scholarly journals Is Democratic Learning Possible in a High-Stakes Classroom?

2019 ◽  
Vol 8 (6) ◽  
pp. 83
Author(s):  
Diana L. Satterfield
Keyword(s):  
Action Research ◽  
Social Studies ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Research Study ◽  
Authentic Learning ◽  
High Stake ◽  
High Stakes ◽  
Learning And Collaboration ◽  
Democratic Learning

However well-intentioned, standardization and increased testing conflict with theories and research that supports authentic learning and collaboration. Implementing methods to empower and engage students can feel nearly impossible within a high-stake environment. This article discusses the findings of an action research study conducted to explore ways for teachers to engage students to become active participants in both teaching and learning. Students were encouraged to explore a democratic learning environment in which they worked collaboratively to develop lesson plans for social studies that adhered to state requirements. The findings showed a profound shift in perceptions of teaching and learning by students and teacher.

scholarly journals Teaching and Learning Democratically in a Public High School: Challenges Presented in a High-Stakes Environment

2020 ◽  
Vol 1 (1) ◽  
pp. p63
Author(s):  
Diana L. Satterfield
Keyword(s):  
New York ◽  
Teaching And Learning ◽  
Core Curriculum ◽  
New York State ◽  
Public High School ◽  
High Stakes ◽  
Board Of Regents ◽  
Learning And Collaboration ◽  
Democratic Learning ◽  
Common Core Curriculum

The New York State Board of Regents adopted the Common Core Curriculum, the implementation increased testing requirements and rigidity in classrooms. However well-intentioned, standardization and increased testing conflict with theories and research that support authentic learning and collaboration. Implementing methods to empower and engage students can feel nearly impossible within a high stakes environment. This article discusses the findings of an action research study conducted to explore ways for teachers to engage students to become active participants in both teaching and learning. Students were encouraged to explore a democratic learning environment in which they worked collaboratively to develop lesson plans for social studies that adhered to state requirements. The findings showed a profound shift in perceptions of teaching and learning by students and teacher.

Integrating the C3 Framework in the social studies: an action research study

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Meghan McGlinn Man ◽  
Jeffrey A. Greiner
Keyword(s):  
Action Research ◽  
Social Studies ◽  
Teaching And Learning ◽  
Research Study ◽  
Classroom Teacher ◽  
Theory And Practice ◽  
Content Type ◽  
The Social ◽  
Teachers And Students ◽  
Action Research Study

PurposeThe C3 Framework is a recent example in a long history within the field of social studies education of efforts to engage teachers and students in inquiry-oriented teaching and learning. While there is some research regarding the efficacy of the inquiry design model (IDM) of the C3 Framework, few studies have sought to engage social studies teachers as coresearchers as they integrate the framework. This study addressed a persistent divide between the theory and practice of integrating inquiry in the social studies.Design/methodology/approachIn this study, a classroom teacher and a university-based researcher conducted a hybrid action research study to understand the instructional shifts that occur as the C3 Framework is fully implemented into instruction.FindingsBased on the findings, the authors present a theory of action to highlight key opportunities to shift instruction, while also acknowledging the factors that might mitigate those shifts. In particular, the authors focus on teacher decision-making and contextual factors that allow for and hinder the full integration of inquiry.Originality/valueThis study is unique in developing a hybrid action research/qualitative case study that provides insider knowledge related to improving social studies teaching and learning.

scholarly journals Qawa’id wa Tarjamah Method and Card Sort Strategy in Shorof Learning in Madinah Modern Boarding School

2019 ◽  
Vol 1 (01) ◽  
pp. 1
Author(s):  
Muhammad Afif Amrulloh ◽  
Reni Puspita
Keyword(s):  
Action Research ◽  
Teaching And Learning ◽  
Research Study ◽  
Boarding School ◽  
Card Sort ◽  
Planning Stage ◽  
9Th Grade ◽  
Classroom Action Research ◽  
Implementation Stage ◽  
Research Analysis

The purpose of this study was to find out the application of the qowa'id wa tarjamah method with card sort strategy in improving the shorof ability of the 9th grade student’s at Madinah Modern Boarding School . This research is a Classroom Action Research study. It is the research which oriented to solving the problems that occurred in the classroom by improving the learning process in accordance with the expected goals. Research analysis was conducted inductively. The research used qualitative research, the data in the form of verbal and analysed without using statistical techniques. This classroom action research consists of two cycles through four stages of the process as follows: 1) the planning stage, 2) the implementation stage, 3) the observation stage, and 3) the reflection stage. The application of the qowa’id wa tarjamah method with card sort strategy can improve shorof ability towards 9th grade student’s of the Madinah Modern Boarding School . Student’s are able to understand the material well and make sentences and are enthusiastic in participating in class teaching and learning activities. This can be proven by improving the shorof ability of the student’s in each cycle.

