scholarly journals Agile Scrum Pedagogy: Leveraging Collaborative Corporate Practices to Enhance Engagement

2021 ◽  
Vol 4 (2) ◽  
Keyword(s):  
No Child Left Behind ◽  
Educational Reform ◽  
Creative Thinking ◽  
Learning Strategy ◽  
Negative Impact ◽  
Thinking Skills ◽  
Corporate Leaders ◽  
Left Behind ◽  
Business Entities ◽  
Every Student Succeeds Act

Accountability legislation such as No Child Left Behind and Every Student Succeeds Act ushered in an era of right-answer based reforms. Teachers, students, parents as well as community and corporate leaders lament the legislation’s negative impact on critical and creative thinking skills. Recent educational reform proposals focus on reversing the accountability trends. The change is propelling instructors at all levels to consider making contextually relevant pedagogical modifications. Business entities increasing resolve to adopt Agile Scrum principles offers educators an intriguing, authentic teamwork learning strategy. This article presents a business professor’s journey from content-driven to Agile Scrum’s context-embracing classroom instruction. Results from this action research affirm Agile Scrum principles that suggest engagement increases when instructors provide students flexibility, fast-paced opportunities to absorb content.

scholarly journals THE ROLE OF METACOGNITION STRATEGY TO ENHANCE READING COMPREHENSION

2021 ◽  
Vol 1 (3) ◽  
pp. 206-213
Author(s):  
Fitrani Dinda Fadilah ◽  
Natashah Mohd Ridwan ◽  
Nurma Dianti Putri ◽  
Suhendri Prayoga ◽  
Muhammad Taufik Ihsan
Keyword(s):  
Creative Thinking ◽  
Learning Strategy ◽  
Thinking Skills ◽  
Metacognitive Strategies ◽  
Critical Thinking Skills ◽  
Metacognitive Strategy ◽  
Thought Processes ◽  
Higher Order Thinking Skills ◽  
The Right

Metacognitive strategy is a learning strategy based on the metacognitive concept put forward by John Flavell that defines Metacognitive as the ability of individuals to manage their cognitive processes independently. By applying metacognitive strategies in the learning process, students are trained to get used to planning, controlling, and evaluating their thought processes in learning so that they are increasingly honed critical thinking skills as well as creative thinking skills. This ability is important to master so that students can have a sense of responsibility towards their own learning. This metacognitive reading framework should be familiar to teachers who integrate the process before reading, at the time of reading, and after reading on the process when teaching learners effective understanding strategies. Teachers are also encouraged to use metacognitive strategy models, as students can learn how to use them independently. In this article, the data were obtained from literature of study review and from other document analysis. Based on the study, metacognitive strategies help learners to use the right strategies in solving problems in reading and help students to stop their dependency using a dictionary. Metacognitive strategies train a person in learning by putting forward Higher Order Thinking Skills in reflective learning schemes

scholarly journals MODEL PEMBELAJARAN KOLABORATIF DAN KREATIF UNTUK MENGHADAPI TUNTUTAN ERA REVOLUSI INDUSTRI 4.0

2020 ◽  
Vol 2 (1) ◽  
pp. 12-24
Author(s):  
Koko Adya Winata
Keyword(s):  
Learning Process ◽  
Creative Thinking ◽  
Industrial Revolution ◽  
Negative Impact ◽  
Rapid Development ◽  
Thinking Skills ◽  
Learning Models ◽  
Existing Problems ◽  
Learning Plan ◽  
Creative Learning

