scholarly journals Avaliação e recuperação nos Ginásios Estaduais Pluricurriculares Experimentais – Gepes (1967-1969)

2018 ◽  
pp. 1
Author(s):  
Carlos Eduardo Bizzocchi
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Sao Paulo ◽  
Annual Reports ◽  
Learning Assessment ◽  
São Paulo ◽  
Recovery Processes ◽  
Palabras Clave ◽  
Educación Primaria

<p>Os processos de avaliação e recuperação integraram-se como ferramentas fundamentais para a promoção automática (como era denominada a progressão continuada) de 1967 a 1969, enquanto funcionou o Núcleo Experimental da Lapa, que coordenou o Grupo Escolar Experimental “Dr. Edmundo de Carvalho” e quatro unidades do Ginásio Estadual Pluricurricular Experimental (Gepe) na zona oeste paulistana, com o objetivo de implantar a continuidade dos ensinos primário e ginasial. O Núcleo valeu-se de variadas formas de avaliação e recuperação para validar a promoção automática. Com base na revisão bibliográfica, o presente estudo procedeu a uma análise crítica dos relatórios anuais das unidades e dos processos de formulação das propostas de avaliação e recuperação que fizeram parte do projeto, relatando a trajetória nem sempre linear em busca da melhor forma de avaliar e aprovar o aluno, diante do novo desafio da organização por ciclos.</p><p> </p><p><em><strong>Evaluación y recuperación en los Ginásios Estaduais Pluricurriculares Experimentais – Gepes (1967-1969)</strong></em></p><p><em>Los procesos de evaluación y recuperación se integraron como herramientas fundamentales para la promoción automática (como se denominaba  la  progresión  continuada)  de 1967 a 1969, mientras funcionó el Núcleo Experimental de Lapa, que coordinó el Grupo Escolar Experimental “Dr. Edmundo de Carvalho” y cuatro unidades del Ginásio Estadual Pluricurricular Experimental (Gepe) [Liceo Estadual Multicurricular Experimental] en la zona oeste de la ciudad de São Paulo, con el objetivo de implantar la continuidad de la educación primaria y secundaria. El Núcleo utilizó variadas formas de evaluación y recuperación para validar la promoción automática. En base a la revisión bibliográfica, el presente estudio llevó a cabo un análisis crítico de los informes anuales de las unidades y de los procesos de formulación de las propuestas de evaluación y recuperación que formaron parte del proyecto, relatando la trayectoria no siempre lineal en búsqueda de la mejor forma de evaluar y aprobarlo al alumno, frente al nuevo desafío de la organización por ciclos.</em></p><p><em><strong>Palabras clave:</strong> Evaluación del Aprendizaje; Estudios de Recuperación; Ginásio Estadual Pluricurricular Experimental da Lapa; Gepe.</em></p><p><em> </em></p><p><em><strong>Assessment and recovery in Ginásios Estaduais Pluricurriculares Experimentais – Gepes (1967-1969)</strong></em></p><p><em>Assessment and recovery processes have become essential instruments for automatic promotion (as continued advancement was called) from 1967 to 1969, while the Núcleo Experimental da Lapa was operating. It coordinated the “Dr. Edmundo de Carvalho” Experimental School and four units of the Ginásio Estadual Pluricurricular Experimental (Gepe) [Experimental State Multi-Curricular Junior High School] on the west side of São Paulo, with the goal of deploying the continuity of primary and junior high school education. The Núcleo used various forms of assessment and recovery to validate automatic promotion. Based on the literature review, the present study undertook a critical analysis of the annual reports of the units and the formulation processes of assessment and recovery proposals that were part of the project. It reported the trajectory, which is not always linear, in a search for the best way to evaluate and to promote the student, facing the new challenge of cyclical organization.</em></p><p><em><strong>Keywords:</strong> Learning Assessment; Recovery Studies; Ginásio Estadual Pluricurricular Experimental da Lapa; Gepe.</em></p><p><strong><br /></strong></p>

scholarly journals MANAJEMEN PROGRAM AKSELERASI DI SMP PL DOMENICO SAVIO SEMARANG

2015 ◽  
Vol 2 (1) ◽  
pp. 12 ◽  
Author(s):  
Justina Endang Kartini ◽  
Bambang Ismanto
Keyword(s):  
High School ◽  
Junior High School ◽  
Program Implementation ◽  
Junior High ◽  
Lesson Plan ◽  
Accelerated Learning ◽  
Learning Assessment ◽  
Accelerated Program ◽  
Learning Plan ◽  
School Manager

