scholarly journals Sikap terhadap bantuan psikologis (tatap muka dan daring) ditinjau dari penyembunyian diri, harapan pengungkapan, dan stigma diri pada mahasiswa

2021 ◽  
Vol 9 (1) ◽  
pp. 84
Author(s):  
Diany Ufieta Syafitri ◽  
Luh Putu Shanti Kusumaningsih
Keyword(s):  
Professional Development ◽  
Family Support ◽  
Inservice Training ◽  
Resource Center ◽  
School Based ◽  
Awareness Program

Objektif: Artikel ini bertujuan untuk mengulas tantangan dan hambatan yang dihadapi pelaksanaan pendidikan inklusi serta strategi yang dapat dilakukan oleh negara.Metode: Artikel ini merupakan telaah kritis sistematis . Jurnal diambil dari 9 situs artikel penelitian internasional berbeda. Pencarian jurnal diutamakan terbit tahun 2011-2020. Didapatkan 11 jurnal yang merupakan jurnal kualitatif.Temuan: Hambatan yang dihadapi yaitu tenaga pendidik kurang terlatih, stigma negatif, kebijakan otoritas yang kurang aplikatif, kurangnya pengetahuan tenaga pendidik, hambatan aksesibilitas, keterbatasan sumber belajar, dan keterbatasan finansial. Strategi yang dilakukan yaitu peningkatan kualitas inservice training (INSET), awareness programmes, school-based professional development programmes, family support, kontekstualisasi proses belajarmengajar, dukungan berkelanjutan selama proses implementasi di lapangan, komitmen pemerintah memberikan sebagian prosentase dari GNP sebagai sumber dana, kolaborasi dengan stakeholders, dan kerjasama regional, nasional, maupun internasional.Kesimpulan: Ada beberapa strategi yang dapat dilakukan di Indonesia, yaitu pelatihan kepada guru kelas, menyelenggarakan awareness program, bekerjasama dengan tim Pokja yang memiliki resource center yang mendukung implementasi pendidikan inklusi, penyediaan dana untuk menyelenggarakan pelatihan guru kelas, dan

scholarly journals Hambatan pendidikan inklusi dan bagaimana mengatasinya: Telaah kritis sistematis dari berbagai negara

2021 ◽  
Vol 9 (1) ◽  
pp. 97
Author(s):  
Citra Nadia Sari ◽  
Wiwin Hendriani
Keyword(s):  
Professional Development ◽  
Family Support ◽  
Resource Center ◽  
School Based ◽  
Awareness Program ◽  
Service Training

Objektif:Artikel ini bertujuan untuk mengulas tantangan dan hambatan yang dihadapi pelaksanaan pendidikan inklusi serta strategi yang dapat dilakukan oleh negara.Metode: Artikel ini merupakan telaah kritis sistematis. Jurnal diambil dari 9 situs artikel penelitian internasional berbeda. Pencarian jurnal diutamakan terbit tahun 2011-2020. Didapatkan 11 jurnal yang merupakan jurnal kualitatif.Temuan:Hambatan yang dihadapi yaitu tenaga pendidik kurang terlatih, stigma negatif, kebijakan otoritas yang kurang aplikatif, kurangnya pengetahuan tenaga pendidik, hambatan aksesibilitas, keterbatasan sumber belajar, dan keterbatasan finansial. Strategi yang dilakukan yaitu peningkatan kualitas in-service training (INSET), awareness programmes, school-based professional development programmes, family support, kontekstualisasi proses belajar-mengajar, dukungan berkelanjutan selama proses implementasi di lapangan, komitmen pemerintah memberikan sebagian prosentase dari GNP sebagai sumber dana, kolaborasi dengan stakeholders, dan kerjasama regional, nasional, maupun internasional.Kesimpulan:Ada beberapa strategi yang dapat dilakukan di Indonesia, yaitu pelatihan kepada guru kelas, menyelenggarakan awareness program, bekerjasama dengan tim Pokja yang memiliki resource center yang mendukung implementasi pendidikan inklusi, penyediaan dana untuk menyelenggarakan pelatihan guru kelas, dan membangun fasilitas umum yang lebih ramah terhadap individu dengan disabilitas.

