scholarly journals PENGEMBANGAN MODEL KURIKULUM PENDIDIKAN EKONOMI UNTUK MENYIAPKAN GURU PROFESIONAL DI SEKOLAH BERTARAF INTERNASIONAL

2013 ◽  
Vol 1 (2) ◽  
pp. 1
Author(s):  
Dadang Dahlan ◽  
Neti Budiwati ◽  
Susanti Kurniawati
Keyword(s):  
Curriculum Design ◽  
Teacher Candidates ◽  
International Schools ◽  
Developed Countries ◽  
International School ◽  
Economic Education ◽  
Survey Method ◽  
Global Level ◽  
School Teachers ◽  
Competency Based

This study begins with a consideration of future challenges related to the need for international school teachers (SBI), which raises the question of how to design curriculum with competency-based approach in order to produce the teacher candidates that suit the needs of teachers in international schools (SBI )? The research objective is to be able to: 1) generate a description of strengths and weaknesses of curriculum designs that are being used; 2) produce a description of the implementation of a curriculum that is being implemented; and 3) produce a description of the competency standard (SKL) economics teacher candidates for international school (SBI) .The study was designed for 2 years using Research and Development, for the first year of this descriptive survey method, using the techniques of data collection in the form of documentation, questionnaires and interviews. The source data consists of lecturers, teachers, students and alumni who work at the international school (SBI).  Among other results it was found that department of Economic Education curriculum has weaknesses and strengths. Weaknesses include a) the design curriculum not in accordance with the need to generate international school teachers (SBI); b) the design of the curriculum have not loaded the competencies required of graduates to compete at a global level; c) curriculum design has not adopted the curriculum developed countries that excel in the field of education. While its power is a) curriculum design approach based on scientific disciplines (content based); b) curriculum has been outlined in the syllabus and SAP; and c) curriculum design is flexible. Judging from the implementation of the curriculum, that has not been implemented based learning competency-based curriculum (KBK), but from the aspect of SBI implementation of curriculum-based learning (learning) already contains the necessary aspects of learning in SBI. Starting from the results of this study suggested: in the face of global challenges of the department of  Economic Education is necessary to develop future curriculum design based CBC is consistently (consistently); implementation of the curriculum / learning must use a variety of approaches as expected by the curriculum, as well as to develop a curriculum thatcompliance-oriented international school teachers (SBI) must be rejected on the dotted-oriented curriculum development competency standards (SKL), which allows graduates can work in SBI and compete at a global level. Keywords: curriculum designs, competency-based, economic education

scholarly journals Recruitment and Retention of International School Teachers in Remote Archipelagic Countries: The Fiji Experience

2019 ◽  
Vol 9 (2) ◽  
pp. 132 ◽  
Author(s):  
Luis Miguel Dos Santos
Keyword(s):  
Interpretative Phenomenological Analysis ◽  
Social Cognitive ◽  
International Schools ◽  
Large Population ◽  
Teaching Experience ◽  
International School ◽  
School Teachers ◽  
Managerial Styles ◽  
The Social ◽  
Negative Leadership

In current school environments, teacher recruitment, turnover, and retention present significant problems, particularly for rural and remote international schools in archipelagic countries. Employing the Social Cognitive Career Theory (SCCT), this study analyzed international school teachers with teaching experience at a Fijian international school about their career development, retention ideas, and the decision of teaching service. As there is not a large population of international school teachers in archipelagic countries due to the unique environment of the school and country, the researcher employed the Interpretative Phenomenological Analysis (IPA) to better understand six international school teachers who have taught and are teaching at one of the Fijian international schools. The study categorized two directions for leaving and staying at a remote location. Participants indicated that the managerial styles, negative leadership, and limited social networking were the most significant challenges while respectfulness and simple living style were the most significant advantages of their Fijian teaching experience. As this study mainly focused on the issues for rural, remote, and archipelagic countries, the result of this study serves as one of the first blueprints for organizational leaders in those regions to improve their management styles in order to recruit and retain their skillful professionals.

scholarly journals Issue Analysis of Competency-Based Mathematics Curriculum Design in African Countries: A Case Study of Mozambique’s Primary Mathematics Education

2019 ◽  
Vol 9 (1) ◽  
pp. 41
Author(s):  
Satoshi Kusaka
Keyword(s):  
Curriculum Design ◽  
Mathematics Curriculum ◽  
Developed Countries ◽  
Basic Knowledge ◽  
African Countries ◽  
Developed Country ◽  
Primary Mathematics ◽  
Basic Competencies ◽  
Competency Based

