scholarly journals Differentiated Instruction In Multicultural Classroom Of Primary Years Programme In Gandhi Memorial Intercontinental School - Bali

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Indah Partami
Keyword(s):  
Differentiated Instruction ◽  
Mixed Method ◽  
Professional Competence ◽  
Teaching Strategy ◽  
Positive Perception ◽  
Teachers Perceptions ◽  
Multicultural Classroom ◽  
Main Challenge ◽  
Primary Years Programme ◽  
Homeroom Teachers

A multicultural classroom has significant student’s diversity, especially in terms of language. The similar teaching strategy cannot be generated to cover all students’ needs. Due to that problem, this study aimed at describing how differentiated instruction is planned, implemented, and assessed in multicultural classroom of Primary Years Programme in GMIS Bali, finding out challenges encountered by the PYP’s homeroom teachers in practicing differentiated instruction in multicultural classroom, and analyzing teachers’ perceptions toward differentiated instruction in multicultural classroom. The study employed mixed method. The data were collected through observation, interview, administering the questionnaire, and document study. The finding of this study are; first, teachers were practicing differentiated tasks through content, remedial task, product based on student’s interest and reading buddy program through formative and summative assessment that was conducted in a unit. Second, the main challenge encountered by teachers of GMIS Bali was covering the standards to everyone meanwhile each student has different English proficiency and teachers have limited time for preparing DI. And third, teachers of GMIS Bali were showing positive perception toward DI by their awareness about the concept, implementation, and implication. Thus, this study has an important contribution to teacher’s pedagogical and professional competence and there is a need for further research about how to anticipate the challenges that cannot be filled by the teachers.

scholarly journals Teachers’ Perceptions about Principal’s Instructional Leadership Practices under Trashi Yangtse District in Bhutan

2021 ◽  
pp. 17-43
Author(s):  
Karma Tshering ◽  
. Nima
Keyword(s):  
Instructional Leadership ◽  
Mixed Method ◽  
Leadership Practices ◽  
Structured Interview ◽  
Positive Perception ◽  
Institutional Factor ◽  
Teachers Perceptions ◽  
Mixed Method Design ◽  
Structured Questionnaire ◽  
Descriptive Statistical Analysis

This study aimed to explore the teachers’ perceptions about principals’ instructional leadership practices in the schools. A total of 202 teachers working in 30 schools in Bhutan were involved as the research sample. The researcher used mixed method design to explore the study. The survey structured questionnaire and semi-structured interview tools were administered to collect data from the sample group. As for the data analysis, the findings were analyzed using descriptive statistical analysis and thematic analysis. The findings of the study indicated that teachers tend to develop positive perception toward their principals’ instructional leadership practices in the schools. Further analysis of teachers’ perception in relation to their demographic and institutional factor indicated insignificant leadership practices.

scholarly journals The The perceptions of Senior High School students and teachers about organic chemistry: A Ghanaian perspective

2021 ◽  
Vol 32 (4) ◽  
pp. 331-342
Author(s):  
Esther Nartey ◽  
◽  
Ruby Hanson ◽  
Keyword(s):  
Organic Chemistry ◽  
High School ◽  
High School Students ◽  
Chemical Reactions ◽  
Simple Random Sampling ◽  
Senior High School ◽  
Future Research ◽  
Positive Perception ◽  
School Students ◽  
Teachers Perceptions

