scholarly journals The Transformative Role of Peer Learning Projects in 21st Century Schools—Achievements from Five Portuguese Educational Institutions

2021 ◽  
Vol 11 (5) ◽  
pp. 196
Author(s):  
Ana Raquel Carvalho ◽  
Carlos Santos
Keyword(s):  
21St Century ◽  
Social Constructivism ◽  
Peer Learning ◽  
Education Institution ◽  
Elementary And Secondary Education ◽  
Global Issue ◽  
Teacher Students ◽  
21St Century Schools ◽  
Learning Projects

Rethinking the role of education in the 21st century implies acknowledging the power of learning and the urgency of making learning provision more meaningful, inclusive, and student-centred, which assumes particular importance when learner disengagement is still a global issue in elementary and secondary education. Rooted in social constructivism principles, peer learning is a learner-centred approach that facilitates the development of soft and technical skills, with evidence-based contributions to learners’ academic performance under the cognitive, affective, and social dimensions. This study aims to find evidence of the transformative role of peer learning projects in four Portuguese secondary schools and a higher education institution through teachers and peer teacher students’ (PTS) perceptions of these projects’ purpose, implementation, and impact on the educational community, particularly on PTS. Data were collected by means of a semi-structured in-depth interview and a survey by questionnaire, and content analysis and descriptive statistics were the techniques used. Results show cooperation and interpersonal skills’ improvement as major strengths of these projects, whereas the challenges are mostly organisational, e.g., reduced teacher service time and coordination of learners’ schedules. Conclusions highlight the potential of peer learning projects to promote pedagogical transformation and innovation in 21st century schools.

scholarly journals PERANAN GURU PKN DALAM PEMBENTUKAN KEDISIPLINAN SISWA DI MAN MALANG 1

2018 ◽  
Vol 3 (2) ◽  
pp. 163
Author(s):  
Kurniati Kurniati ◽  
Rohmad Widodo ◽  
Budiono Budiono
Keyword(s):  
Formal Education ◽  
Education Institution ◽  
Academic Community ◽  
Student Discipline ◽  
Self Awareness ◽  
Mutual Cooperation ◽  
Existing Problems ◽  
Teacher Students ◽  
School Rules