This paper examines how learning models should be applied in schools to respond to the demands of the era of the industrial revolution 4.0 which has become a necessity. The industrial revolution 4.0 is an era that shows the rapid development of technology and has caused many jobs in the past to be distorted. The role of humans is taken over step by step by automatic machines, as a result the number of unemployment is increasing. In order to avoid the negative impact of the industrial revolution 4.0, educational institutions must be able to answer these challenges by selecting and applying learning models in schools that provide the skills or skills needed. The demand for skills that can answer the challenges of the 4.0 revolution era, must be prepared through a directed and comprehensive learning plan. This means that the learning process does not only think and move towards the academic dimension. In the learning process, often students are only prepared to have intellectual intelligence and very little learning gives equal opportunities to students to hone other intelligence. At the same time the learning method is more dominated by the authority of the teacher which is very central and rigid, while the students are positioned as objects that must accept what is presented by the teacher. As a result, students do not have the ability to develop their creativity and potential. Learning models that can answer the challenges of the revolution era 4.0 are collaborative and creative learning models. Through collaborative and creative learning, students are directed to be able to develop their potential and hone their creative thinking skills. The collaborative and creative learning model makes it easy for students to learn and work together and learn to solve problems together. Creative thinking to solve existing problems is a learning process needed to answer the challenges of the industrial revolution 4.0.

scholarly journals Research on Teacher Evaluation: A Review of Statute, Regulation and Litigation in the Region

2018 ◽  
Vol 37 (1) ◽  
Author(s):  
Helen M. Hazi
Keyword(s):  
No Child Left Behind ◽  
Teacher Evaluation ◽  
Rural Schools ◽  
Left Behind ◽  
Potential Problems ◽  
Every Student Succeeds Act

Limited research has been done to examine teacher evaluation in rural schools. This article presents an analysis of legislation and regulation of teacher evaluation in selected rural states, highlights their commonalities and differences, reports their litigation, and speculates on potential problems that can result in rural schools. It ends with recommendations for states to consider now that the Every Student Succeeds Act (formerly No Child Left Behind) has passed, and states have the option to reconsider their teacher evaluation plans.

scholarly journals EMPOWERING STUDENT’S CREATIVE THINKING SKILL IN BIOLOGY CLASSROOM: POTENTIAL OF GROUP INVESTIGATION COMBINED WITH THINK TALK WRITE (GITTW) STRATEGY

2019 ◽  
Vol 7 (3) ◽  
pp. 477-483
Author(s):  
Lina Listiana ◽  
Arsad Bahri
Keyword(s):  
Learning Strategies ◽  
Creative Thinking ◽  
Learning Strategy ◽  
Thinking Skills ◽  
Problem Solver ◽  
Thinking Skill ◽  
Quasi Experimental ◽  
Essay Test ◽  
Academic Year

Purpose of Study: Creative thinking skills are indispensable for the investigation of a problem, finding and analyzing facts and data in solving the problem. The role of creative thinking in learning to prepare students to be a problem solver. The lack of empowerment of the creative thinking skills of students in the biology classroom can be caused by the non-optimal application of learning strategies. Methodology: This study was a quasi-experimental study designed to explore the effect of GI learning strategies, TTW, GITTW, and conventional learning in empowering creative thinking skills of students in high school. The research sample was 162 students of X grade of science majors SMA Muhammadiyah 1 in Surabaya, Indonesia academic year 2015/2016. Creative thinking skills of students measured by essay test given at the beginning and end of the study. Results: The results showed that the application of learning strategies affected the creative thinking skills of students. GITTW learning strategy can maximize the creative thinking skills empowerment. Also, note that the strategy TTW could improve creative thinking skills were higher than GI and conventional strategy. Implications/Applications: The GITTW strategy can be considered to be used by teachers as a learning strategy to empower creative thinking skills.

School Accountability

2018 ◽  
pp. 520-550
Author(s):  
Morgan Polikoff ◽  
Shira Korn
Keyword(s):  
No Child Left Behind ◽  
The United States ◽  
School Accountability ◽  
Unintended Consequences ◽  
Accountability Systems ◽  
Left Behind ◽  
Policy Choices ◽  
Accountability Policy ◽  
Improve Student Achievement ◽  
Every Student Succeeds Act

This chapter summarizes the history and effects of standards-based school accountability in the United States and offers suggestions for accountability policy moving forward. It analyzes standards-based accountability in both the No Child Left Behind Act and the Every Student Succeeds Act, and discusses the effects of accountability systems. The authors argue that school accountability systems can improve student achievement, but that unintended consequences are possible. How accountability systems are designed—the metrics and measures used and the consequences for performance—has both symbolic and practical implications for the efficacy of the system and the individuals affected. Synthesizing what is known about the design of school accountability systems, the authors propose policy choices that can improve the validity, reliability, transparency, and fairness of these systems.

