scholarly journals INDONESIAN MATHEMATICS TEACHERS’ KNOWLEDGE OF CONTENT AND STUDENTS OF AREA AND PERIMETER OF RECTANGLE

2021 ◽  
Vol 12 (2) ◽  
pp. 223-238
Author(s):  
Wahid Yunianto ◽  
Rully Charitas Indra Prahmana ◽  
Cosette Crisan
Keyword(s):  
Teacher Knowledge ◽  
Mathematics Teachers ◽  
Lesson Plan ◽  
Full Range ◽  
Lesson Plans ◽  
Structured Interviews ◽  
Development Activity ◽  
Professional Development Activity ◽  
Area And Perimeter ◽  
Knowledge Of Content

Measuring teachers' skills and competencies is necessary to ensure teacher quality and contribute to education quality. Research has shown teachers competencies and skills influence students’ performances. Previous studies explored teachers’ knowledge through testing. Teachers' knowledge of the topic of area-perimeter and teaching strategies has been assessed through testing. In general, items or tasks to assess mathematics teacher knowledge in the previous studies were dominated by subject matter knowledge problems. Thus, it seems that the assessment has not fully covered the full range of teacher knowledge and competencies. In this study, the researchers investigated mathematics teachers’ Knowledge of Content and Students (KCS) through lesson plans developed by the teachers. To accommodate the gap in the previous studies, this study focuses on KCS on the topic of area-perimeter through their designed lesson plans. Twenty-nine mathematics teachers attended a professional development activity voluntarily participated in this study. Two teachers were selected to be the focus of this case study. Content analysis of the lesson plan and semi-structured interviews were conducted, and then data were analyzed. It revealed that the participating teachers were challenged when making predictions of students' possible responses. They seemed unaware of the ordinary students' strategies used to solve maximizing area from a given perimeter. With limited knowledge of students' possible strategies and mistakes, these teachers were poorly prepared to support student learning. 

Exploring the Nature and Impact of Model Teaching With Worked Example Pairs

2013 ◽  
Vol 2 (1) ◽  
pp. 86-102 ◽  
Author(s):  
Kristie J. Newton ◽  
Jon R. Star
Keyword(s):  
Professional Development ◽  
Lesson Plan ◽  
Student Thinking ◽  
Development Activity ◽  
Pedagogical Strategies ◽  
Student Difficulties ◽  
Professional Development Activity ◽  
School Year ◽  
Worked Example

This study involved a promising practice-based professional development activity called model teaching, where teachers collaboratively wrote and then enacted a lesson plan to a “class” of fellow teachers. Analysis of videos during the activity suggested that playing the role of “students” was especially effective as a way to highlight student thinking and to help teachers consider pedagogical strategies for addressing student difficulties. The activity also provided evidence of teacher learning from the professional development experience. Five teachers were followed throughout the school year, and findings suggested that although implementation varied, much of what was learned transferred to the classroom. We report on this variation and the extent of transfer, and we discuss affordances and limitations of the model teaching activity.

scholarly journals Measuring the effectiveness of knowledge creation as a means of facilitating evidence-informed practice in early years settings in one London borough

2014 ◽  
Author(s):  
Chris Brown ◽  
Sue Rogers
Keyword(s):  
Learning Community ◽  
Knowledge Creation ◽  
Early Years ◽  
Structured Interviews ◽  
Measurement Scales ◽  
Evidence Use ◽  
Development Activity ◽  
London Borough ◽  
Professional Development Activity ◽  
General Desire

This paper examines our use of knowledge-creation activity as a way of developing evidence-informed practice among a learning community of 36 early years practitioners in one London borough. It also seeks to illustrate how we approached the idea of measuring evidence use and our engagement with, and adapted use of, two separate measurement scales: the 'ladder of research use' and Hall and Hord's (2015) Levels of Use scale. In doing so we examine the 'trustworthiness' of our approaches to measuring evidence use, which we explored via in-depth semi-structured interviews. Our findings would appear to be encouraging, suggesting that knowledge-creation activity provides an effective way of communicating research and keeping it top of mind; also that our interview data would appear to support the trustworthiness of our measurement scales as a means to ascertain levels of evidence use. At the same time the approach we have developed does have its limitations, namely that it is only really applicable to situations where researchers are working regularly with practitioners on areas of practice development, where the general desire is that these areas should become evidence-informed. However, we suggest that, in school systems such as that in England – where the expectation is that schools or alliances of schools should lead their own professional development activity, often in partnership with universities – it is likely that these instances will soon be increasing in number.

scholarly journals Pelatihan Pembuatan Lesson Plan dan Media Pembelajaran bagi Guru di Sekolah Dasar Negeri 34 Pontianak Kota