The paper firstly clarified the characteristic of competencies being discussed in African countries by comparing them with competencies being discussed in developed countries. It has become clear that both countries are very similar. In other words, against the background of rapidly increasing internationalization and globalization, the competencies required to live in the society of the future are the same across borders, regardless of whether in a developed country or a developing country. Secondly, using Mozambique as a case study, how the competencies are actualized and what kind of challenges they face are discussed by analyzing primary mathematics curriculum, textbooks and in classes. An emphasis was placed on the ability to use social, cultural and technological tools used in an interactive manner in the competencies that were contained in the 2015 curriculum. However, most of the contents of the new textbook focus on “basic competencies” centered on basic knowledge and skills. Furthermore, there were many classes where teachers presented questions listed in the textbook as they are. Hence, it became apparent that the nurturing of practical competencies listed in the curriculum was largely reliant on the abilities of the teacher.

scholarly journals In Search of the Ideal Tool for International School Teachers to Increase their Global Competency: An Action Research Analysis of the Global Competency Learning Continuum

2020 ◽  
Vol 19 (1) ◽  
pp. 23-37
Author(s):  
Adam Carter
Keyword(s):  
Public Schools ◽  
International Schools ◽  
Educational Institution ◽  
International School ◽  
Global Knowledge ◽  
School Teachers ◽  
Global Competency ◽  
Intercultural Skills ◽  
New Instrument ◽  
Resource Library

It is clear that if international school teachers are to be able to properly prepare students for a 21st century globalized workplace, they must first develop the global competence and intercultural skills needed to implement their students’ development of global knowledge, skills and attitudes. Unfortunately, in many public schools and international schools, teachers do not possess the global competency needed to do so effectively. Since it can be expensive and ambitious to instill global competency in teachers on a school-wide, district-wide or nation-wide level, it may be more feasible for individual teachers to address their global competency deficit and take the necessary steps to improve it. There are several tools that can be used by individual teachers seeking to improve the awareness, skills and dispositions needed to become a truly globally competent teacher. This study focused on an innovative new tool, the Global Competency Learning Continuum (GCLC), which was designed for teachers and offers a resource library to help teachers address their shortcomings in twelve different levels of global competency. The research sought to ascertain whether the Global Competency Learning Continuum is an appropriate tool for international school teachers to use to assess and improve their global competency – or if there is a demand for an entirely new instrument that is more applicable to international school teachers. After reviewing research from surveys of international teachers, the data indicates that the Global Competency Learning Continuum is a promising and effective tool for use by international school teachers. It is the only tool designed specifically for teachers by a highly-respected educational institution, is free of charge and offers a valuable trove of resources for teachers who wish to actively improve their global competency.

Exploring Teacher Identity in International Schools: Key Concepts for Research

2019 ◽  
Vol 18 (2) ◽  
pp. 125-141
Author(s):  
Lucy Bailey ◽  
Lucy Cooker
Keyword(s):  
Teacher Identity ◽  
International Schools ◽  
International School ◽  
Structured Interviews ◽  
School Teachers ◽  
Teacher Shortages ◽  
Key Concepts ◽  
Postgraduate Studies ◽  
Key Aspects

This paper explores the identity of teachers in international schools who are embarking on postgraduate studies in education. Based on semi-structured interviews with 20 teachers starting an international qualification, it establishes key aspects of their identity and notes that they feel distinct from teaching professionals in their passport countries. From this discussion, a tool-box of concepts for understanding the identity of international school teachers is suggested, together with a typology of international school teachers echoing Hayden & Thompson’s (2013) typology of international schools. It is suggested that these concepts require further exploration and empirical substantiation in order both to understand their implications for addressing teacher shortages and to understand the knowledge, skills and attitudes that teachers with non-conventional qualifications and backgrounds may offer to schools.

