The Implementation of a Literacy Achievement Program

2021 ◽  
pp. 138-151
Author(s):  
Kemi Elufiede ◽  
Beth Terrell
Keyword(s):  
Literacy Development ◽  
Structural Model ◽  
Relevant Literature ◽  
Thinking Skills ◽  
Literacy Skills ◽  
Critical Thinking Skills ◽  
Future Research ◽  
Literacy Achievement ◽  
Development Programs ◽  
Hard Skills

This chapter discusses the implementation of a literacy achievement program, the Carnegie Kids Club (CKC), developed by Carnegie Writers, Inc. (CW), a nonprofit organization that focuses on writing and literacy education. CKC is a community-based program designed to assist children with the improvement of literacy skills as they relate to reading, writing, and creativity. With this, the program seeks to approach literacy development skills based on addressing critical thinking skills, as these are soft skills that promote the development of hard skills. The chapter includes relevant literature about literacy development, programs, instruction, and evaluation. Lastly, it provides the CKC current structural model, assessment, and future research.

scholarly journals LECTURERS’ EXPERIENCES IN TEACHING SOFT SKILLS IN TEACHER PROFESSION EDUCATION PROGRAM (TPEP) IN INDONESIA

2020 ◽  
Vol 78 (2) ◽  
pp. 215-234
Author(s):  
Jefri Mailool ◽  
Heri Retnawati ◽  
Samsul Arifin ◽  
Ameliasari Tauresia Kesuma ◽  
Himawan Putranta
Keyword(s):  
Education Program ◽  
Soft Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Assessment Model ◽  
Future Research ◽  
Clear Understanding ◽  
Hard Skills ◽  
Practice Methods ◽  
Pre Service Teacher

The Teacher Profession Education Program (hereafter abbreviated: TPEP) in Indonesia is a program designed to generate professional teachers. Every pre-service teacher must be equipped with adequate hard skills and soft skills before diving into a professional environment. This phenomenological research explored the lecturers' experiences in teaching soft skills to the students of TPEP. This research aims at getting a clear understanding of how soft skills teaching is implemented and what kinds of soft skills have been trained during TPEP. The data in this research were primarily collected through in-depth interviews conducted with 15 teaching lecturers from three universities that hold and organize the TPEP. Data analysis used analytic reduction which started from identifying important statements of the interview results, determining the core theme, and describing the essence of the entire experience. The results found that teaching soft skills with integrated/embedded models was used in the TPEP. Lecture, presentation, assignment, mentoring, and practice methods were used to train the TPEP students’ soft skills. While the soft skills that have been trained during the implementation of the TPEP consist of ethics, self-reliance, responsibility, patience, critical thinking skills, communication skills, teamwork, tolerance, and social skills. The future research is expected to develop a criteria-based on integrated soft skills assessment model that can be used to assess the achievement of the acquisition of teachers’ soft skills at the end of TPEP. Keywords: pre-service teacher, soft skills, teacher profession education program (TPEP).

Impacts of International Baccalaureate programmes on teaching and learning: A review of the literature

2018 ◽  
Vol 17 (3) ◽  
pp. 240-261 ◽  
Author(s):  
Anisah Dickson ◽  
Laura B. Perry ◽  
Susan Ledger
Keyword(s):  
Teaching And Learning ◽  
International Baccalaureate ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pedagogical Practices ◽  
Additional Stress ◽  
Future Research ◽  
Wide Range ◽  
Teachers And Students ◽  
The Impact

International Baccalaureate (IB) programmes are growing rapidly worldwide, driven in part by their global reputation and concept-driven, inquiry-based approach to teaching and learning. This thematic review of a range of literature sources examines the impact of IB programmes on teaching and learning, highlighting trends, challenges, and benefits. Findings of the review revealed that most of the studies, both qualitative and quantitative, examined stakeholders’ perspectives or self-reported experiences of IB programmes; a very small number used research designs that control for confounding factors or allow causal inferences to be drawn. A wide range of stakeholders report that IB programmes develop research and critical thinking skills, intercultural appreciation and global awareness, as well as cultivate collaborative working cultures and creative pedagogical practices among teachers. Challenges include extra demands on teachers for lesson planning and assessment, additional stress for teachers and students, and competing demands and expectations with national requirements. Recommendations are provided which may guide future research endeavours.

scholarly journals CONCEPTUAL FRAMEWORK OF CRITICAL THINKING SKILLS FOR WORK AND ENERGY TESTS APPLIED TO PHYSICS LEARNING