2019 ◽  
Vol 1 (1) ◽  
pp. 22
Author(s):  
Dwi Fajar Saputri ◽  
Syarifah Fadillah ◽  
Nurhayati Nurhayati ◽  
Nurussaniah Nurussaniah
Keyword(s):  
Elementary School Teachers ◽  
Teacher Knowledge ◽  
Community Service ◽  
Lesson Plan ◽  
Knowledge Score ◽  
Lesson Plans ◽  
Learning Tools ◽  
School Teachers ◽  
Post Test ◽  
Teacher's Knowledge

Workshop on Creating Lesson Plans and Making Learning Media for Teachers at 34 Elementary Schools in Pontianak City Teachers still have difficulty in making learning tools with the conditions of students in the class, and teachers have limitations in making learning media. The purpose of this program was to increase teacher knowledge about creating lesson plans and learning media. The method was training and mentoring held for two months from planning to evaluation. Fourteen elementary school teachers attended the training as participants. Pre-test and post-test were done to evaluate teacher knowledge about lesson plans. This community service was useful, and it can be concluded that this activity increased teacher knowledge about making learning tools. The teacher's knowledge score during the pre-test, ie, before training, was 57,87 points. The score at the post-test increased to 73,61. The teacher was skilled at making learning media materials so that they were available to students at affordable prices and attractive designs.

PENGEMBANGAN SILABUS DAN RPP MELALUI PEMBINAAN PROFESIONAL DENGAN PENDEKATAN KOOPERATIF BAGI GURU SMPN 21 AMBON

2015 ◽  
Vol 8 (2) ◽  
pp. 67
Author(s):  
Ida Kurnia L
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Learning Tools ◽  
Cooperative Approach ◽  
Asking Questions ◽  
Classroom Action Research

The background of this research is the incapacity of teachers in developing syllabi and lesson plan (RPP). This research is a classroom action research (CAR) at SMP 21 Ambon which aims to improve the competence of teachers in developing the syllabus through professional development with cooperative approach. The study was conducted in two cycles involving collaborators. These results indicated that the ability of teachers/participants in understand-ing of the syllabus and lesson plan (RPP) increased, from an average of 65.31% to 78.75%. The activity teacher/participants also increased which is marked by the increasing boldness of teachers in asking questions and raising such issues and increased cooperation of teachers in developing learning tools, especially for teachers in one subject cluster.Keywords : learning syllabus, lesson plans, Classroom Action Research (CAR).

Analisis Kesenjangan Pelaksanaan Standar Proses pada Pembelajaran Produktif di SMK

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Atika Atika ◽  
I Made Sudana ◽  
Basyirun Basyirun
Keyword(s):  
Learning Process ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Ministry Of Education ◽  
Standard Process ◽  
Basic Principles ◽  
Discrepancy Rate ◽  
Quantitative Descriptive ◽  
Concrete Solution ◽  
Evaluation Of Learning

Tujuan penelitian, diantaranya menguraikan bagaimana pelaksanaan standar proses, menganalisis seberapa tingkat kesenjangannya dan merancang bagaimana solusi permasalahan terkait kesenjangan pelaksanan standar proses. Penelitian ini menggunakan penelitian deskriptif dengan pendekatan kuantitatif. Aspek dalam penelitian ini adalah (a) perencanaan pembelajaran; (b) pelaksanaan pembelajaran; (c) penilaian hasil belajar; (d) pengawasan oleh kepala sekolah. Teknik pengumpulaan data, yang digunakan adalah metode observasi, wawancara dan dokumentasi. Hasil Penelitian menunjukkan bahwa dalam hal perencanaan pembelajaran diperoleh kriteria tidak senjang, artinya pada kegiatan perencanaan tidak banyak guru yang mengabaikan standar yang ditetapkan oleh Permendikbud No. 65 tahun 2013. Hasil analisis pelaksanaan pembelajaran diperoleh kriteria cukup senjang, artinya standar proses yang ditetapkan belum sepenuhnya dilaksanakan. Hasil analisis menunjukkan bahwa pada kegiatan penilaian masih diperoleh hasil cukup senjang, artinya masih terdapat ketentuan yang belum diterapkan. Hasil analisis pada komponen pengawasan memberikan kesimpulan jika masih terdapat kepala sekolah yang tidak menjalankan fungsinya sebagai pengawas internal.Therefore, the aims of study are to investigate the implementation of the standard process, analyze the discrepancy rate and design the solution toward the issue of discrepancy. This research uses the quantitative descriptive approach. There are several aspects investigated; (a) lesson plan, (b) learning process, (c) evaluation of learning result, and (d) headmasters control. To collect the data, the methods of observation, interview, and documentation are used. The result is explained in form of criteria. It is no discrepancy for lesson plans, means that most of the lesson plans are in accord with the Basic Principles issued by Ministry of Education and Culture Number 65 in 2013. The learning process has a quite discrepancy rate, means the standard process is incompletely applied; so does the evaluation which ignores several principles to apply. It is also noted that some headmasters ignore their function as an internal supervisor. To sum up, the discrepancy issue needs further concrete solution.