Creating an Authentic Learning Environment in Economics for MBA Studies

2006 ◽  
pp. 76-87 ◽  
Author(s):  
Greg Parry ◽  
Clive Reynoldson
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Authentic Learning ◽  
Learning Task ◽  
Business Administration ◽  
Mba Programs ◽  
Teaching Economics ◽  
Traditional Approaches ◽  
Core Part

This chapter discusses a postgraduate economics program that forms a core part of a Masters of Business Administration (MBA) degree course. The program has been structured so as to create a learning environment in which students construct an understanding of economics through a semester-long, authentic learning task — specifically the development of a competitive strategy for a business in which they have a personal interest. The curriculum, teaching and learning activities and assessment are aligned in such a way that they all contribute to the achievement of this task. The authors have observed that this approach has resulted in greater student engagement and a deeper conceptualisation of the role of economics in business as compared to the traditional approaches to teaching economics in MBA programs.

scholarly journals APPLICATION OF THE CONTEXTUAL TEACHING AND LEARNING (CTL) APPROACH TO INCREASE STUDENT LEARNING OUTCOMES OF CLASS IV STUDENTS SDN 167 PEKANBARU

2020 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Fedrik Sentosa ◽  
Gustimal Witri ◽  
Eddy Noviana
Keyword(s):  
Action Research ◽  
Social Studies ◽  
Student Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Fourth Grade ◽  
Student Learning Outcomes ◽  
Cycle Number ◽  
Contextual Teaching ◽  
Classroom Action Research

This study was based on the low learning outcomes of social studies in fourth-grade students at SDN 167 Pekanbaru. Of the 20 students, only 9 students (45%) achieved minimum completeness, while the average student learning outcomes were 60.24. To overcome this learning problem, classroom action research is carried out by applying the contextual teaching and learning (CTL) approach. The purpose of this study is to improve social studies learning outcomes by applying the CTL approach. This research is a classroom action research conducted in the fourth grade SDN 167 Pekanbaru with a total of 20 students. This research was conducted in two cycles, the data collection techniques used were observation and written tests. The analysis technique used is a descriptive analysis of data on teacher and student activities and social studies learning outcomes. The results of the study state that the application of the CTL approach can improve the activities of teachers and students as well as social studies learning outcomes. This is evidenced by (1) teacher activities in the first cycle of the first meeting amounted to 50.00%, in the first cycle of the second meeting was 64.28%, in the second cycle the first meeting was 78.57% and in the second cycle II was 92.86%; (2) the activities of students in the first cycle of the first meeting were 57.14%, in the first cycle of the second meeting it was 67.85%. In the second cycle, the meeting I was 75.00% and in the second meeting cycle II was 89.28%; and (3) student learning outcomes have increased in the pre-cycle number of students who completed 9 students, in the first cycle became 12 students, in the second cycle became 17 students. The increase in the average learning outcomes from the basic score is 60.25 to 68.25 in the first cycle and 78.50 in the second cycle. Based on the results of this study, the application of the contextual teaching and learning (CTL) approach can improve learning outcomes in social studies subjects in grade IV SDN 167 Pekanbaru.

scholarly journals PENINGKATAN HASIL BELAJAR IPS MELALUI METODE SIMULASI DENGAN REINFORCEMENT DI SMPN 2 JETIS BANTUL

2016 ◽  
Vol 3 (1) ◽  
pp. 62-73
Author(s):  
Ratna Wulandari ◽  
Muhsinatun Siasah Masruri
Keyword(s):  
Action Research ◽  
Social Studies ◽  
Simulation Model ◽  
Research Study ◽  
Learning Activity ◽  
Simulation Methods ◽  
Verbal Reinforcement ◽  
The Social ◽  
Academic Year ◽  
Research Show

Penelitian ini bertujuan untuk meningkatkan aktivitas dan hasil belajar IPS di kelas IX C SMPN 2 Jetis Bantul setelah diterapkan metode simulasi dengan reinforcement. Penelitian ini merupakan penelitian tindakan kelas (classrrom action research) menggunakan desain Kemmis & Taggart. Subyek penelitian adalah siswa kelas IX C SMPN 2 Jetis Bantul tahun pelajaran 2013/2014. Tindakan yang diterapkan adalah penerapan metode simulasi dengan reinforcement untuk dalam pembelajaran IPS. Teknik pengumpulan data yang digunakan adalah  observasi dan tes. Teknik observasi digunakan untuk mengetahui aktivitas siswa dalam pembelajaran IPS dan tes digunakan untuk menunjukkan hasil belajar siswa. Penelitian ini terlaksana dalam dua siklus. Siklus I mengunakan model simulasi dengan reinforcement verbal dan siklus II menggunakan model simulasi dengan reinforcement non verbal.  Hasil penelitian menunjukkan bahwa penggunaan model simulasi dengan reinforcement meningkatkan aktivitas belajar IPS dari 14,28% pada siklus I menjadi 87,49% pada siklus II, hasil belajar IPS meningkat dari rata-rata kelas 81,07 pada siklus I menjadi 81,25 pada siklus II. Dengan demikian metode simulasi dengan reinforcement dapat meningkatkan hasil belajar IPS siswa kelas IX C SMPN 2 Jetis Bantul. IMPROVING THE SOCIAL STUDIES LEARNING RESULT THROUGH SIMULATION METHODS WITH REINFORCEMENT AT SMPN 2 JETIS BANTULAbstractThis research aims to improve the learning activity and social studies learning result at year IX C of  SMPN 2 Jetis Bantul  after appliying Simulation Methods with reinforcement. This research was a classrrom action research study using Kemmis & Taggart design. The subjects in this research were year IX C students SMPN 2 Jetis Bantul in the academic year of 2013/2014. Treatment that applied is simulation methods with reinforcement to improve the activity and social studies learning result. The data were collected through observation and tests. Observation technique was used to know activity learning result student in the social studies lerning and tests was used to show learning result. This research was done in two cycles. Cycle I used simulation methods with verbal reinforcement and Cycle II used simulation methods with non verbal reinforcement. The research show that the use of simulation methods with reinforcement improve social studies activity learning 14.28% in Cycle I to 87.49% in Cycle II, social studies learning result improve from classroom average 81.07 in Cycle I to 81.25 in Cycle II. The application of the simulation model through reinforcement was improve the social studies learning result the students of IXC SMPN 2 Jetis Bantul.

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