scholarly journals Teachers’ Abstracted Conceptualizations of Their Way in Experiencing the Leadership in the Classroom: Transferring Knowledge, Expanding Learning Capacity, and Creating Knowledge

2021 ◽  
Vol 11 (12) ◽  
pp. 782
Author(s):  
Vilma Zydziunaite ◽  
Lina Kaminskiene ◽  
Vaida Jurgile

Despite the abundance of decades of research into teacher leadership, uncertainty remains due to confusion around the notions of teacher leadership and the unity or at least the authenticity of definitions, and there is a need for a deeper understanding of this leadership process as the teacher works with students in the classroom. The existing definitions and descriptions of teacher leadership do not determine the connection between teacher leadership and student learning, and the subject remains empirically unsubstantiated. The aim of this study was to develop a set of categories of description derived from the teachers’ conceptions of their leadership in the classroom through learning interactions with students. The study was based on the phenomenographic research methodology. Data were collected by conducting semistructured interviews with 37 teachers. A phenomenographic analysis sought a description, analysis, and understanding of experiences with the focus on variation in the conceptions of the phenomenon, as experienced by teachers. Findings revealed that teachers discern their leadership through working with students at school in three stages represented by three categories of description—transferring knowledge, expanding learning capacity, and creating knowledge. All these stages are linked by teacher-student interaction which facilitates successful and meaningful learning for students within the classroom. The connections between the three stages demonstrate the need for teacher–student collaboration, teaching personalization, the professional expertise of the teacher, and learning cocreation. The findings of this study contribute to the expansion of the concept of teacher leadership not only as expert influence through the application of specific teaching methods, but as a coherent process from knowledge transfer to its creation through reciprocal teacher–student learning in the classroom.

2016 ◽  
Vol 5 (1) ◽  
pp. 14
Author(s):  
Garnawati Siregar

Problems in the Classroom Action Research (PTK) is the low learning outcomes IPA A fourth grade students of SDN 015 Sungai Salak Kecamatan Tempuling. This study addressed the problem by applying direct instrucsion models. The problem of this research is "Is the direct application of the model intruction IPA can improve learning outcomes in grade IV A SDN 015 Sungai Salak Kecamatan Tempuling ?. The purpose of this study is to improve science learning outcomes in class IV A SDN 015 Sungai Salak Kecamatan Tempuling by way of direct intruction models. Direct intruction A model of fourth grade students of SDN 015 Sungai Salak, Kecamatan Tempuling can improve learning outcomes significantly. At first the student learning outcomes pre-cyclye is 36.00 categorized as very unfavorable; in the first cycle was 61.00 with category; and the results of the second cycle is 81.50 with very good category. Mastery learning individually and classical increases; pre-cyclye 4 students and 20.00 (not finished); in the first cycle is 12 students and 60.00% (not finished) and the second cycle is 19 students or 95% (complete). Based on observations of fourth grade students of SDN 015 A Sungai Salak Kecamatan Tempuling, activity in the first cycle an average of 72% or better and the second cycle of activity is 82% or better at all. Students seem to understand the direct intruction models and they can understand the subject matter properly and appropriately. Based on the research results with direct instructional improvement intruction models managed to fix the problem of low student learning outcomes SDN 015 class IV A Sungai Salak Kecamatan of Tempuling. 


2018 ◽  
Vol 2 (5) ◽  
pp. 789
Author(s):  
Maria Yulianti

The background of this study was the low student learning outcomes of PPKn, from 28 students who achievedthe completeness criteria at least only 11 students (39.29%). The low student learning outcomes are caused bythe high level of individuality between students so that the achievement of competence among studentsexperiences a very distant difference. Based on this, the researchers made improvements to student learningoutcomes through the application of STAD cooperative learning models. This research is a classroom actionresearch, with the subject of class VII of SMP Negeri 3 Teluk Kuantan. The data used in this study is PPKnlearning outcomes data. The results stated that after applying the STAD type cooperative learning model studentlearning outcomes had increased in the initial data the number of students who completed were 11 students, incycle I had an increase with the number of 18 students, and in cycle II the number of students who completedcontinued to increase by the number 22 student.


