scholarly journals Pacific Island families’ perceptions of the parental role in the learning process – in a high school setting

2021 ◽  
Author(s):  
◽  
Margaret Flavell
Keyword(s):  
High School ◽  
New Zealand ◽  
Learning Process ◽  
Ecological Model ◽  
School Setting ◽  
Economic Security ◽  
Communication Process ◽  
Parental Role ◽  
Learning Needs ◽  
Pacific Island

<p>The New Zealand Ministry of Education has acknowledged the need for schools to work collaboratively with Pacific Island families so that parents can support their children to achieve positive academic outcomes. This study explored Pacific Island families’ perceptions of the parental role in the learning process within the context of a New Zealand high school where Pacific Island students were a minority. This study aimed to discover how Pacific Island parents and students perceived the communication process, both within the family and between home and school, so as to make informed recommendations to strengthen the role of Pacific parents in the learning of their children attending secondary school. A phenomenological qualitative design was employed, using focus groups and interviews. Participants were a group of seven Pacific Island parents and a group of 12 senior Pacific Island students. Bronfenbrenner’s ecological model was used as a framework to analyse the data. Core values and beliefs which influenced the interaction between parents and their children, and how parents interacted with teachers, were identified. The study found that the parents believed in the importance of education as a means of achieving economic security and urged their children to work hard. They valued relationships with teachers so that they could work with them to support their children. Both parents and students shared values around the collectivist nature of acting interdependently and this may have contributed to the passive approach adopted by students in class and with their parents. A number of findings were drawn. Even though Pacific Island parents demonstrated their understanding of the school system through their selection of a high decile, academic school, they did not necessarily relate to the individualised communication within the school. Furthermore, since students often separated school from home life, many tended to avoid conversations about their learning with parents. Parents, therefore, often felt disconnected from the school and frustrated that they could not be more effective at supporting their children’s academic progress, despite a desire to be more involved. Students did not always respond positively to parental encouragement to work hard. Instead, fearing that they might not meet parental expectations, some tended to adopt a low profile and passive approach to learning in class. Recommendations focus on the need for schools to develop inclusive strategies which encourage dialogue between teachers, parents, and students so that a shared understanding of the students’ learning needs and targets can be achieved.</p>

scholarly journals Pacific Island families’ perceptions of the parental role in the learning process – in a high school setting

2021 ◽  
Author(s):  
◽  
Margaret Flavell
Keyword(s):  
High School ◽  
New Zealand ◽  
Learning Process ◽  
Ecological Model ◽  
School Setting ◽  
Economic Security ◽  
Communication Process ◽  
Parental Role ◽  
Learning Needs ◽  
Pacific Island

<p>The New Zealand Ministry of Education has acknowledged the need for schools to work collaboratively with Pacific Island families so that parents can support their children to achieve positive academic outcomes. This study explored Pacific Island families’ perceptions of the parental role in the learning process within the context of a New Zealand high school where Pacific Island students were a minority. This study aimed to discover how Pacific Island parents and students perceived the communication process, both within the family and between home and school, so as to make informed recommendations to strengthen the role of Pacific parents in the learning of their children attending secondary school. A phenomenological qualitative design was employed, using focus groups and interviews. Participants were a group of seven Pacific Island parents and a group of 12 senior Pacific Island students. Bronfenbrenner’s ecological model was used as a framework to analyse the data. Core values and beliefs which influenced the interaction between parents and their children, and how parents interacted with teachers, were identified. The study found that the parents believed in the importance of education as a means of achieving economic security and urged their children to work hard. They valued relationships with teachers so that they could work with them to support their children. Both parents and students shared values around the collectivist nature of acting interdependently and this may have contributed to the passive approach adopted by students in class and with their parents. A number of findings were drawn. Even though Pacific Island parents demonstrated their understanding of the school system through their selection of a high decile, academic school, they did not necessarily relate to the individualised communication within the school. Furthermore, since students often separated school from home life, many tended to avoid conversations about their learning with parents. Parents, therefore, often felt disconnected from the school and frustrated that they could not be more effective at supporting their children’s academic progress, despite a desire to be more involved. Students did not always respond positively to parental encouragement to work hard. Instead, fearing that they might not meet parental expectations, some tended to adopt a low profile and passive approach to learning in class. Recommendations focus on the need for schools to develop inclusive strategies which encourage dialogue between teachers, parents, and students so that a shared understanding of the students’ learning needs and targets can be achieved.</p>

scholarly journals Teacher-Students Communication in Bahasa Teaching Learning Process

2019 ◽  
Vol 23 (1) ◽  
pp. 24-33
Author(s):  
Mochamad Noor Hidayat ◽  
Mochamad Noor Hidayat
Keyword(s):  
High School ◽  
Junior High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Junior High ◽  
Research Process ◽  
Communication Process ◽  
Analysis Model ◽  
Teacher Student ◽  
Bahasa Indonesia