The purpose of the study was to determine the perceptions that senior high school (SHS) chemistry students and teachers have about organic chemistry as well as to compare organic chemistry topics that are difficult for students and teachers. Simple random sampling (lottery) and purposive sampling methods were used to select a sample of one hundred (100) SHS students who studied elective chemistry and ten (10) chemistry teachers. The research instruments used to collect data for this study were the ‘organic chemistry perceptions questionnaire for students’ (OCPQS) and ‘organic chemistry perceptions questionnaire for teachers’ (OCPQT). Descriptive statistics (frequencies and percentages) were used to analyze the data collected. The findings revealed that these SHS students have a fairly positive perception of organic chemistry while their teachers had a highly positive perception of organic chemistry. Preparation and chemical reactions of alkenes, preparation and chemical reactions of alkynes, structure and stability of benzene, reactions of benzene, comparison of reactions of benzene and alkenes, petroleum, polymers and naming of alkanes and structural isomerism were perceived by students as difficult to understand. The rest of the Ghanaian SHS organic chemistry topics (26 out of 34 topics) were perceived as easy to understand by students. Also, the teachers perceived all the SHS organic chemistry topics as easy to teach with the exception of reactions of benzene. The insights gained about teachers’ and students’ perceived difficult organic chemistry topics in this study imply that teachers’ perceptions and how these are communicated to students can have significant effects on learning. The authors believe that both teachers and learners could benefit from this increased awareness of perceptions about difficulties in teaching and learning organic chemistry. They therefore suggest that further studies into how teachers’ perceptions influence their teaching and consequently their students’ experiences be carried out. In addition, in future research, a diagnostic test based on the topics in the SHS organic chemistry syllabus could be added to ascertain whether the perceived difficult topics are actually difficult for students to answer questions on. This would help teachers to separate perceived difficulties from the actual difficulties (realities) and be able to address them in their lessons.

scholarly journals PERSEPSI PENYANDANG DISABILITAS DAN STAKEHOLDER UNTUK MEMPROMOSIKAN DAN MENGEMBANGKAN KOMUNITAS INKLUSIF DI DIY DAN ASIA TENGGARA

2019 ◽  
Vol 13 (2) ◽  
pp. 379
Author(s):  
Astri Hanjarwati ◽  
Jamil Suprihatiningrum ◽  
Siti Aminah
Keyword(s):  
Mixed Method ◽  
Qualitative Data ◽  
Theoretical Framework ◽  
Descriptive Statistics ◽  
Positive Perception ◽  
Persons With Disabilities ◽  
Empirical Survey ◽  
Depth Interview ◽  
Quantitative Results ◽  
Depth Interviews

 This research was conducted to investigate the perceptions of persons with disabilities and stakeholders regarding the promotion and development of Friendly and Inclusive Communities in Bantul Regency, DIY and Kendari City, Southeast Sulawesi. The study was designed using transformative mixed-method, with the framework of KIPA (Knowledge, Inclusion, Participation, and Access) as a theoretical framework core. The first step was carried out by an empirical survey through distributing questionnaires to 48 respondents in Bantul Regency and 52 respondents in Kendari City. The results of data analysis from questionnaire contents were processed through descriptive statistics to describe respondents' perceptions quantitatively. Quantitative results are used as a reference in qualitative data collection, namely through in-depth interviews with selected respondents. The results of the study show that both persons with disabilities and stakeholders have a positive perception of the promotion and development of a friendly and inclusive community in their area. Although knowledge about disability, inclusion and the issues that surround it is still limited, but both persons with disabilities and stakeholders claim the need for a Friendly and Inclusive Community to be realized. Repondents of persons with disabilities also added that participation and access to development by and for persons with disabilities needs to be improved both in terms of quantity and quality.Penelitian ini dilakukan untuk menginvestigasi persepsi penyandang disabilitas dan stakeholders mengenai promosi dan pengembangan Komunitas Ramah dan Inklusif di Kabupaten Bantul, DIY dan Kota Kendari, Sulawesi Tenggara. Penelitian didesain menggunakan transformative mixed-method, dengan kerangka KIPA (Knowledge, Inclusion, Participation, and Access) sebagai core theoretical framework. Langkah pertama dilakukan dengan survey empiris melalui penyebaran kuesioner kepada 48 responden di Kabupaten Bantul dan 52 responden di Kota Kendari. Hasil analisis data dari isian kuesioner diolah melalui statistik deskriptif untuk menggambarkan persepsi responden secara kuantitatif. Hasil kuantitatif dijadikan sebagai rujukan dalam pengambilan data secara kualitatif, yaitu melalui in-depth interview kepada responden terpilih. Hasil penelitian menunjukkan baik penyandang disabilitas maupun stakeholders memiliki persepsi yang positif terhadap promosi dan pengembangan Komunitas Ramah dan Inklusif di daerah mereka. Meskipun pengetahuan mengenai disabilitas, inklusi dan isu-isu yang melingkupinya masih terbatas, namun baik penyandang disabiltias dan stakeholders mengaku perlunya Komunitas Ramah dan Inklusif untuk diwujudkan. Reponden penyandang disabilitas juga menambahkan bahwa partisipasi dan akses pembangunan oleh dan untuk penyandang disabilitas perlu ditingkatkan baik dari segi kuantitas maupun kualitas.   

