Students as partners practices in Chinese universities: An analysis of undergraduate students’ and academics’ perceptions of involvement and importance

There is a small but growing body of literature about engaging students as partners (SaP) in Asian countries. To further collective understanding of learner-teacher partnership practices in China, we invited undergraduate students and academics from three Chinese universities to complete a survey on their involvement in, and sense of importance of, 17 practices that align with SaP activities. The 402 students and 85 academic staff who engaged in the survey reported high levels of agreement about the importance of such practices that foster learner-teacher interactions although levels of involvement were lower. The findings demonstrate that SaP practices are unfolding in Chinese universities with evidence of a desire for growth of such activities. Our findings reveal potentials and possibilities for growing such practices in Chinese universities while raising questions about the underlying drivers and values motivating increased interest in learner-teacher interactions that warrant further qualitative research.

PENDEKATAN SAINTIFIK DITINJAU DARI INTERAKSI GURU PADA PEMBELAJARAN DARING DI KELAS V SD NEGERI 128 PALEMBANG

This study aims to describe the application of the scientific approach from teacher interactions on online learning in class V of 128 Palembang public elementary schools. This research uses a qualitative descriptive method. The results showed that, the application of the scientific approach from teacher interac tions on online based learning has been carried out but from the 5M step activities there are still some activities that have not been effective on online based learning such as teacher interactions in observing a score of 100, namely the teacher using image media and textbooks There is a score of 100 in the book and Reasoning, namely the teacher gives a task in each meeting that is categorized as very good while the Questioning activity with a score of 50 is there is no reciprocal activity between the teacher and students, Trying to score 33, the teacher only gives a few questions and communicates a score of 16, that is, the teacher does not provide opportunities for students to communicate the results of their work are categorized as Less. Based on this study, scientific-based learning improvement training is needed during the Covid-19 pandemic. Keywords: Application, scientific approach, Teacher Interactions, Online Based Learning

Do You Know What I Know? Children Use Informants’ Beliefs About Their Abilities to Calibrate Choices During Pedagogy

Models of pedagogy highlight the reciprocal reasoning underlying learner-teacher interactions, including that learners’ inferences should be shaped by what they believe a teacher knows about them. Yet, little is known about how this influences learning, despite the fact that even young children make rapid inferences about teaching from sparse data. In the current work, six- to eight-year-olds’ performance on a picture-matching game was either overestimated, underestimated, or accurately represented by a confederate (the “Teacher”), who then presented three new matching games of varying assessed difficulty (too easy, too hard, just right). A simple model of this problem predicts that while children should follow the recommendation of an accurate Teacher, learners should choose easier games when the Teacher overestimated their abilities, and harder games when she underestimated them. Results from our experiment support these predictions, providing insight into children’s ability to consider teachers’ knowledge when learning from pedagogy.

Troubled Relationships in Early Childhood Education: Parent-Teacher Interactions in Ethnoculturally Diverse Child Care Settings

Troubled Relationships in Early Childhood Education: Parent-Teacher Interactions in Ethnoculturally Diverse Child Care Settings

Troubled Relationships in Early Childhood Education: Parent-Teacher Interactions in Ethnoculturally Diverse Child Care Settings

Troubled Relationships in Early Childhood Education: Parent-Teacher Interactions in Ethnoculturally Diverse Child Care Settings

ISLAMIC RELIGIOUS TEACHERS’ EFFORTS TO MOTIVATE STUDENTS AND IMPLEMENT EFFECTIVE ONLINE LEARNING

The Covid-19 phenomenon naturally has an impact on the transformation of learning system from offline to online modes. Thus, this study sought to reveal the efforts made by teachers in Bengkulu province to motivate students during online learning and their efforts to implement effective online learning. 18 teachers who were selected purposively took part as the participants, and they were interviewed to provide information regarding the two objectives of this study. Based on the descriptive qualitative method, the data were analyzed using an interactive analysis model. The findings indicated that in motivating students, the teachers maintained ideal communication, tried to drive students’ emtions to stay involved in learning, made students aware of the essence of the importance of knowledge, simplified learning processes but constructed learning in order to be interesting, provided verbal reinforcement and increased the opportunities of student-teacher interactions, and communicated with parents to help guide their children to study at home. Furthermore, in an effort to implement effective online learning, teachers built disciplined and systematic learning, orientated towards contextual learning contents, and established active interactions with parents and students.