This study was aimed at identifying the communication between teacher and students in Bahasa Indonesia teaching and learning process at the Indonesian Institute Junior High School, Surabaya. The research method used was a qualitative descriptive method with a pragmatic equivalent analysis model. Data collection in this study used direct observation method. The instrument used in this study was the researcher himself. The entire research process was carried out closed, and was not directly involved in the learning process. The data were collected using recorders and notebooks. The collected data were then categorized based on the main data. The data was then comprehensively reviewed or analyzed. The data analysis technique used was pragmatic equivalent technique with a speech partner determination tool in teacher-student communication. The results show that the teacher-student communication process is strongly influenced by the cultural background (ethnicity) of students and teachers in Junior High School and different types of cultureKomunikasi Antara Guru-Siswa Pada Pembelajaran Bahasa Indonesia Kelas VIII.Penelitian ini bertujuan untuk mengidentifikasi tuturan guru dan siswa pada pembelajaran Bahasa Indonesia pada pembelajaran Bahasa Indonesia di SMP Institut Indonesia Surabaya. Metode penelitian yang digunakan adalah metode deskriptif kualitatif dengan model analisis padan pragmatis. Pengumpulan data dalam penelitian ini menggunakan metode observasi langsung, simak, rekam, dan catat. Instrumen yang digunakan dalam penelitian ini adalah peneliti sendiri. Seluruh proses penelitian dilakukan secara tersembunyi, serta tidak terlibat langsung dalam proses pembelajaran. Alat yang membantu pengumpulan data menggunakan alat perekam dan buku tulis untuk mencatat yang ditemukan dikelas. Data yang telah terkumpul kemudian dikategorikan berdasarkan korpus data.  Data tersebut kemudian dikaji atau dianalisis secara komprehensif. Teknik penganalisisan data yang digunakan adalah teknik padan pragmatis dengan alat penentu mitra wicara pada komunikasi guru-siswa. Hasil penelitian menunjukkan bahwa proses komunikasi guru-siswa sangat dipengaruhi latar belakang budaya (etnis) siswa maupun guru di SMP II dan tipe kebudayaan yang berbeda-beda.

Language Phenomenon in Classroom Learning Process: A Study at MAN Model State Islamic Senior High School Gorontalo

Lingua ◽  
2020 ◽  
Vol 16 (1) ◽  
pp. 1-12
Author(s):  
Sayama Malabar
Keyword(s):  
High School ◽  
Learning Process ◽  
Qualitative Method ◽  
Senior High School ◽  
Communication Process ◽  
Classroom Learning ◽  
Problem Statement ◽  
Written Discourse ◽  
National Examination ◽  
Model State

This present study is devoted to investigating the language phenomenon focusing on spoken communication during the classroom learning at MAN Model State Islamic Senior High School, Gorontalo. Employing a descriptive qualitative method, the data of this study encompassed the utterances of the teacher and students during the classroom learning, specifically in UN (national examination) subjects. The data were generated by a conversation method with its basic techniques, i.e., recording, and note-taking. Furthermore, the data were qualitatively analyzed by (1) transcribing the recording into a written discourse, (2) grouping the data according to the problem statement, (3) examining the data, and (4) summing up. This study successfully identifies four strategies used during the communication process in a classroom learning; the strategies are (1) bald on record, (2) positive politeness, (3) negative politeness, and (4) off record.

Adolescent Students Who Stutter: A Qualitative Exploration of School Experiences

2019 ◽  
Vol 4 (6) ◽  
pp. 1327-1336
Author(s):  
Tiffany R. Cobb ◽  
Derek E. Daniels ◽  
James Panico
Keyword(s):  
High School ◽  
Middle School ◽  
Peer Relationships ◽  
Speech Therapy ◽  
School Setting ◽  
Image Data ◽  
School Experiences ◽  
Adolescent Students ◽  
Therapy Decision ◽  
Qualitative Phenomenological

Purpose The purpose of this study was to explore the ways in which adolescent students who stutter perceive their school experiences. Method This study used a qualitative, phenomenological research design. Semistructured interviews were conducted with 7 adolescent students who stutter (3 in middle school and 4 in high school). Participants were interviewed about their school experiences, including the effects of stuttering on academics, learning, teacher relationships, peer relationships, speech therapy experiences, and self-image. Data analysis consisted of transcribing interviews and analyzing them for emerging themes. Results Findings revealed that participants described a variety of experiences around the school setting. Participants reported less favorable middle school experiences. Middle school participants reflected more on teasing, bullying, and feelings of embarrassment, whereas high school participants revealed that teachers, staff, and peers were receptive and accepting of them and their stuttering. All participants reported that their speech therapy helped with classroom participation. Conclusions As a result of the participants' varied experiences, it is important to listen to and incorporate the voices of students who stutter into school, classroom, and therapy decision-making practices.

Outcomes of a restorative circles program in a high school setting.