Constructing International School Teacher Identity from Lived Experience: A Fresh Conceptual Framework

2020 ◽  
Vol 19 (2) ◽  
pp. 155-171
Author(s):  
Adam Poole
Keyword(s):  
Lived Experience ◽  
Teacher Identity ◽  
International Baccalaureate ◽  
International Schools ◽  
School Teacher ◽  
A Priori ◽  
National Curriculum ◽  
International School ◽  
Interview Data ◽  
School Teachers

This paper responds to Bailey and Cooker’s (2019) paper entitled ‘Exploring Teacher Identity in International Schools: Key Concepts for Research’ in which the authors offer a typology of international school teachers based on interviews with non-qualified teachers. This paper builds upon the typology of international school teachers by offering a framework for researching international school teacher identity. The framework is illustrated by interview data with an expatriate teacher in a Chinese Internationalised School, both of which remain under-researched. Chinese Internationalised Schools typically cater to local middle-class elites and offer some form of international curricula, such as the International Baccalaureate Diploma, alongside study of the Chinese national curriculum. Rather than utilising a priori teacher types derived from existing typologies, the framework utilises teachers’ lived experiences to inductively construct a ‘snap-shot’ of their teacher identity. Drawing upon postmodern approaches to teacher identity, identity is conceptualised as an ongoing dialogic process. Interview data with an international school teacher called Tyron (a pseudonym) is utilised in order to take the reader through how the framework is intended to be put into practice. The framework is an alternative approach to researching international school teachers that guides researchers away from labelling teachers by observation and instead looks at what they do and their histories. Moreover, this approach involves both the researcher and the teacher, and not, as is typically the case, only the researcher.

COMPUTER MODELING OF FINANCIAL CALCULATIONS

2019 ◽  
pp. 33-37
Author(s):  
O. S. Korneva
Keyword(s):  
Computer Modeling ◽  
Professional Education ◽  
Information Technologies ◽  
Financial Education ◽  
Economic Education ◽  
Economic Activities ◽  
School Teachers ◽  
University Teachers ◽  
Educational Literature ◽  
Higher Professional Education

Within the implementation of the national strategy for improving financial competency and financial education in Russia, aimed at the broad masses of the population, any experience in promoting financial competency among young people, accumulated in the system of training bachelors of Economics, will be useful. The purpose of the article is to present the methodological and practical aspects of teaching the basics of financial calculations of future economists and the formation of computer modeling skills in the field of financial and economic activity. The reason for writing the article was the problem of interdisciplinary integration in the system of financial and economic education. The analysis of educational literature and curricula of the system of secondary and higher professional education, as well as the study and generalization of pedagogical experience showed weak integration of mathematical and economic disciplines with information technologies. The article also presents the problems associated with the calculations in the financial and economic activities with the use of computer modeling. The elements of the presented methods of teaching the basics of financial computing in conjunction with the modeling of financial problems on the computer can be useful for both school teachers and university teachers of mathematics and computer science.

Hubungan Antara Anemia dan Kebiasaan Merokok pada Ibu Hamil dengan Kejadian BBLR di Rumah Sakit Umum Pusat Dr. Mohammad Hoesin Palembang Tahun 2016

2018 ◽  
Vol 1 (2) ◽  
pp. 89-94
Author(s):  
Intan Sari
Keyword(s):  
Birth Weight ◽  
Low Birth Weight ◽  
General Hospital ◽  
Smoking Habit ◽  
Complete Information ◽  
Developed Countries ◽  
Statistical Test ◽  
Survey Method ◽  
Bivariate Analysis ◽  
Cross Sectional

Low Birth Weight (LBW) is an infant born with a birth weight of less than 2500 grams regardless of gestation. Birth weight is the weight of the baby weighed in 1 hour after birth. (Depkes RI, 2009). Based on WHO and UNICEF data, in 2013 about 222 million babies were born in the world, of which 16% were born with low birth weight. The percentage of LBW in developing countries is 16.5% twice that of developed countries (7%) (Scholar Unand, 2014). The purpose of this study was to determine whether there is a relationship between anemia and Smoking Habit in Pregnant Women with LBW occurrence in General Hospital Dr. Mohammad Hoesin Palembang Year 2016. This research use analytical survey method with cross sectional approach. The population in this study were all mothers who gave birth monthly in Midwifery Installation of Dr. General Hospital Mohammad Hoesin Palembang in 2016 as many as 315 respondents. The sample of this research is some of mothers who give birth enough month in Midwifery Installation of Dr. General Hospital Mohammad Hoesin Palembang Year 2016 as many as 315 respondents. ". From the results of bivariate analysis of anemic respondents with the occurrence of LBW obtained statistical test X2 count = 23.22 which means there is a significant relationship between anemia with the incidence of BBLR. Respondents smoking with the occurrence of LBWR obtained statistical test X2 count = 41.20 which means there is a relationship Meaningful between smoking and LBW incidence. From the results of this study is expected that this research can be a reference material and is a complete information and useful for the development of knowledge about LBW.

