scholarly journals Teachers' Perceptions of Outcomes-Based Science  Curriculum: A Case Study from Solomon Islands

2021 ◽  
Author(s):  
◽  
Patrick Daudau
Keyword(s):  
Science Teachers ◽  
Curriculum Reform ◽  
Science Curriculum ◽  
Solomon Islands ◽  
National Curriculum ◽  
Case Study Research ◽  
Real Life ◽  
School Principal ◽  
Outcomes Based Education

<p>The purpose of this study is to contribute to the debate about the appropriateness of an outcomes - based education (OBE) model for curriculum reform in Solomon Islands. A shift from a curriculum defined by subject content to a curriculum defined by what learners are expected to know, understand, be able to do and appreciate has been promoted. This belief has been highlighted in the Solomon Islands National Education Strategic Plans (2004 -2006 & 2007 -2009), Education Strategic Framework (2007 - 2015) and the approved National Curriculum Statement. Taking an interpretive-constructivist approach, the study employed a qualitative case study research methodology. The study used a purposeful sample of key curriculum stakeholders, including science teachers, science lecturers, school principal, education officials and public servants who were participating in the reform. Focus group conversation and one-on-one interviews were conducted using semi-structured questions. Interviews were conducted in Solomon Islands Pijin, recorded and transcribed for analysis. Data was collected in Honiara, Solomon Islands, from June to July 2009. This study explores the conceptualisation of outcomes-based education in a Solomon Islands context and its implication in the development of outcomes-based science curriculum. It examines the relevance and appropriateness of outcomes-based science curriculum to post-school real life situations. The research also explores the extent to which Outcomes-Based Science Curriculum could be effectively taught, learnt and assessed, and how students' performance, progress and achievements could be efficiently monitored, recorded and reported. The study also discusses potential problems, issues and challenges that might impede the implementation process and concludes with how these obstacles could be solved or mitigated.</p>

scholarly journals Teachers' Perceptions of Outcomes-Based Science  Curriculum: A Case Study from Solomon Islands

2021 ◽  
Author(s):  
◽  
Patrick Daudau
Keyword(s):  
Science Teachers ◽  
Curriculum Reform ◽  
Science Curriculum ◽  
Solomon Islands ◽  
National Curriculum ◽  
Case Study Research ◽  
Real Life ◽  
School Principal ◽  
Outcomes Based Education

<p>The purpose of this study is to contribute to the debate about the appropriateness of an outcomes - based education (OBE) model for curriculum reform in Solomon Islands. A shift from a curriculum defined by subject content to a curriculum defined by what learners are expected to know, understand, be able to do and appreciate has been promoted. This belief has been highlighted in the Solomon Islands National Education Strategic Plans (2004 -2006 & 2007 -2009), Education Strategic Framework (2007 - 2015) and the approved National Curriculum Statement. Taking an interpretive-constructivist approach, the study employed a qualitative case study research methodology. The study used a purposeful sample of key curriculum stakeholders, including science teachers, science lecturers, school principal, education officials and public servants who were participating in the reform. Focus group conversation and one-on-one interviews were conducted using semi-structured questions. Interviews were conducted in Solomon Islands Pijin, recorded and transcribed for analysis. Data was collected in Honiara, Solomon Islands, from June to July 2009. This study explores the conceptualisation of outcomes-based education in a Solomon Islands context and its implication in the development of outcomes-based science curriculum. It examines the relevance and appropriateness of outcomes-based science curriculum to post-school real life situations. The research also explores the extent to which Outcomes-Based Science Curriculum could be effectively taught, learnt and assessed, and how students' performance, progress and achievements could be efficiently monitored, recorded and reported. The study also discusses potential problems, issues and challenges that might impede the implementation process and concludes with how these obstacles could be solved or mitigated.</p>

scholarly journals An Exploratory Case Study of Citizenship Education in the Social Studies Curriculum of the Solomon Islands

2021 ◽  
Author(s):  
◽  
Billy Fito'o
Keyword(s):  
Social Studies ◽  
Curriculum Reform ◽  
Citizenship Education ◽  
Solomon Islands ◽  
Case Study Research ◽  
Social Studies Curriculum ◽  
Reform Agenda ◽  
Exploratory Case Study ◽  
The Social

<p>This exploratory case study stems from the belief that teaching appropriate values to develop good and active citizens will improve the chaotic situation of the Solomon Islands. However, while this intention seems commendable, little thought has been given to the nature of Citizenship Education needed in a Solomon Islands context. A concern therefore, is that the curriculum reform agenda will ignore or marginalise the conceptualisation and contextual understanding of Citizenship Education to the extent that the Social Studies curriculum might not end up reflecting a contextually balanced approach to citizenship. In substantiating the concern, this case study research explores the perspectives of education stakeholders in the Solomon Islands on Citizenship Education in the Social Studies curriculum. The study examines the knowledge, values, and skills of Citizenship Education that are relevant and contextual to Solomon Islands. It investigates more fully the linkages between the Social Studies curriculum and Citizenship Education. The study scrutinises the conceptualisations of Citizenship Education in a Solomon Islands context and their implications on the curriculum. The research also explores the extent to which the Social Studies curriculum educates students about themselves, their diverse neighbours, and how to live as good and active citizens in a complex and dynamic national social environment. Using a case study involving 21 Solomon Islands participants (education officials, teachers and students), the study recommends the inclusion of contextually relevant values of rights and responsibilities, moral and social values, national identity and social cohesion in the Social Studies curriculum. Recommendations for further research are also offered.</p>

scholarly journals An Exploratory Case Study of Citizenship Education in the Social Studies Curriculum of the Solomon Islands

