative justice may be one possibility for addressing these disparities. Yet the research on restorative justice in schools is nascent, and in particular, little is known about the role of school leaders in enacting restorative practices as a means to creating more equitable schools. Focus of Study By highlighting the work of school leaders, this study contributes to our collective understanding of how restorative justice can function as a meaningful alternative to school exclusion. The study explores how two leaders exercise leadership, build legitimacy, and develop relationships with teachers and students. It examines how these leaders make sense of their efforts to transform the school from a place reliant on traditional punitive mechanisms as a form of control to a restorative school culture. Setting The study took place at a charter school with campuses in two neighboring cities in the Northeast United States. Research Design This study uses portraiture, a methodology that emphasizes participants’ phenomenological perspectives and illuminates the complexity of goodness and success, making it well-aligned with the topic of this research. I gathered data through in-depth interviews with and observation of the two leaders at the center of the study, as well as interviews and observations of students and teachers. Conclusions Ultimately, the leaders exhibited restraint, persistence, and respect, qualities that served as the basis for meaningful relationships with students and teachers. In turn, these relationships were an important component of how the school sought to reduce suspension rates and narrow racial gaps in exclusionary punishments.

scholarly journals IMPLEMENTASI MODUL PELATIHAN PENCEGAHAN DAN PENANGGULANGAN OBESITAS UNTUK GURU UKS DAN PETUGAS KESEHATAN DI PUSKESMAS SISIR KOTA BATU

2020 ◽  
Vol 4 (1) ◽  
pp. 56-66
Author(s):  
Juin Hadisuyitno ◽  
B. Doddy Riyadi ◽  
I Komang Suwita
Keyword(s):  
Obesity Prevention ◽  
Health Workers ◽  
Overweight And Obesity ◽  
Educational Institutions ◽  
Average Score ◽  
Nutritional Knowledge ◽  
Teachers And Students ◽  
School Period ◽  
And Control

Overweight and obesity are now a health problem in society. The role of stakeholder, especially in educational institutions, namely the Usaha Kesehatan Sekolah (UKS) in the obesity prevention and prevention program is very necessary from the beginning, namely the school period. The obesity prevention and prevention training program for health workers and UKS coaches has never been done by the Puskesmas Sisir. The purpose of this activity is to improve the knowledge and skills of teachers and health workers in the prevention and control of obesity and obesity in elementary school children. The method of training with lectures, demonstrations and practices can increase participants' nutritional knowledge from an average score of 51.7 to 83.4 and make the skills in measuring height and weight gain be better and more correct. The sustainability of this activity must involve the participation and commitment of various stakeholder as well as the activity of Puskesmas staff. Activities at school will be effective by involving teachers and students and also training students to be able to carry out these activities independently.

scholarly journals The Role of Project-Based Work in Enhancing Students’ Autonomous Learning

2018 ◽  
Vol 6 (3) ◽  
pp. 96
Author(s):  
Sarah Hebbouch
Keyword(s):  
High School Students ◽  
High Schools ◽  
Autonomous Learning ◽  
Independent Learning ◽  
Project Work ◽  
School Students ◽  
Teachers And Students ◽  
Big City ◽  
Teaching Learning

This study investigates the overall use of project-based work in enhancing Moroccan high school students’ autonomous learning and attenuating their being over-reliant on teachers. It was observed, in two Moroccan high schools, -where the study was carried out-, as is the case in many other English foreign language contexts, that students were generally unable to learn by themselves, and that teachers were the solemn imparters of knowledge and learners were merely passive receivers of that knowledge. The study involved a sample of 30 students from science stream belonging to two adjacent high schools, which are located in a big city in Morocco. In the absence of a standard framework on how to implement project-based work properly, effective ways on how project work can improve independent learning proved useful in this study. In order to collect data for the study, three major instruments were employed, involving students and teachers, namely observation, interviews, and survey questionnaires. The data analysis highlighted the importance of project-based strategy in boosting students’ autonomous learning, through analyzing interview excerpts of teachers’ and students’ experience with the concept The research findings revealed that teachers assigned projects for students but did not identify each student’s role within a group, which deepened students’ disorientation, and reinforced sheer dependence on the teachers. The interviews showed as well the difficulties teachers encountered when assigning projects. This study is but a roadmap to teachers who are willing to increase students’ autonomy and improve the quality of the teaching-learning situation. The study also identifies the role of the teacher and the stages that should be followed to a better achievement of results. 