2020 ◽  
Vol 17 (36) ◽  
pp. 798-815
Author(s):  
Sigit Dwi SAPUTRO ◽  
TUKIRAN A. ◽  
Zainul Arifin Imam SUPARDI ◽  
Budi JATMIKO
Keyword(s):  
Critical Thinking ◽  
Conceptual Framework ◽  
Relevant Literature ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Library Science ◽  
Daily Lives ◽  
Indicator Analysis ◽  
Online Library ◽  
Work And Energy

Work and energy are contents traditionally addressed in the study of physics and engineering. This is because this topic is part of people's daily lives; that is, they are critical thinking skills included in 21st century learning achievements that must be mastered by students. This study aimed to make an appropriate assessment formulation to measure students' critical thinking skills in work and energy. The systematic method of review was carried out through three stages. The first step was to search for relevant literature sources through a database and books. The database used included SAGE Journals, Wiley Online Library, Science Direct, and Google Scholar. There were 115 journals or proceedings that have been examined and then selected 50 articles following established criteria. The second stage determined formulating achievement indicators, and the third stage developed conceptual tests of critical thinking skills. Based on this study on the conceptual framework of the study to measure students' critical thinking skills in teaching materials for work and energy, it was concluded that (1) indicators of critical thinking skills on work and energy include interpretation, analysis, evaluation, inference, explanation; (2) the basic principles of making critical thinking test instruments include presenting phenomena, open-ended tests, and testing the rationality of answers; and (3) there were examples of the application of the development of the critical thinking skills test instrument for indicator analysis.

scholarly journals EXPLORING STUDENTS’ PERCEPTIONS OF COLLABORATION AND CRITICTHINKING SKILLS FOLLOWING AN ESCAPE ROOM EXPERIENCE

2021 ◽  
Vol 3 (1) ◽  
pp. 5-16
Author(s):  
Frances Hamilton ◽  
Kimberly Hile ◽  
Dana Skelley ◽  
Sarah Roller ◽  
Sandra Lampley ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Secondary Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Descriptive Statistics ◽  
Future Research ◽  
Comparison Analysis ◽  
Post Secondary ◽  
Collaboration Skills ◽  
Skills Use

Collaboration and critical thinking are 21st century skills employers value. Campus programming offers a space where, through intentional design, post-secondary students may develop critical thinking and collaboration skills. This study investigates survey data collected after a campus program that engaged participants in an escape room experience. Descriptive statistics were utilized to investigate students’ perceptions of collaboration and critical thinking skills use and improvement during the experience. Comparison analysis was employed to explore if the structure of the escape room produced any difference in results. Findings indicate the majority of participants reported being able to practice and improve collaboration and critical thinking skills in the escape room experience. Patterns suggest that the escape room structure may impact participants’ perceptions of collaboration and critical thinking skills. Limitations and recommendations for areas of future research are discussed.

scholarly journals COVID-19 MISINFORMATION: HOW DOES SCIENTIFIC INFORMATION LITERACY PREVENT IT?

2021 ◽  
Vol 8 (1) ◽  
pp. 39-76
Author(s):  
Muhammad Retsa Rizaldi Mujayapura ◽  
Karim Suryadi ◽  
Sardin Sardin
Keyword(s):  
Information Literacy ◽  
Digital Literacy ◽  
Scientific Literacy ◽  
Scientific Information ◽  
Thinking Skills ◽  
Literacy Skills ◽  
Critical Thinking Skills ◽  
The Public ◽  
Information Literacy Skills ◽  
News Literacy

This article aims to examine the importance of information literacy and scientific literacy skills to prevent exposure to misinformation in the midst of the Covid-19 pandemic. Believing in misinformation encourages behaviour that is detrimental to individuals and groups due to anxiety, fear, uncertainty, and a lack of critical thinking skills. This study uses a qualitative approach with a systematic literature review (SLR) method. Through the SLR method, this article uses various sources of empirical research by collecting data and information to analyze elements in information literacy and scientific literacy that can identify misinformation. Information literacy is considered to be more useful in preventing belief in misinformation compared to the concepts of digital literacy, media literacy, and news literacy. Information literacy skills with information verification, and supported by scientific literacy with intellectual virtue, can recognize misinformation about COVID-19 so that it can prevent individuals from believing in misinformation that can result in errors of action. Scientific information literacy needs practical intervention to the public, one of which is through the role of educational institutions.