2021 ◽  
Author(s):  
◽  
Billy Fito'o
Keyword(s):  
Social Studies ◽  
Curriculum Reform ◽  
Citizenship Education ◽  
Solomon Islands ◽  
Case Study Research ◽  
Social Studies Curriculum ◽  
Reform Agenda ◽  
Exploratory Case Study ◽  
The Social

<p>This exploratory case study stems from the belief that teaching appropriate values to develop good and active citizens will improve the chaotic situation of the Solomon Islands. However, while this intention seems commendable, little thought has been given to the nature of Citizenship Education needed in a Solomon Islands context. A concern therefore, is that the curriculum reform agenda will ignore or marginalise the conceptualisation and contextual understanding of Citizenship Education to the extent that the Social Studies curriculum might not end up reflecting a contextually balanced approach to citizenship. In substantiating the concern, this case study research explores the perspectives of education stakeholders in the Solomon Islands on Citizenship Education in the Social Studies curriculum. The study examines the knowledge, values, and skills of Citizenship Education that are relevant and contextual to Solomon Islands. It investigates more fully the linkages between the Social Studies curriculum and Citizenship Education. The study scrutinises the conceptualisations of Citizenship Education in a Solomon Islands context and their implications on the curriculum. The research also explores the extent to which the Social Studies curriculum educates students about themselves, their diverse neighbours, and how to live as good and active citizens in a complex and dynamic national social environment. Using a case study involving 21 Solomon Islands participants (education officials, teachers and students), the study recommends the inclusion of contextually relevant values of rights and responsibilities, moral and social values, national identity and social cohesion in the Social Studies curriculum. Recommendations for further research are also offered.</p>

scholarly journals The Management of Facilities and Infrastructure Based on Management Information System Applications for Goods Owned by State (SIMAK-BMN)

2019 ◽  
Vol 4 (2) ◽  
pp. 420
Author(s):  
Rumiari Rumiari ◽  
Wahyudi Wahyudi ◽  
Muhammad Chiar
Keyword(s):  
Information System ◽  
Management Information System ◽  
Case Study Research ◽  
School Principal ◽  
The State ◽  
Property Management ◽  
Management Information ◽  
Positive Tendency ◽  
Processing Data

<strong>Abstract<em>.</em> </strong>The management weakness of facilities and infrastructure in implementing the application of the State Property Management Information System (SIMAK BMN) is the cause of lack of optimal management of facilities or infrastructure or the application of SIMAK BMN by the school principal in empowering education staff and stakeholders within the madrasa. The purpose of this study was to describe the management of application-based infrastructure and State-Owned Management Information System (SIMAK BMN). The approach used in this study was qualitative research with a type of case study research. The stages in this study consisted of field, field and data processing. Data analysis takes place together with the process of collecting data, reducing data, presenting data, and drawing conclusions/verification. The results obtained in this study were (1) Planning of facilities and infrastructure made by madrasas provides an overview of the planning of needs achieved in the purpose of education; (2) Organizing application-based facilities and infrastructure SIMAK BMN in  MTsN 1 Singkawang shoed a positive tendency to implement mechanisms, tasks and organizing functions that are conveyed to all teachers; (3) The implementation of SIMAK BMN application-based facilities and infrastructure at MTsN 1 Singkawang showed a tendency to be less than optimal; (4) Monitoring of application-based facilities and infrastructure SIMAK BMN at MTsN 1 Singkawang showed the tendency to carry out internal reconciliation, external reconciliation and pertangungjawban through semester reports. Therefore, it can be concluded, the management of facilities and infrastructure based on the application of the State Owned Management Information System (SIMAK BMN) at MTsN 1 Singkawang was an attempt to curb the recording of application-based infrastructure through the management of Property Management Information System functions. Country (SIMAK BMN).