scholarly journals Towards Inquiry-Based Flipped Classroom Scenarios: a Design Heuristic and Principles for Lesson Planning

2021 ◽  
Author(s):  
Stefanie Schallert ◽  
Zsolt Lavicza ◽  
Ellen Vandervieren
Keyword(s):  
Flipped Classroom ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Research Approach ◽  
Inquiry Based Learning ◽  
Domain Specific ◽  
Evaluation Phase ◽  
Assessment Techniques ◽  
Set Up ◽  
Design Heuristic

AbstractThe effectiveness of flipped classroom approaches can be improved by combining it with other pedagogical models such as inquiry-based learning. Implementing inquiry-based learning in flipped classroom scenarios requires teachers to plan arrangements for in- and out-of-class activities carefully. In this study, a design heuristic based on the 5E inquiry model was developed to support teachers’ practice of planning inquiry-based flipped classroom lessons. Following a design-based research approach, the design heuristic progressed through two cycles within 2 years. The design heuristic was implemented in both cycles in an online professional development course for secondary mathematics teachers. In the first cycle, 18 lesson plans were collected and analysed using the 5E lesson plan scoring instrument. Results showed that the design heuristic helped teachers to set up lesson plans for flipped classroom scenarios which were mostly in line with the 5E model. However, the evaluation phase was insufficiently addressed. Revision decisions were made at the end of the first cycle, and the design heuristic was revised and re-implemented in a second cycle. Results of the second cycle showed another 19 participating teachers who also struggled in choosing appropriate assessment techniques, an issue which could not be resolved with the proposed design heuristic. This paper describes the development of the design heuristic as well as relevant design principles for inquiry-based flipped classroom scenarios. The proposed design heuristic is not domain specific. Hence, further research could examine its use in other subjects or interdisciplinary as inquiry-based flipped classroom approaches are one of the emerging pedagogies.

scholarly journals Adaptations in traditional courtyard houses in Baghdad, Iraq

2017 ◽  
Vol 35 (4) ◽  
pp. 348-363 ◽  
Author(s):  
Rand H.M. Agha ◽  
John M. Kamara
Keyword(s):  
Design Methodology ◽  
Full Range ◽  
Physical Structure ◽  
Structured Interviews ◽  
Content Type ◽  
Case Study Analysis ◽  
Physical Spaces ◽  
Adaptation Model

Purpose The purpose of this paper is to investigate the adaptations that have been made to traditional courtyard houses (TCHs) in Baghdad, Iraq. The aim is to develop an understanding of various factors in the adaptation of these buildings to suit contemporary lifestyles, which will contribute to the wider field of building adaptability. Design/methodology/approach Empirical evidence was collected through case studies of 12 TCHs in the Al-Kadhimiya area of Baghdad, which involved a physical survey of buildings and semi-structured interviews with 24 occupants. Findings Case study analysis show that building adaptability involves both a change to physical spaces and also to lifestyles; with the latter being more likely when there are limitations in how much change can be made to the physical structure. Research limitations/implications The focus of this research is mainly on users’ adaptation of spaces and therefore does not consider the full range of stakeholders involved in the adaptation process. The findings also only apply to the cases considered and may not be applicable to other house types or locations. Originality/value Studies on building adaptability mostly focus on the ease of change to the building fabric, although the role of users is acknowledged. This study provides insights into the complexity and variety of changes that users can make, which are influenced by lifestyles and driven by the need for comfort. These insights are represented in an adaptation model, which can serve as a basis for further research.

scholarly journals Developing Workforce Capability in Nonprofits Through Effective Leadership

2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Catherine Byrnes Smoyer ◽  
Rocky J Dwyer ◽  
Janice K. Garfield ◽  
Brandon D. Simmons
Keyword(s):  
United States ◽  
Nonprofit Organizations ◽  
Single Case ◽  
Full Range ◽  
The United States ◽  
Annual Reports ◽  
Structured Interviews ◽  
Full Range Leadership ◽  
Available Information ◽  
Nonprofit Leaders

Leaders of nonprofit organizations in the United States must build workforce capabilities to meet increasing demands for services. This single-case study explored strategies nonprofit leaders used to build workforce capability to address increasing service demands. The conceptual lens for this study was the full-range leadership theory. Data were collected through semi-structured interviews with senior executives of a single nonprofit organization located in the Midwestern region of the United States, which included internal organizational and workforce performance data, strategy plans, annual reports internal and external financial documents, and publicly available information. Four major themes related to building workforce capacity emerged from a thematic analysis of the data: (1) an emphasis on employee development, (2) the expansion of technology systems, (3) a concentration on developing a culture of autonomy and trust, and (4) the introduction of processes and measurements. The findings from this study might contribute to positive social change by providing nonprofit leaders with strategies and data to support a deeper understanding of how to effectively build workforce capability to address increasing service demands.

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