Integrating UNSDG in International School’s Curriculum: Nurturing a Sustainable Society in Malaysia

GIS Business ◽  
2020 ◽  
Vol 15 (2) ◽  
pp. 194-212
Author(s):  
Urish Wynton Pillai Thomas ◽  
Dr. Syriac Nellikunnel Devasia ◽  
Dr Parameswaran Subrmanian ◽  
Dr Maria Josephine Williams ◽  
Dr Hanim Norza Baba
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
International Schools ◽  
School Curriculum ◽  
International School ◽  
Full Time ◽  
Sustainable Society ◽  
Development Goals ◽  
The Impact ◽  
Nonparametric Correlation

The purpose of this study is to evaluate the impact of integrating Sustainable Development Goals (SDG) into International School Curriculum, and to adapt Education for Sustainable Development using Ajzen’s theory of planned behaviour, Roger’s diffusion of innovation theory and Stern’s value belief norm (VBN) theory to nurture a sustainable society. The study narrowed five development goals; Zero Hunger (SDG 2), Clean Water and Sanitation (SDG 6), Sustainable Cities and Communities (SDG 11), Climate Change (SDG 13) and Life on Land (SDG 15) to evaluate the impact towards international school’s curriculum in order to nurture a sustainable society. Data was collected from 105 teachers from 5149 full time teachers in International Schools in Malaysia. The questionnaire focusses on indicators from Sustainable Development Goals and funnelled down to understand whether these indicators will impact the objective of these research, which is to nurture a sustainable society through integrating SDGs in International School Curriculum. The data was analyzed through SPSS application where correlation test were conducted and produce nonparametric correlation results in p<0.001 which indicate a very high significant of relationship between SDGs and sustainable society.

The Influence of Teachers’ Emotional Intelligence on Academic Performance With Mediating Effect of Job Satisfaction

2021 ◽  
pp. 002205742110323
Author(s):  
Sonika Singh ◽  
Piar Chand Ryhal
Keyword(s):  
Job Satisfaction ◽  
Academic Achievement ◽  
Emotional Intelligence ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Mediating Effect ◽  
Survey Method ◽  
School Teachers ◽  
Northern India ◽  
The Relationship

This study examined the influence of teachers’ emotional intelligence (EI) on academic achievement and outlined the model with the mediating effect of job satisfaction (JS) between the EI and academic achievement. Survey method was employed to collect the information from 728 secondary school teachers belong to Himachal Pradesh, a state of Northern India, through various statistical tools. The results of the study showed that teachers’ emotional abilities were significantly and positively associated with academic achievement of students and showed R2 61% variance in academic achievement. The relationship between EI and academic achievement of students is partially mediated by JS.

scholarly journals Implementation of a Competency-Based, Interdisciplinary Pediatric Palliative Care Curriculum Using Content and Format Preferred by Pediatric Residents

Children ◽  
2018 ◽  
Vol 5 (12) ◽  
pp. 156
Author(s):  
Meaghann Weaver ◽  
Christopher Wichman
Keyword(s):  
Palliative Care ◽  
Curriculum Design ◽  
Cognitive Theory ◽  
Curriculum Implementation ◽  
Self Assessment ◽  
Training Environment ◽  
Pediatric Residents ◽  
Code Status ◽  
Personal Attitude ◽  
Competency Based

Palliative care competencies at the pediatric resident training level expand learned knowledge into behavior. The objective of this study was to investigate mode of palliative care education delivery preferred by pediatric residents and to report on participatory approach to resident palliative care curriculum design. A one-hour monthly palliative care curriculum was designed and implemented in a participatory manner with 20 pediatric residents at a free-standing Midwestern children’s hospital. Outcome measures included pediatric residents’ personal attitude and perceived training environment receptivity before and after implementation of a palliative care competency-based curriculum. An 18-item survey utilizing Social Cognitive Theory Constructs was administered at baseline and after palliative care curriculum implementation (2017–2018 curricular year). Pediatric residents prioritized real case discussions in group format (16/20) over other learning formats. Topics of highest interest at baseline were: discussing prognosis and delivering bad news (weighted average 12.9), pain control (12.3), goals of care to include code status (11.1), and integrative therapies (10.7). Summary of ordinal responses revealed improvement in self-assessment of personal attitude toward palliative care and training environment receptivity to palliative care domains after year-long curriculum implementation. Curricular approach which is attentive to pediatric residents’ preferred learning format and self-assessment of their behaviors within their care setting environment may be beneficial in competency-based primary palliative training.

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