scholarly journals Pre-Service Teachers’ Attitudes towards English Courses and Their Critical Thinking Skills

2019 ◽  
Vol 9 (2) ◽  
pp. 46
Author(s):  
Muzaffer Barın
Keyword(s):  
Critical Thinking ◽  
Data Collection ◽  
Relevant Literature ◽  
Thinking Skills ◽  
Attitude Scale ◽  
Critical Thinking Skills ◽  
English Classes ◽  
Teachers Attitudes ◽  
Thinking Disposition ◽  
The Relationship

The aim of the current research is to reveal the relationship between pre-service teachers’ attitudes towardscompulsory English courses and their critical thinking skills. The study also investigates the effect of the participants’age, gender and department on their attitudes towards compulsory English courses and their critical thinking skills.California Critical Thinking Disposition Inventory (CCTDI) and Attitude Scale towards English Classes (ASTEC)were used as data collection instruments. 159 pre-service teachers from different departments of a public university’sfaculty of education. The results showed that there is no significant relationship between the participants’ age, genderand department and their CCTDI and ASTEC scores. According to the correlational analyses, it is found that there isno correlation between CCTDI and ASTEC scores of the participants. The results have been discussed under the lightof relevant literature and implications are presented for further research and pedagogy.

The Role of Student Feedback in Building Reflexive Teachers

2019 ◽  
pp. 76-90
Author(s):  
Kerri Pilling Burchill ◽  
David Anderson
Keyword(s):  
Critical Thinking ◽  
Teaching Practice ◽  
Individual Case ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Feedback ◽  
Future Research ◽  
Education Environment ◽  
Tacit Assumptions

The contemporary demands of the education environment today require that teachers refine their reflective thinking skills and shift towards the deeper critical thinking skills inherent in reflexive thinking. Reflexivity is a deeper level of critical thinking that assumes a degree of metacognition and “knowing-in-action” (Schon, 1983, p. 50). Metacognition is a critical tool in helping individuals become more aware of their deeply seeded biases and tacit assumptions about the way the world works. Through a phenomenological analysis of four individual case studies, this study found that student feedback was a key catalyst for building reflexivity skills. Specifically, the study details the key ways by which feedback prompted novice teachers to metacognitively think through their knowing-in-action and ultimately improve their teaching practice. The research details important implications in three areas: 1) practice, 2) theory, and 3) future research.

Are We Teaching Critical Thinking in the Classroom?

2001 ◽  
Vol 7 (1) ◽  
pp. 53-67 ◽  
Author(s):  
Robert C. Kersting ◽  
Ann Marie Mumm
Keyword(s):  
Critical Thinking ◽  
Social Work ◽  
Pilot Study ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Future Research ◽  
Teaching Methodology ◽  
Social Work Programs ◽  
Generalist Practice ◽  
Work Education

The Council on Social Work Education (CSWE) requires social work programs to integrate critical thinking into their curriculum (CSWE, 1992). This article reports results from a pilot study designed to assess how well students integrate critical thinking skills after a one-semester generalist practice course. Forty-six students completed a pre- and posttest assessing critical-thinking skills and their attitudes about critical thinking. The results show some minimal changes in critical thinking. It is concluded that critical thinking is a difficult set of skills to develop and it requires more than a single, one-semester course to develop those skills. We suggest changes in teaching methodology. The article concludes with a discussion of issues regarding measurement of critical thinking for future research.

scholarly journals Understanding and Supporting Literacy Development Among English Learners: A Deep Dive Into the Role of Language Comprehension

AERA Open ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 233285842091219
Author(s):  
Jeannette Mancilla-Martinez
Keyword(s):  
United States ◽  
Language Comprehension ◽  
English Learners ◽  
Literacy Development ◽  
The United States ◽  
Special Topic ◽  
Future Research ◽  
Literacy Achievement ◽  
Deep Dive

A distinguishing feature of English learners (ELs) centers on coming from homes in which a language other than or in addition to English is used, but bilingualism itself is not a risk factor for low academic achievement. Yet in the United States, ELs’ reading achievement continues to lag behind that of their English-proficient peers. In this introduction, I discuss the need for research that centers the role of language comprehension among ELs for understanding and supporting their literacy achievement, highlight some of the key contributions made by the authors of articles that comprise this special topic collection, and offer several avenues that are ripe for future research.

Sign in / Sign up

Export Citation Format

Share Document