Educators and Wellbeing

2020 ◽  
pp. 86-101
Author(s):  
Plamen Miltenoff ◽  
Kelsey Milne
Keyword(s):  
Role Models ◽  
Smart Devices ◽  
Educational Institutions ◽  
Mixed Method Research ◽  
Depression And Anxiety ◽  
Clear Sign ◽  
Teachers And Students ◽  
And Control ◽  
High Degree

In a growing world of technology, stress and burnout increase. The surge of depression and anxiety among the young generations with their smart devices and the new reality of social media is a clear sign for the need to restore ancient practices of contemplative exercises and meditation. The authors of this chapter assert the pivotal role of educators as role models in the process of fending stress and affirming wellbeing by introducing and fostering these practices in educational institutions. A mixed method research confirms findings in the literature regarding the importance for both teachers and students to learn to regulate and control their emotions in the classroom and develop effective coping strategies to alleviate the high degree of burnout among teachers.

scholarly journals Digitalization and school leadership: on the complexity of leading for digitalization in school

2019 ◽  
Vol 36 (3) ◽  
pp. 218-230 ◽  
Author(s):  
Marcia Håkansson Lindqvist ◽  
Fanny Pettersson
Keyword(s):  
School Leadership ◽  
School Leaders ◽  
Content Type ◽  
Organizational Challenges ◽  
Complex Concept ◽  
Open Questions ◽  
Learning Journals ◽  
Teachers And Students ◽  
Digital Competencies

Purpose Digitalization has permeated society and schools. In this process, focus has turned to the importance of school leaders in their leadership for digitalization. The purpose of this paper is to explore how school leaders understand digitalization and the digital competencies needed in leading for digitalization in Swedish schools. Design/methodology/approach Open questions from reflective learning journals (n=32) and interviews (n=8) conducted with school leaders were used to explore how school leaders understand digitalization and the digital competencies needed in leading for digitalization. Findings The findings show that school leaders see digitalization as a wide and complex concept including technical, pedagogical, administrational and organizational challenges at all levels of the school organization. Practical implications It appears that the role of the school leader, as a complex task, has become more complex as a result of digitalization. How time, resources and professional development are made available to support school leaders in their work with leadership for digitalization in order to support teachers’ and students’ learning. Originality/value This paper contributes to the area of school leadership and digitalization. The research contribution is of interest for school leaders and school organizers striving to implement and advance digitalization in schools. This also concerns the prioritization of digitalization as one of many important areas in schools as organizations.

Teacher Identities as Key to Environmental Education for Sustainability Implementation: A Study From Australia

2018 ◽  
Vol 34 (3) ◽  
pp. 228-243
Author(s):  
Sylvia C. Almeida ◽  
Deborah Moore ◽  
Melissa Barnes
Keyword(s):  
School Leaders ◽  
Early Years ◽  
Education For Sustainability ◽  
Curriculum And Pedagogy ◽  
Policy Initiatives ◽  
Teachers And Students ◽  
Government Initiative ◽  
The Impact

AbstractThis article presents findings from a study that evaluated the impact of an Australian sustainability initiative, with a view to unravelling the realities of teachers’ implementation approaches. The paper outlines a study that reviews a government initiative in early years, primary and secondary educational settings that uses the Data Collection, Storage and Visualisations System (DCSVS) aimed at enhancing sustainability awareness and embedding sustainability as part of everyday practice in schools and early childhood services. It was also intended to offer school leaders, teachers and students avenues to engage with their consumption of natural resources. This in turn was anticipated to increase awareness about conservation, with the long-term aim to engage with the broader themes of sustainability. This article focuses on the role of teachers’ identities in enacting these policy initiatives. It highlights teachers’ enactment of the policies, the crucial role of school leaders in the process, as well as the deeper connections between curriculum and pedagogy.