Case Study Observational Research: A Framework for Conducting Case Study Research Where Observation Data Are the Focus

2016 ◽  
Vol 27 (7) ◽  
pp. 1060-1068 ◽  
Author(s):  
Sonya J. Morgan ◽  
Susan R. H. Pullon ◽  
Lindsay M. Macdonald ◽  
Eileen M. McKinlay ◽  
Ben V. Gray
Keyword(s):  
Case Study Research ◽  
Real Life ◽  
Self Report ◽  
Observational Research ◽  
Observation Data ◽  
Primary Concern ◽  
Unique Contribution ◽  
Study Research ◽  
Wide Range

Case study research is a comprehensive method that incorporates multiple sources of data to provide detailed accounts of complex research phenomena in real-life contexts. However, current models of case study research do not particularly distinguish the unique contribution observation data can make. Observation methods have the potential to reach beyond other methods that rely largely or solely on self-report. This article describes the distinctive characteristics of case study observational research, a modified form of Yin’s 2014 model of case study research the authors used in a study exploring interprofessional collaboration in primary care. In this approach, observation data are positioned as the central component of the research design. Case study observational research offers a promising approach for researchers in a wide range of health care settings seeking more complete understandings of complex topics, where contextual influences are of primary concern. Future research is needed to refine and evaluate the approach.

scholarly journals Effects of Using a Blended Learning Method on Students’ Achievement and Motivation to Learn English in Jordan: A Pilot Case Study

2018 ◽  
Vol 2018 ◽  
pp. 1-7 ◽  
Author(s):  
Thelal Iqab Oweis
Keyword(s):  
Blended Learning ◽  
Case Study Research ◽  
Real Life ◽  
Research Strategy ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Motivation To Learn ◽  
Research Strategies ◽  
Experimental Group

This research aims at investigating the effect of blended learning on the achievement and motivation to learn English of German Jordanian University students. A pilot case study research strategy was used. Pilot case studies are effective research strategies for investigating educational issues in real life situations. They are used to refine research problems, variables, and also to refine the case study design before doing it in a larger-scale investigation. The study sample comprised 34 students who were selected purposefully and distributed into experimental and control groups. The experimental group studied English through a computerized program melded with the traditional method, whereas the control group was taught solely by the latter. The analysis of covariance (ANCOVA) revealed statistically significant differences in achievement between the two groups, indicating that the experimental group performed better than the control group. Significant differences were also found in the respective groups’ motivation to learn English.

Quick Reference: Chapter 3: The Peripheral Nervous System

1999 ◽  
Vol 4 (5) ◽  
pp. 5-6
Keyword(s):  
Real Life ◽  
Cord Compression ◽  
School Principal ◽  
High School Principal ◽  
Cervical Cord ◽  
Disc Protrusion ◽  
Burning Pain ◽  
Injury Model ◽  
Iliac Bone Graft

Abstract Most impairment ratings for conditions affecting the cervical spine are relatively straightforward and can be addressed using the first three categories of the Injury Model in the AMA Guides to the Evaluation of Permanent Impairment (AMA Guides). This real-life case study illustrates how higher impairment categories are applied, including combining categories; the importance of rating the patient's condition based on the injury (as opposed to treatment outcome); and how apportionment is handled in different jurisdictions. Mr Smith, a 64-year-old high school principal, presented with numbness and burning pain from the chest to the feet, unsteadiness of gait, and difficulty maintaining an erection. Symptoms reportedly began two years earlier when he tripped and fell down a flight of stairs at work, striking his face. An MRI scan revealed marked spinal stenosis and cervical cord compression at C3 due to a combination of posterior C3-4 disc protrusion and osteophyte formation. Via an anterior approach, the orthopedic surgeon performed a C4 corpectomy, C3-4 and C4-5 discectomies, and then inserted a tricortical iliac bone graft between C3 and C5. Mr Smith improved postoperatively but still complained of numbness from upper chest to feet, mild unsteadiness of gait, and difficulty maintaining an erection. Evaluators can use the Injury Model, recalling that surgery to treat an impairment does not modify the original impairment, and in the jurisdiction in which Mr Smith was rated, if a claimant was asymptomatic before a work injury, the entire impairment is attributed thereto.

The Development of Local Content-based Science Curriculum for Madrasah Tsanawiyah (Islamic Middle School) in Yogyakarta, Indonesia

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Jamil Suprihatiningrum
Keyword(s):  
Middle School ◽  
Science Teachers ◽  
School Environment ◽  
Science Curriculum ◽  
National Curriculum ◽  
School Science ◽  
Middle School Science ◽  
Design Development ◽  
Local Content ◽  
Local Potentials

Indonesia has been implementing a basically competencybased curriculum which provides a large room for local potentials to be incorporated into the curriculum. This paper aims at describing the process of developing and implementing local content-based science curriculum, by using the case of the embedment of salakpondoh into the Islamic middle school science curriculum. The development of the curriculum followed the 4-D model of the research based development, i.e. Define, Design, Development, and Disseminate. The Define phase was conducted through a thorough analysis of the national curriculum, local potentials as well as the characteristics of students and school environment. The Design phase was characterized by the development of the prototype of the curriculum. The prototype of the curriculum was then reviewed by 6 middle school science teachers from 3 types of middle schools in the district. The revised version of the curriculum was then implemented in the Public Madrasah Tsanawiyah(PMTs) of Pakem, Sleman, Yogyakarta. The result of this study shows that the prototype of the curriculum was given a good score by the teachers. It also was implemented in the PMTsand can increase the learning outcome of students well and also improve the cooperative skills.   Keywords - local content, salakpondoh, science curriculum, learning model, prototype, research and development

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