<p>This study aimed to describe the management acceleration program in terms of planning, organizing, actuating, and monitoring learning in PL Domenico Savio Junior High School. This research is a qualitative descriptive study. Subjects were principal, manager acceleration, acceleration secretary, and homeroom teacher. Results of research: Planning accelerated program in PL Domenico Savio Junior High School done by preparing teachers, finance, infrastructure, learners, curriculum, time, and high school. Learning plan covering the syllabus and lesson plan contains learning objectives, teaching materials, teaching methods, learning resources, and assessment of learning outcomes. Organization of human resources contained in the organizational structure of the school is equipped manager acceleration. Organizing accelerated learning includes the step before learning, implementation, and after learning. Teachers organize learning materials to learners’ learning time. Acceleration managers manage learning activities acceleration in school and outside of school. Actuating of accelerated program refers to the RPP and half of each subject program. Implementation of the learning stages: introduction, core activities, and cover. Monitoring the acceleration of learning is done directly by the students, parents of students, and managers acceleration. Learners and parents provide input on school. Manager acceleration control feasibility study. Principal using monitoring results into training materials for teachers. Accelerated learning assessment carried out by the teacher. Teacher evaluations are conducted by the principal and foundations. Reporting accelerated learning is done on the parents of learners.</p>

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

Suburban Social Change and Educational Reform: The Case of Somerville, Massachusetts, 1912-1924

1979 ◽  
Vol 3 (3-4) ◽  
pp. 167-203
Author(s):  
Reed Ueda
Keyword(s):  
High School ◽  
Twentieth Century ◽  
Educational Reform ◽  
Junior High School ◽  
Junior High ◽  
Political Process ◽  
Annual Reports ◽  
School Type ◽  
Early Twentieth Century ◽  
Informed Citizenry

In the early twentieth century, a drive for educational reform converged with the progressive movement in the street-car suburb of Somerville, Massachusetts to establish a local junior high school, an innovation that was sweeping through public school systems across the country (Krug, 1964: 327-335; Bunker, 1914; Annual Reports of Somerville, 1920: 183; Smith, 1920: 139). Proponents of the junior high school argued in national educational journals and scholarly monographs that this intermediate school would provide the special education appropriate for those students making the difficult transition from childhood to adolescence (Bonser, 1915; Judd, 1918; Briggs, 1920; Koos, 1921; Smith, 1926; Spaulding, 1927; Van Denberg, 1922; Thomas-Tindal and Myers, 1927). It would earlier supply, they said, “high-school type courses,” and equip students with the managerial and technical skills increasingly demanded by the gradual expansion of the white-collar occupational sector in the early twentieth century (Foote and Hatt, 1953; Thernstrom, 1973: 50-51). These two features, a more mature educational setting and useful technical courses, would make the junior high school an effective device for keeping students in school longer and for attracting them to high school. It appealed to progressive reformers because it promised an extension of schooling, a better-informed citizenry, and improved vocational preparation. In early twentieth-century Somerville, middle-class ethnic Democrats, who sought these objectives, used the political process to install this educational reform.

scholarly journals PROFIL ASSESSMEN AUTENTIK PADA GURU-GURU DI SMP NEGERI SE-KOTA MATARAM

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
Nur Lestari ◽  
I Wayan Mertha ◽  
Kusmiyati Kusmiyati
Keyword(s):  
High School ◽  
High School Teachers ◽  
Junior High School ◽  
Junior High ◽  
Cognitive Domain ◽  
Learning Assessment ◽  
School Teachers ◽  
Biology Teachers ◽  
Integrated Science ◽  
Junior High School Teachers

Based on the authentic guidelines for junior high school teachers, the assessment focuses on how assessment can improve the abiolity of students in teaching and learning process to be carried out through three approaches: “Assessment of Learning, Assessment for Learning, Assessment as Learning.” This is in fact in the field of state junior high school educators need to know the authentic assesment profile that is applied based on the 2013 curriculum. The purpose of this study is to detrmine the ability and skills to carry out authentic assesment during the learning processes, to determine learning success and improvement of learning, or as a way to find out the implementation of 2013 curriculum authentic assessment profile for junior high school teachers in Mataram. The type of research used is descriptive with a survey approach. The time of the study was carried out from the end of May to October 2018. Subjects were biology teachers in junior high schools in Mataram, SMP Negeri 2, 4 and SMP Negeri 13 Mataram. Techniques for collecting data is qualitative/descriptive with questionnaires, documents, and interviews: The profile and ability to develop authentic cognitive domain assessments was carried out reaching to 100% of 21 integrated science (Biology) teachers of Junior High School in Mataram which were compiled and implemented in Daily Task inform of essay/subjectively structure and objective questions (multiple choice) reaching up to 90% according to the 2013 curriculum based on Minister of Education and Culture no. 22 of 2016. The profile and ability to develop psychomotoric assessment was compiled and implemented by 21 integrated science (biology) teahers of Junior High School in Mataram in form of practicum &work performance reachingup to 97% and modification of teachers/students textbook reach up to 85 %categoried as very good. The profile and ability to develop assessment in affective domain was implemented with techniques and instruments in form of attitude and self-assessment that reached 90% with very good categories (exactly the same as the format of the assessment guidelines) in accordance with the 2013 curriculum and modification forms reached up to 27% categoried as very less. Teachers ability needs to be developed, instrument assessment techniques need to be improved. Data were analyzed descriptivelyKeyword: Assessment, Autenthic, Profile

The junior high school

1916 ◽  
Author(s):  
Charles Hughes Johnston
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High
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