Risk-taking and Self-actualization in EFL Positive Classroom Environment

2020 ◽  
Vol 3 (3) ◽  
pp. 352-365
Author(s):  
Liqaa Habeb Al-Obaydi
Keyword(s):  
College Students ◽  
Risk Taking ◽  
Classroom Environment ◽  
Measurement Tools ◽  
Teachers And Students ◽  
Self Actualization ◽  
Efl College Students ◽  
And Control ◽  
The Impact

This study expresses a positive classroom environment depending on two axes; physical setting of the classroom and the role of the teacher as a positive atmosphere creator. By applying the proposed environment, the study tries to discover the impact of it on EFL college students’ self-actualization and risk-taking. To obtain the objectives and to verify a hypothesis, an experimental design was applied by using two groups, experimental and control. The sample of the study consists of sixty EFL first stage college students divided into two groups, each of which is thirty. The first group is the experimental, which is taught in a positive classroom environment as stated by this study. The second group is the control one, which is taught traditionally by letting the classroom as it is, without any positive addition. Two measurement tools have been used; a scaled questionnaire that has been adapted from Stephen D. Luft (2007), and a self-actualization scale that is developed by Jones & Crandall (1986).Using a t-test for the two independent samples shows notable effects on EFL college students’ risk-taking and self-actualization. Based on the results obtained, educational implications that are concerned with teachers and students have been put forward.    

scholarly journals Sustainability Transitions in Baltic Sea Shipping: Exploring the Responses of Firms to Regulatory Changes

2019 ◽  
Vol 11 (7) ◽  
pp. 1916 ◽  
Author(s):  
Ignė Stalmokaitė ◽  
Johanna Yliskylä-Peuralahti
Keyword(s):  
Maritime Transportation ◽  
Regulatory Regime ◽  
Environmental Innovation ◽  
Regulatory Changes ◽  
Nitrogen Emission ◽  
Control Regulation ◽  
Essential Components ◽  
And Control ◽  
New Situation

This study investigates how the introduction of more stringent environmental regulation regarding sulphur and nitrogen emission control areas induced shipping companies to react to a new situation and opened up a window of opportunity for build-up of niches for alternative vessel energy sources. By drawing on a multi-level perspective from the socio-technical transition literature, the study provides empirical evidence for how realignments in the environmental regulatory regime alter incumbent actors’ positions and produce varying environmental innovation responses to reduce air-borne pollution from shipping. The study illustrates that the stringency of a regional command-and-control regulation in combination with evolving pressures in the external landscape environment and shipping companies’ task environments are essential components shaping the adoption of environmental innovations. Although incremental innovations seem to dominate in a fossil fuel-based maritime transportation socio-technical system, our results demonstrate the role of regulations and the behaviour of frontrunners in the context of regime fragmentation and sustainability transition processes.

scholarly journals PERAN GURU PAI DALAM MENINGKATKAN KEDISIPLINAN PESERTA DIDIK DI KELAS VII SMP PERSIAPAN TOMI – TOMI KECAMATAN WAESALA KABUPATEN SERAM BAGIAN BARAT

2021 ◽  
Vol 1 (2) ◽  
pp. 25
Author(s):  
Kader Wali
Keyword(s):  
Data Collection ◽  
Data Reduction ◽  
Student Discipline ◽  
Research Approach ◽  
Data Presentation ◽  
Teachers And Students ◽  
School Rules ◽  
And Control ◽  
At Home