ABSTRAKSekolah sebagai lembaga pendidikan formal merupakan komponen yang sangat penting dalam mengembangkan sikap disiplin siswa. Karena disekolah siswa dibelajarkan tentang tata tertib dan kedisiplinan, aturan atau tata tertib sekolah berfungsi supaya siswa menjadi disiplin. Secara sederhana disiplin dapat diartikan sebagai sikap patuh, tata dan tertib terhadap peraturan yang berlaku disekolah. Penelitian ini menggunakan pendekatandeskriptif kualitatif yang membahas tentang peranan Guru PKn dalam membina kedisiplinan siswa. Peran disiplin memang sangat penting bagi setiap individu, apalagi bagi peserta didik. Karena sikap disiplin yang muncul dari kesadaran diri seorang anak akan mengantarkan kepada kesuksesan belajar dan tentunya sikap disiplin itu didukung oleh kesadaran mentaati aturan, norma-norma dan tata tertib yang berlaku agar siswa menjadi individu yang tertib, teratur dan disiplin dalam berbagai hal. Tujuan penelitian ini adalah: (1) Mendeskripsikan peranan Guru PKn dalam membina kedisiplinan siswa, (2) Mendeskripsikan kendala yang dihadapi oleh Guru PKn dalam membina kedisiplinan siswa, (3) Mendeskripsikan solusi yang dilakukan oleh Guru PKn dalam mengatasi pelanggaran kedisiplinan siswa. Dari penelitian ini diperoleh kesimpulan yaitu: (1) Guru PKn MAN Malang 1 telah membina kedisiplinan siswa dengan baik, (2) Kendala dari pelaksanaan disiplin sekolah kurang disadari oleh siswa dan cenderung melakukan pelanggaran tata tertib sekolah dan kurang adanya komunikasi antara pihak sekolahdanguru-guru dengan orang tua siswa terhadap masalah kedisiplinan siswa tetapi hanya sebagian dari guru-guru saja. (3) Solusi yang dilakukan dalam mengatasi kedisiplinan siswa, Guru PKn tetap melakukan pengawasan dan selalu mencaritahu permasalahan yang ada pada diri peserta didik dan tentunya pihak sekolah jugaserta guru-guru dan karyawan yang ada di MAN Malang 1 berupaya agar saling kerjasama dalam membina kedisiplinan siswa.Oleh karena itu, tidak hanya petugas tatib saja yang membina kedisiplinan siswa tetapi semua civitas akademik yang ada di MAN Malang 1 harus menyadarinya serta ikut bertanggung jawab yang berkaitan dengan kedisiplinan siswa. Maka dari itu pihak sekolah harus lebih mengefektifkan peraturan tata tertib lebih baik lagi dengan memberikan sanksi kepada siswa yang melakukan pelanggaran agar siswa tidak melanggar peraturan tata-tertib sekolah.Kata kunci : Guru, Siswa, Kedisiplinan.ABSTRACTSchool is formal education institution which is a very important component in developing the students discipline. Since in school the students are taught about the order and discipline, rules or school rules which still work in order to make the students being discipline. Simply discipline can be interpreted as a submissive attitude, order and discipline of the school regulations.This study used a qualitative descriptive approach which discusses about the role of Citizenship teachers in building students discipline. The role of discipline is very important for each individual, especially for the learners. Because of the discipline which appear from a child’s self-awareness will lead to the success of learning and actually discipline was supported by awareness obey the rules, norms and rules that applied in order to make the students become individuals who orderly, organized and discipline in various ways. The purpose of this study were:(1) Describing the role of Citizenship teachers in building the students discipline, (2) Describing the constraints faced by Citizenship teachers in building the students discipline, (3) Describing the solution that applied by Citizenship teachers in addressing violations of the student discipline.From this study we can concluded that: (1) Citizenship teachers at MAN Malang 1 has been built the students with good discipline, (2) The problems in the implementation of school discipline neglected by students and tend to commit violations of school rules and lack of communication among the school and teachers the teacher with students parents on disciplinary problems but only several teachers. (3) The solution was done in addressing student discipline; Citizenship teachers remain to observe and always seek out the existing problems in self-learners and actually also the school and the teachers and employees in MAN Malang 1 should do mutual cooperation in student discipline. Therefore, not only the Rule officer who build the students discipline but all the academic community in Malang MAN 1 should be aware of and take responsibility related to students discipline. Thus the school should streamline further about the disciplinary rules by giving sanction to the student who commits an offense so the students do not violate the rules of school discipline.Keywords : Teacher, Students, Discipline.

The Role of Positive and Negative Affectivity in Healthy and Unhealthy Work-Related Behavior and Experiences

2019 ◽  
Vol 26 (2) ◽  
pp. 56-67 ◽  
Author(s):  
Hanna Hofmann ◽  
Carl-Walter Kohlmann
Keyword(s):  
Negative Affectivity ◽  
Coping Behavior ◽  
Common Method ◽  
Positive Affectivity ◽  
Work Related ◽  
Teacher Students ◽  
And Behaviors ◽  
Main Effects ◽  
Positive And Negative Affectivity

Abstract. Positive affectivity (PA) and negative affectivity (NA) are basic traits that affect work-related perceptions and behaviors and should be considered in any assessment of these variables. A quite common method to assess healthy or unhealthy types of work-related perceptions and behaviors is the questionnaire on Work-Related Coping Behavior and Experience Patterns (WCEP). However, the association of PA and NA with WCEP remained unclear. In a sample of teachers, physiotherapists, and teacher students ( N = 745; Mage = 35.07, SD = 12.49; 78% females), we aimed to identify the relevance of these basic traits. After controlling for age, gender, and type of occupation, we found main effects of PA and NA, with the specific combination of PA and NA being decisive for predicting the assignment to a WCEP type. The results highlight the need to include PA and NA in future assessments with the WCEP questionnaire.