scholarly journals The Evaluation of Teacher's Competencies on Special Education Programs

2019 ◽  
Vol 8 (2S9) ◽  
pp. 362-368
Keyword(s):  
Special Education ◽  
Natural Environment ◽  
Mixed Method ◽  
Educational Program ◽  
Professional Competence ◽  
Educational Programs ◽  
Education Programs ◽  
Special Education Programs ◽  
Mutual Relations ◽  
Method Approach

This study was based on the understanding that special education programs are educational programs which aim to teach -students with physical and/or, psychological illnesses. It is required to develop knowledge, attitudes, and professional skills individually or collectively and members of the community in mutual relations with the cultural, social and natural environment. In this case, teachers need to have the appropriate competence to carry out their duties and functions correctly. This research aimed to evaluate the competence of teachers in special education programs and his implication to the graduate competencies. The study was conducted by using a mixed method approach. The results indicated that teachers have tremendous personal competence, social competence, professional competence and pedagogic competence. Thus, it can be interpreted that teachers have adequate competence to support the achievement of educational program objectives for special students. Adequate competency of the three competencies has implications for the competence of students. Mastery of attitude competency in special education programs is essentially required good, as well as in mastery of knowledge competency.

Forestalling Preschool Expulsion: A Mixed-Method Exploration of the Potential Protective Role of Teachers’ Perceptions of Parents

2019 ◽  
Vol 56 (6) ◽  
pp. 2189-2220 ◽  
Author(s):  
Courtney A. Zulauf ◽  
Katherine M. Zinsser
Keyword(s):  
Protective Factors ◽  
Child Behavior ◽  
Mixed Method ◽  
Protective Role ◽  
Teachers Perceptions ◽  
The Past ◽  
Negative Perceptions ◽  
Role Of Teachers ◽  
The Relationship

Preschoolers are being expelled at an alarming rate and little is known about protective factors. One factor may be the relationship between parents and teachers. Using surveys and interviews, the present study explores teachers’ perceptions of parents and center support as they relate to teachers’ requests to have a child removed from their classroom, an action related to expulsion. Teachers who have more negative perceptions of parents and perceive less center support working with parents were more likely to have requested a removal of a child in the past year. Qualitative comparisons yield differential themes around attribution of child behavior to parents and styles of engagement with parents between teachers who have requested a removal and those who have not.

scholarly journals Unpacking the Relationship Between Teachers’ Perceptions of Professional Learning Communities and Differentiated Instruction Practice

2020 ◽  
Vol 3 (4) ◽  
pp. 694-714
Author(s):  
Sally Wai-Yan Wan
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Differentiated Instruction ◽  
Professional Learning ◽  
Primary Schools ◽  
Principal Component ◽  
Teacher Participation ◽  
Three Dimensions ◽  
Teachers Perceptions ◽  
The Relationship