scholarly journals Meaning of professional development for stakeholders in rural Pakistan

2020 ◽  
Author(s):  
Ali Nawab
Keyword(s):  
Professional Development ◽  
Learning Opportunities ◽  
Survey Method ◽  
Work Place ◽  
Shared Understanding ◽  
Education Department ◽  
Rural Pakistan ◽  
School Based ◽  
Ongoing Development ◽  
External Learning

<p><i>Professional Development (PD) has generally been associated with the learning opportunities teachers avail externally. However, the latest trends propagate grounding PD activities in the work place with the assumption that such shift will not only enable teachers to be engaged in ongoing learning but also help them to find contextual solutions for their specific issues. For other academics, however, PD refers to all the planned and unplanned activities which teachers avail to improve their practices. In this background, this research explored how relevant stakeholders in rural Pakistan perceive PD. Using a survey method and questionnaire tool, data were collected from teachers, school leaders, education department officials and representatives of PD providers. The outcomes showed that majority of stakeholders associate PD to external learning opportunities provided to the teachers. In addition, there is a lack of shared understanding among different stakeholders with regard to the meaning of PD. These conclusions have implications for PD providers and educational reformers. Teachers should be oriented on latest trends in PD as well as supported to use the latest school-based PD models for their ongoing development.</i></p>

Dynamic Approach to Teaching Geometry

2016 ◽  
pp. 519-550 ◽  
Author(s):  
Ewelina Suchacka McBroom ◽  
Zhonghong Jiang ◽  
M. Alejandra Sorto ◽  
Alexander White ◽  
Edwin Dickey
Keyword(s):  
Professional Development ◽  
Mixed Methods Research ◽  
Positive Impact ◽  
Dynamic Geometry ◽  
Future Research ◽  
Pedagogical Content ◽  
School Based ◽  
Professional Development For Teachers ◽  
Geometry Teachers ◽  
Development Levels

Secondary geometry teachers from several urban school districts participated in a two-year professional development focused on integrating dynamic geometry into teaching. The chapter documents the positive impact of the professional development for teachers' Technological Pedagogical Content Knowledge (TPACK) development and their students' achievement in geometry through the use of the dynamic geometry approach. Instruments used to develop and assess teachers' TPACK included a Conjecturing-Proving Test, interviews and observation protocols. Participants' TPACK levels were identified using a TPACK Development Levels Assessment Rubric. Findings show that teachers' TPACK tended to remain within the three middle TPACK levels (accepting, adapting, and exploring). Recommendations and suggestions for future research are offered to those who implement school-based, mixed methods research studies involving technology.

Knowledge of Evidence-Based Practices and Frequency of Selection Among School-Based Professionals of Students With Autism

2020 ◽  
pp. 002246692095868
Author(s):  
Kristi L. Morin ◽  
Ann Sam ◽  
Brianne Tomaszewski ◽  
Victoria Waters ◽  
Samuel L. Odom
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Large Scale ◽  
Descriptive Statistics ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Learning Modules ◽  
School Based ◽  
Students With Autism ◽  
Selection Of

Autism Focused Intervention Resources and Modules (AFIRM) are a set of self-paced, online learning modules designed to disseminate information about the 27 evidence-based practices identified through a large-scale review of focused intervention practices for individuals with autism. In this study, we used descriptive statistics and an analysis of variance to analyze more than 67,000 pre-tests completed by over 22,000 school-based AFIRM users to determine whether there are differences by occupation in the (a) selection of evidence-based practices, (b) knowledge of evidence-based practices, and (c) average number of evidence-based practices selected. Results reveal statistically significant differences between groups and have implications for providers and administrators responsible for designing and delivering professional development for school-based professionals working with students with autism.

scholarly journals Multivoicedness as a tool for expanding school leaders’ understandings and practices for school-based professional development

2020 ◽  
Vol 46 (4) ◽  
pp. 677-690 ◽  
Author(s):  
Carmen Montecinos ◽  
Mónica Cortez Muñoz ◽  
Fabián Campos ◽  
David Godfrey
Keyword(s):  
Professional Development ◽  
School Leaders ◽  
School Based
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