Look Back: The feds, the states, and Kappan

2019 ◽  
Vol 101 (2) ◽  
pp. 5-7
Author(s):  
Teresa Preston
Keyword(s):  
No Child Left Behind ◽  
Federal Government ◽  
Department Of Education ◽  
Federal Mandates ◽  
Elementary And Secondary Education ◽  
Left Behind ◽  
Federal Department ◽  
Education Act ◽  
State And Local ◽  
Every Student Succeeds Act

Across the decades, the balance of power between the federal government, states, and local districts has shifted numerous times, and Kappan authors have weighed in on each of those shifts. Kappan Managing Editor Teresa Preston traces those shifts, beginning with the 1965 Elementary and Secondary Education Act (ESEA), which gave the federal government a larger role in public education. Further expansion occurred under the Carter administration, with the launch of the new federal Department of Education. As the new department continued operations under Reagan, its priorities expanded, but actual decision-making authority reverted to states. States, in turn, began involving themselves more with instructional and curricular matters, a trend that eventually made its way back to the federal level, with the passage of the No Child Left Behind Act (NCLB). Under NCLB, federal mandates had the effect of requiring state and local levels to take on additional responsibilities, without necessarily having the capacity to do so. This capacity issue remains a concern under the Every Student Succeeds Act (ESSA).

The Editor’s Note: From what it’s not to what it is

2019 ◽  
Vol 101 (2) ◽  
pp. 4-4
Author(s):  
Rafael Heller
Keyword(s):  
No Child Left Behind ◽  
Left Behind ◽  
Policy Debates ◽  
The Law ◽  
Every Student Succeeds Act

Since the Every Student Succeeds Act (ESSA) was passed in December 2015, policy debates about the law have focused not so much on what it does, but on the ways in which it undoes No Child Left Behind. All the same, ESSA has begun to result in real changes on the ground, in many parts of the country. And now that states have completed the writing of their ESSA plans and have moved on to implementing them, attention has begun to shift from what ESSA is not to what is, in fact, going on under the new law.

Authority and Control: The Tension at the Heart of Standards-Based Accountability

2020 ◽  
Vol 90 (3) ◽  
pp. 419-445
Author(s):  
JACK SCHNEIDER ◽  
ANDREW SAULTZ
Keyword(s):  
No Child Left Behind ◽  
State Standards ◽  
Loose Coupling ◽  
High Profile ◽  
Left Behind ◽  
Accountability Movement ◽  
The Common ◽  
New Perspective ◽  
Every Student Succeeds Act ◽  
And Control

In this essay, Jack Schneider and Andrew Saultz offer a new perspective on state and federal power through their analysis of authority and control. Due to limitations inherent to centralized governance, state and federal offices of education exercised little control over schools across much of the twentieth century, even as they acquired considerable authority. By the 1980s, however, such loose coupling had become politically untenable and led to the standards and accountability movement. Yet, greater exertion of control only produced a new legitimacy challenge: the charge of ineffectiveness. State and federal offices, then, are trapped in an impossible bind, in which they are unable to relinquish control without abdicating authority. Schneider and Saultz examine how state and federal offices have managed this dilemma through ceremonial reform, looking at two high-profile examples: the transition from No Child Left Behind to the Every Student Succeeds Act, and states’ reaction to public criticism of the Common Core State Standards.

scholarly journals It’s time to redefine the federal role in K-12 education

2018 ◽  
Vol 100 (1) ◽  
pp. 8-14 ◽  
Author(s):  
Jack Jennings
Keyword(s):  
No Child Left Behind ◽  
Left Behind ◽  
K 12 ◽  
Every Student Succeeds Act

The Every Student Succeeds Act (ESSA), passed in 2015, succeeded in weakening the least popular parts of the No Child Left Behind act. But, argues Jack Jennings, it’s a purely reactive piece of legislation, offering no positive vision for the federal government’s role in addressing K-12 education’s most urgent problems. ESSA is still young, he notes, but Republicans and Democrats should already be hard at work crafting its replacement.

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