PESANTREN; AKAR TRADISI DAN MODERNISASI

ALQALAM ◽  
2014 ◽  
Vol 31 (1) ◽  
pp. 137
Author(s):  
Zaki Ghufron
Keyword(s):  
Social Life ◽  
Accurate Result ◽  
Education Institution ◽  
Boarding School ◽  
Islamic Education ◽  
Government Partner

Islamic Boarding school is an islamic education institution which has an identical tradition in indonesian muslim societuy. This institution has emerged long before the colonialism era in Indonesia. In its long history since years to pursue the concept of modernism, islamic boarding school, sometimes ,has also been perceived negatively because of transnasionalism ideology which is adopted in recent years. In that case, this paper aimed to describe the existence of islamic boarding school in indonesian social life. By argumenting and comparing some previous studies in this case to gain an accurate result. Moreover, this paper is intended to answer some western perception about islamic boarding school in Indonesia, and finally emphasize the role of islamic boarding school as a government partner and its function in creating democracy.  Keyword: Islamic Boarding School, Tradition, Modernization.

Desecularization as Phenomenon at the Turn of 21st Century

2019 ◽  
Vol 29 ◽  
pp. 49-57
Author(s):  
Sergey V.  Lebedev ◽  
Galina N.  Lebedeva
Keyword(s):  
21St Century ◽  
Social Problems ◽  
European Countries ◽  
Islamic Revolution ◽  
Islamic Movement ◽  
The World ◽  
Rational Alternative ◽  
Role Of Religion

In the article the authors note that since the 1970s, with the rise of the Islamic movement and the Islamic revolution in Iran, philosophers and political scientists started to talk about religious renaissance in many regions of the world. In addition, the point at issue is the growing role of religion in society, including European countries that have long ago gone through the process of secularization. The reasons for this phenomenon, regardless of its name, are diverse, but understandable: secular ideologies of the last century failed to explain the existing social problems and give them a rational alternative.

Student Learning and the Role of Information and Communication Technology (ICT) in 21st Century: A Review

2020 ◽  
Vol 3 (9) ◽  
pp. 181-185
Author(s):  
Jaspreet Singh ◽  
Amir Shamim Shiekh ◽  
Manmeet Kour ◽  
Pankaj Kumar
Keyword(s):  
Student Learning ◽  
Information And Communication Technologies ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
21St Century ◽  
Teaching And Learning ◽  
Non Governmental Organizations ◽  
Information And Communication ◽  
Secondary Information

In the last few decades, Information Technology has transformed the entire world into a village, known as Global Village, as proposed by Marshal McLuhan. ICT has increased its influence in every field like the education sector, defense sector, technology etc. In the 21st century, information and communication technology (ICT) has become an important and integral part of most educational organizations throughout the world.. The use of ICT in classroom teaching and learning processes has become indispensable as it gives teachers and learners the opportunity to operate, store, control and retrieve data in addition to promoting self-regulated and active learning. (Ali, Haolader & Muhammad, 2013) Today we are dependent on technology and the role of ICT is increasing day by day and is believed to be a new normal. Keeping that in view, the present paper attempts to examine the relationship between information and communication technologies (ICT) and student learning. This conceptual paper  is based on secondary information collected from different sources such as books, journal articles, newspapers, reports of various government organizations, non-governmental organizations and soon.

The role of science in the study of and response to space threats

2019 ◽  
Vol 89 (8) ◽  
pp. 777-799
Author(s):  
B. M. Shustov
Keyword(s):  
Comparative Analysis ◽  
20Th Century ◽  
21St Century ◽  
Space Debris ◽  
The Sun ◽  
National Program ◽  
Biological Hazard ◽  
Academy Of Sciences ◽  
Space Activities

During the second half of the 20th century and the beginning of the 21st century, space hazards multiplied, the most urgent of which is space debris. Professionals working in space are exposed to this hazard daily and are aware of it as a problem. Furthermore, increasing attention is being paid to the unpredictable behavior of the Sun, which produces the so-called space weather. The asteroid-comet hazard is considered as potentially having the most catastrophic consequences. No manifestations of biological hazard have yet been observed, although as space activities develop, it is becoming increasingly important. The appropriate time scale for astrophysical hazards is many millions of years, so from a practical perspective, they have no importance. This article briefly describes the main types of space hazards. The author analyzes the results of research and practical work in the field, both worldwide and specifically in Russia. Comparative analysis leads to the clear conclusion that a national program must be developed for the study of space hazards and to respond to space threats. This article is based on a report made by the author at the meeting of the Presidium of the Russian Academy of Sciences (RAS) on January 15, 2019.

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