Abstract: The purpose of this study was to determine the role of PAI teachers in improving the discipline of students in the classroom VII SMP Preparation Tomi-Tomi District Waesala Seram Bagian Barat and to find out the supporting factors and factors inhibiting the role of PAI teachers in improving the discipline of learners in the classroom VII SMP Preparation Tomi-Tomi District Waesala Seram Bagian Barat. The research was conducted from March 2, 2018 to April 2, 2018, In SMP Preparation Tomi-Tomi District Waesala Seram Bagian Barat. This research approach is descriptive qualitative with data collection techniques in the form of observations and interviews. The collected data is then analyzed using the techniques presented by the Milles and Huberman, include data reduction, data presentation, and inference. The results showed that the role of PAI teachers in improving the discipline of students in the classroom VII SMP Preparation Tomi-Tomi District Waesala Seram Bagian Barat among others: provide examples of discipline for learners by coming to school on time; advising learners on discipline; reprimand and punish students who arrive late; scolding students who often (repeatedly) arrive late; and control the activities of students at school and at home. Thus, PAI teachers in this case play more role as an educator and exemplar than just being a teacher. Supporting factors and inhibition factors in the role of PAI teachers in improving the discipline of students in the classroom VII SMP Preparation Tomi-Tomi District Waesala Seram Bagian Barat, among others, the supporting factors are the application of school rules and discipline, the role of the headmaster who is quite firm on the issue of discipline both teachers and students. As for the inhibition factor is the lack of cooperation between teachers, lack of awareness of learners to be disciplined, lack of awareness of parents in paying attention to the discipline of learners when at home, there are still many teachers who give assignments individually rather than group assignments, and PAI teachers often get criticism and suggestions that do not build from the community or parents of learners. Keywords: PAI Teacher Role, Student Discipline, SMP Preparation Tomi-Tomi Abstrak: Tujuan penelitian ini adalah untuk mengetahui peran guru PAI dalam meningkatkan kedisiplinan peserta didik di Kelas VII SMP Persiapan Tomi-Tomi Kecamatan Waesala Kabupaten Seram Bagian Barat dan untuk mengetahui faktor pendukung dan faktor penghambat peran guru PAI dalam meningkatkan kedisiplinan peserta didik di Kelas VII SMP Persiapan Tomi-Tomi Kecamatan Waesala Kabupaten Seram Bagian Barat. Penelitian dilaksanakan dari tanggal 02 Maret 2018 sampai dengan 02 April 2018, di SMP Persiapan Tomi-Tomi Kecamatan Waesala Kabupaten Seram Bagian Barat. Pendekatan penelitian ini merupakan deskriptif kualitatif dengan teknik pengumpulan data berupa observasi dan wawancara. Data yang terkumpul kemudian dianalisis dengan menggunakan teknik yang dikemukakan oleh Milles dan Huberman, meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa peran guru PAI dalam meningkatkan kedisiplinan peserta didik di Kelas VII SMP Persiapan Tomi-Tomi Kecamatan Waesala Kabupaten Seram Bagian Barat antara lain: memberikan contoh (teladan) kedisiplinan bagi peserta didik yakni dengan datang ke sekolah tepat waktu; memberikan nasihat kepada peserta didik tentang kedisiplinan; menegur dan memberikan hukuman kepada peserta didik yang datang terlambat; memarahi peserta didik yang sering (berulang-ulang) datang terlambat; dan mengontrol kegiatan peserta didik di sekolah maupun di rumah. Dengan demikian, guru PAI dalam hal ini lebih berperan sebagai seorang pendidik dan pemberi teladan daripada hanya sekedar menjadi seorang pengajar. Faktor pendukung dan faktor penghambat peran guru PAI dalam meningkatkan kedisiplinan peserta didik di Kelas VII SMP Persiapan Tomi-Tomi Kecamatan Waesala Kabupaten Seram Bagian Barat, antara lain untuk faktor pendukung adalah penerapan aturan dan tata tertib sekolah, peran kepala sekolah yang cukup tegas terhadap masalah kedisiplinan baik guru maupun peserta didik. Sedangkan untuk faktor penghambatnya adalah kurang adanya kerja sama antar sesama guru, kurangnya kesadaran peserta didik untuk menjadi orang yang disiplin, kurangnya kesadaran orang tua dalam memperhatikan kedisiplinan peserta didik ketika di rumah, masih banyak guru yang memberikan tugas secara individu daripada tugas kelompok, dan guru PAI sering mendapat kritik dan saran yang tidak membangun dari masyarakat ataupun orang tua peserta didik. Kata kunci: Peran Guru PAI, Kedisiplinan Peserta Didik, SMP Persiapan Tomi-Tomi

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