2016 ◽  
Vol 6 (3) ◽  
pp. 459-468 ◽  
Author(s):  
Lilyana Ortega ◽  
Mikhail Lyubansky ◽  
Saundra Nettles ◽  
Dorothy L. Espelage
Keyword(s):  
High School ◽  
School Setting ◽  
High School Setting

Lesson Study dan Implikasinya Terhadap Pembelajaran Berbasis Kurikulum Tingkat Satuan Pendidikan

2016 ◽  
Vol 1 ◽  
pp. 189-196
Author(s):  
Vian Harsution
Keyword(s):  
Learning Environment ◽  
Learning Process ◽  
Lesson Study ◽  
Learning Difficulties ◽  
Learning Needs ◽  
Democratic Leadership ◽  
Entrepreneurial Spirit ◽  
To Receive

Lesson study is a systematic, collaborative, and sustainable method of improving the quality of learning. Lesson study emphasizes the exploration of students’ learning needs; teacher openness towards learning difficulties encountered; the willingness of teachers to receive and provide advice and solutions to the difficulties encountered; and the consistency of the various parties to follow up the suggestions and solutions. Implementation of lesson study involving teachers, principals, and experts in the field of education. Kurikulum tingkat satuan pendidikan or abbreviated KTSP is operational curriculum formulated and implemented by each educational unit. KTSP has the characteristics, namely: giving broad autonomy to the educational unit, involving the community and parent participation, involving the democratic leadership of the principal, and require the support of a working team that is synergistic and transparent. KTSP based on the learning process, needs to be supported by a conducive learning environment and fun to be created by teachers.Teachers and principals in a professional, systematic and collaborative create an atmosphere that fosters independence, tenacity, entrepreneurial spirit, adaptive and proactive nature of the learning process. Thus, the learning needs of students who fulfilled optimally and professional ability of teacher who have increased on an ongoing basis, may usher in success – based learning KTSP. It means that the lesson study provides positive implications for the KTSP – based learning.

THE EFFECT OF USING WRITTEN RETELLING STRATEGY TOWARD THE STUDENTS READING COMPREHENSION AT THE SECOND GRADE OF SENIOR HIGH SCHOOL KARTIKATAMA METRO LAMPUNG INDONESIA

2018 ◽  
Vol 1 (3) ◽  
pp. 26-37
Author(s):  
Rana Wijaya ◽  
M.Ihsan Dacholfany
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Language Learning ◽  
Learning Process ◽  
Quantitative Research ◽  
Senior High School ◽  
Second Grade ◽  
Control Group ◽  
Significance Level ◽  
Written Retelling

Reading is one of the important aspects of language learning. By reading, the learners get knowledge and information. But in reality, students are often ignoring to mastering this skill. It is the researchers found in the second grade of SENIOR HIGH SCHOOL Kartikatama Metro Lampung Indonesia, where students have difficulty in reading comprehension, so this leads to lower their learning. Therefore, to improve students' reading comprehension ability, researchers used Written Retelling Strategy (WRS) in the learning process.        The purpose of this study was to determine whether the use of Retelling Written Strategy (WRS) has a positive effect on students' reading comprehension in learning English. Written Retelling Strategy (WRS) considered as one strategy that makes students more active and fun in the learning process to comprehend some text.        Forms of this research are Quantitative Research conducted in two classes. Each class is divided into the trial and reserve grade. Author implements True Experimental Design (Pure Research) by applying a pre-test and post-test as an instrument. In accordance with the method of this study, the data were analyzed using t-test that allows knowing the difference between the experimental group that used a class of written retelling strategy and the control group who did not use written retelling strategy. Finally, the research data show that t observations = 3,590 and is included in the category of high impact. Furthermore, t observation T Table consult with a significance level of 5% = 2.010 and 1% = 2,682, the data states that t observations greater than the T Table, this could mean that Hi is received. And could mean that there is a positive and significant influence between experiment class and class control on the use of written retelling strategy at second grade of Senior High School  Kartikatama Metro.

ПСИХОЛОГИЯ И ПЕДАГОГИКА В ВУЗЕ// Actual Problems of Applied Sciences Journal World, 6(16), 2019/ Chief Editor Markus Hemmer: Open European Academy of Public Sciences (OEAPS Inc.). 06.07.2019. Barcelona, Spain, 2019. - PP. 9-15.

2019 ◽  
Author(s):  
Ольга Батыровна Цагараева
Keyword(s):  
Applied Sciences ◽  
High School ◽  
High School Teachers ◽  
Learning Process ◽  
Chief Editor ◽  
Future Teachers ◽  
School Teachers ◽  
European Academy ◽  
Psychological Knowledge

В статье рассматривается роль психологических знаний в процессе обучения, анализируются современные подходы к организации подготовки преподавателей высшей школы в Узбекистане, выявлены основные тенденции и этапы формирования их компетентности, выявлены наиболее эффективные методы и формы повышения методической и психологической квалификации будущих преподавателей.The article discusses the role of psychological knowledge in the learning process, analyzes modern approaches to the organization of training of high school teachers in Uzbekistan, identifies the main trends and stages of formation their competencies, the most effective methods and forms of improving the methodological and psychological qualifications and future teachers.

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