2017 ◽  
Vol 1 (1) ◽  
pp. 85
Author(s):  
Delfi Yendri

This research is motivated by the poor results of Study Social Sciences (IPS) Student Class VI SDN 024 Tarai Bangun Kecamatan Tambang. This study aims to determine the resulting increase studying social sciences (IPS) student class VI SDN 024 Tarai Bangun Kecamatan Tambang through the application of learning strategies go to yuor post, which carried out for 1 month. The subjects were VI SDN 024 Tarai Bangun Kecamatan Tambang by the number of students as many as 38 people. Form of research is classroom action research. The research instrument consists of instruments and instrument performance data collection activity observation sheet form teacher and student activity. Based on the research, the conclusion to this study is based on the analysis and discussion in chapter IV can be concluded that the application of learning strategies go to yuor post can improve learning outcomes in the subject of social sciences grade VI SDN 024 Tarai Bangun Kecamatan Tambang. Evidenced by the increase in learning outcomes before action to the first cycle, to cycle II. Before the act of student learning outcomes classified as unresolved with an average of 59%, an increase in the first cycle by an average of 69%. While the results of student learning in the second cycle must be increased by an average of 75% with the category completed.


2018 ◽  
Vol 2 (2) ◽  
pp. 225
Author(s):  
Titik Umiyati

Abstrak:Tujuan penelitian ini adalah untuk mengkaji proses pembelajaran matematika danmenganalisis peningkatan prestasi belajar melalui permainan mistar bilangan. Metodepenelitian yang digunakanadalah penelitian tindakan kelas yang dilaksanakan sebanyak 2siklus. Subjek penelitian ini adalah siswa kelas IV SD Negeri 2 Temengeng Kabupaten Blorapada semester 2 tahun pelajaran 2014/2015. Teknikanalisis yang digunakandeskriptifkomparatif, yaitu membandingkan data hasil antara prasiklus, siklus I, dan siklus II. Hasilpenelitian yang dilaksanakan 2 siklus menunjukkan bahwa proses pembelajaran matematikadengan menggunakan permainan mistar bilangan sangat menyenangkan siswa, sehinggaaktivitas pembelajaran meningkat dari 62,5 menjadi 84,5. Hasil belajar siswa juga meningkatditandai hasil siklus I nilai rata-rata kelas 60,48 dan ketuntasan mencapai 57,10%. Siklus IInilai rata-rata kelas 75,24 dan ketuntasan 85,70%. Simpulan penelitian ini adalah pembelajaranmatematika tentang penjumlahan dan pengurangan bilangan bulat melalui permainan mistarbilangan dapat meningkatkan aktivitas pembelajaran dan hasil belajar menunjukkan semuasiswa berminat dalam melaksanakan tugas dan memperoleh pengalaman yang menyenangkandalam permainan mistar bilangan. Abstract:The purpose of this research is to study the learningprocess ofmath and analyseincreasing of learning achievement through rulernumbers game. The method usedin thisresearch is class action which is done in2 cycles. The subject of the research are fourth gradestudents of Number 2 PublicElementary Schoolat Temengeng, Blora district in second semesterof the school year 2014/2015. The analysetechnicusedby comparingthe data from precycle,first cycle and second cycle. The results of the research that is done two cycles indicate thatmath learning process by using ruler numbers game can make the students feel pleased sothatlearning activities increase from 62.5 to 84.5. The results of student learning alsoincrease,it can be showed from the average score of the first cycle is 60.48 and the completeness scorereaches57.1%. The average score of thesecond cycle is 75.24 and the completeness scorereaches 85.7%. The conclusion of the research ismath learning about addition and deductionof integer through ruler numbers game can improve learning activity and the results of studentlearning show that all students are interested to obtain the task and get moreenjoyableexperience in using rulernumbers game.