Purpose: This exploratory study investigates the relationship between teachers’ perceptions of professional learning communities (PLCs) and their differentiated instruction (DI) practice in a Hong Kong primary education context. Design/Approach/Methods: Three subsidized primary schools participated in the study. A total of 121 teachers completed surveys regarding their perceptions of PLC engagement and DI practice. Findings: Using principal component analysis, three dimensions of PLC engagement were identified: student learning, reflective dialogue, and shared and supportive leadership. Two distinctive PLC engagement profiles were generated based on cluster analysis: high PLC engagement and low PLC engagement. Teachers’ PLC engagement profiles were correlated with their DI practices. Originality/Value: The findings have implications for fostering teacher engagement in PLCs. Increased teacher participation in PLCs has great potential for promoting the use of DI.

scholarly journals The Planning of Tourism on Rural Areas: The Stakeholders' Perceptions of the Boticas Municipality (Northeastern Portugal)

2017 ◽  
Vol 9 (3) ◽  
pp. 504-525 ◽  
Author(s):  
Paula Remoaldo ◽  
Isabel Freitas ◽  
Olga Matos ◽  
Hélder Lopes ◽  
Sara Silva ◽  
...  
Keyword(s):  
Development Strategy ◽  
Mixed Method ◽  
Empirical Data ◽  
Rural Areas ◽  
Tourism Industry ◽  
Low Density ◽  
Cultural Resources ◽  
Innovative Development ◽  
Positive Perception ◽  
Top Down

Abstract Most of the strategies developed to “save” rural territories in Europe have not been successful. One of their main problems has been the adoption of the top-down paradigm when approaching the development of those territories. Portugal is a good example of the difficulty in adopting a bottom-up paradigm. The main objective of this paper is to present the perceptions of the local (including the residents) and regional stakeholders acting at Boticas, regarding the set of resources available and the development of the tourism industry. Boticas is a northern Portuguese, rural low-density municipality. In capturing those perceptions, the research contributes to the establishment of a more integrated and innovative development strategy and thus, a more capable strategy for profiting from the potential associated with the growth of the tourism industry that has been experienced recently in Portugal. The adoption of a mixed-method was suggested for evaluating these resources and capturing the perceptions of the tourist potential by different stakeholders. Empirical data was collected through a survey of 373 of its residents and 25 interviews conducted with local and regional actors, further supported by an inventory of the cultural resources and their capacity for visits. We conclude here that, residents tend to have a very positive perception of tourism development, and indeed, their perceptions largely met those of other stakeholders.

scholarly journals Challenges of Teacher Autonomy for Professional Competence

2021 ◽  
Vol 5 (1-2) ◽  
pp. 39-46
Author(s):  
Purna Bahadur Kadel
Keyword(s):  
Classroom Management ◽  
Teaching And Learning ◽  
Professional Competence ◽  
Sampling Procedure ◽  
Teacher Autonomy ◽  
Teachers Perceptions ◽  
Face To Face ◽  
Digital Books ◽  
Phenomenological Research Design ◽  
The Impact

Teacher autonomy is essential for their professional competence. Unless they are accountable at their profession, there will not be any positive output in the domain of teaching and learning.  The main objectives of this study were to explore the teachers' perceptions on the impact of teacher autonomy in enhancing their professional competences, to identify how far the level of teacher autonomy affects the professional competences of the teachers, and to investigate the existing practices of teacher autonomy at Tribhuvan University. The phenomenological research design was adopted to accomplish this study. Ten English teachers at least 2 from each of 5constituent colleges of Tribhuvan University were selected as a sample using purposive non-random sampling procedure to collect data. Semi-structured in-depth interview and classroom observations were administered as tools to elicit data to address the objectives of this study. The findings were obsolete of teaching and learning activities and classroom management due to the lack of online digital books and articles in the library, lack of blended between online Moodle and face to face mode of pedagogy, lack of technological pedagogical and content knowledge, no teacher autonomy in curriculum designing, and no grants for travelling and lack of daily allowances to teachers to attend the conference, seminar, and workshop at home and abroad.

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