Author(s):  
Justine Pila

This book offers a study of the subject matter protected by each of the main intellectual property (IP) regimes. With a focus on European and UK law particularly, it considers the meaning of the terms used to denote the objects to which IP rights attach, such as ‘invention’, ‘authorial work’, ‘trade mark’, and ‘design’, with reference to the practice of legal officials and the nature of those objects specifically. To that end it proceeds in three stages. At the first stage, in Chapter 2, the nature, aims, and values of IP rights and systems are considered. As historically and currently conceived, IP rights are limited (and generally transferable) exclusionary rights that attach to certain intellectual creations, broadly conceived, and that serve a range of instrumentalist and deontological ends. At the second stage, in Chapter 3, a theoretical framework for thinking about IP subject matter is proposed with the assistance of certain devices from philosophy. That framework supports a paradigmatic conception of the objects protected by IP rights as artifact types distinguished by their properties and categorized accordingly. From this framework, four questions are derived concerning: the nature of the (categories of) subject matter denoted by the terms ‘invention’, ‘authorial work’, ‘trade mark’, ‘design’ etc, including their essential properties; the means by which each subject matter is individuated within the relevant IP regime; the relationship between each subject matter and its concrete instances; and the manner in which the existence of a subject matter and its concrete instances is known. That leaves the book’s final stage, in Chapters 3 to 7. Here legal officials’ use of the terms above, and understanding of the objects that they denote, are studied, and the results presented as answers to the four questions identified previously.


2021 ◽  
Author(s):  
Sanyuan Chen ◽  
Yu Wu ◽  
Zhuo Chen ◽  
Jian Wu ◽  
Takuya Yoshioka ◽  
...  

Author(s):  
Natalia L. Baydikova ◽  

The aim of the research is to identify the parameters for a multidimensional model of teacher-student interaction styles in the framework of the teacher's management activity. Literature analysis shows that all the models of teacher-student interaction styles can be divided into two groups according to the ways of classification criteria distribution. The first group comprises onedimensional models which assign certain characteristics to the teacher leadership styles. The example of such an approach is the traditional classification of styles into authoritarian, democratic and laissez-faire modes of teacher's behavior. The other group of classifications of teacher-student interaction styles includes two-dimensional models. They use two parameters in different combinations to result in four leadership styles. The author states that teacher-student interaction is so complex and multi-level that two criteria are not enough to describe teacher leadership styles. She proposes a multidimensional model of teacher-student interaction styles based on six components of teacher's organizational activities: target, stimulation and motivation, content, operation, control and regulation, assessment. According to these components, the author identified six parameters of teacher-student interaction styles which a teacher can exhibit to a different extent within the two opposite characteristics: 1) formulation of tasks to learners (implicitly - explicitly), 2) stimulation of learners' autonomy (directive behavior - delegating behavior), 3) variability of content (predetermined -available for choice), 4) interaction with students (detachment - involvement), 5) intensity of control (continuous - dispersed), 6) type of assessment (standard - essence-based). All the six parameters are independent dimensions of an individual teacher-student interaction style. To empirically verify the proposed multidimensional model of teacher leadership styles, a questionnaire was developed. It consists of 18 statements, three statements assessing each parameter. The display of characteristics was measured by values with assigned numbers: ‘never' -2, ‘no rather than yes' -1, ‘sometimes' 0, ‘yes rather than no' +1, ‘always' +2. The values -2 and +2 are the extreme poles of the behavior characteristics. The arithmetic average was counted out of the three answers on each parameter. According to the survey of school teachers, individual teacher-student interaction styles comprise characteristics of different polarity. The proposed multidimensional model of teacher-student interaction styles is a flexible, variational and open system.


Sign in / Sign up

Export Citation Format

Share Document