Ethnocentrism and University Students in Ethiopia (1995–2018)

Since 1995 and until it apparently eased with the coming of Prime Minister Abiy Ahmed, ethnicity has become the dogmatic principle of the country for its social and political policies. Consequently, it has permeated through university campuses and affected relationships among students belonging to different ethnic groups. This study makes a micro-sociological ethnographic description and analysis of different “sites” of student interactions in curricular activities such as in classroom learning, extracurricular activities such as sporting, and service deliveries such as common residential compounds and dining halls at Addis Ababa University’s Main Campus.

Penyusunan Bahan Pembelajaran Kompilasi Bagi Pengajar di SMK Negeri 1 Cibinong, Bogor Jawa Barat

In general, the form of learning at SMK Negeri I Cibinong Bogor is classroom learning using learning strategies and learning materials that refer to learning objectives. The competence of teachers in developing learning materials is considered to be still low, so it is necessary to make a training on Compilation of Compilation Learning Materials for teachers at SMK Negeri 1 Cibinong Bogor. The training was carried out using the method of applying science and technology directly to 55 teachers of public and private vocational schools in Cibinong Bogor using the Zoom application. The training was carried out in two sessions, namely: (1) discussing learning materials as a system, instructional analysis, setting specific instructional objectives, developing learning-outcome test instruments, developing learning strategies; and session (2) discusses theoretical concepts in developing compiled learning materials, preparing syllabus for one semester of subjects, the concept of making pieces of learning materials based on ICT for one semester, compiling pieces of learning materials based on ICT for subjects taught and making slides with MsPowerpoint, and then participants were asked to deliver Compiled Learning Materials complete with slides using MsPowerpoint. The results of the training showed that, in general, the teachers who participated in the training were still not maximal in mastering the following materials: (1) Instructional Analysis; (2) Develop Specific Instructional Objectives (ICT); (3) Developing Learning Outcomes Test Instruments; (4) and Developing Learning Strategies, so that the training objectives for the preparation of Compilation Learning Materials for 55 MPGP Electronics Engineering teachers conducted at SMK Negeri 1 Cibinong Bogor have not been maximally achieved. Abstrak Secara umum, bentuk-pembelajaran di SMK Negeri I Cibinong Bogor adalah pembelajaran di kelas menggunakan strategi-pembelajaran dan bahan-pembelajaran yang mengacu dengan tujuan pembelajaran. Kompetensi-guru dalam mengembangkan bahan pembelajaran dianggap masih rendah, sehingga perlu dibuat suatu pelatihan Penyusunan Bahan Pembelajaran Kompilasi untuk guru-guru di SMK Negeri 1 Cibinong Bogor. Pelatihan dilakukan menggunakan metode penerapan IPTEKS secara langsung ke 55 orang guru SMK Negeri dan Swasta di Cibinong Bogor menggunakan aplikasi Zoom. Pelatihan dilaksanakan dalam dua-sesi, yaitu: (1) membahas materi pembelajaran sebagai sistem, analisis instruksional, menyusun tujuan instruksional khusus, mengembangkan instrumen tes hasil-belajar, mengembangkan strategi pembelajaran; dan sesi (2) membahas konsep teori dalam pengembangkan bahan pembelajaran kompilasi, menyiapkan silabus mata-pelajaran satu semester, konsep membuat penggalan-penggalan bahan pembelajaran berdasarkan TIK untuk satu semester, menyusun penggalan bahan pembelajaran berdasarkan TIK mata pelajaran yang diampu dan membuat slide dengan MsPowerpoint, dan kemudian peserta diminta menyampaikan Bahan Pembelajaran Kompilasi lengkap dengan slide menggunakan MsPowerpoint. Hasil pelatihan menunjukkan bahwa, secara umum, Guru-guru yang mengikuti pelatihan masih belum maksimal menguasai materi: (1) Analisis Instruksional; (2) Mengembangkan Tujuan Instruksional Khusus (TIK); (3) Mengembangkan Instrumen Tes Hasil Belajar; (4) dan Mengembangkan Strategi Pembelajaran, sehingga tujuan pelatihan penyusunan Bahan pembelajaran Kompilasi terhadap 55 orang guru MPGP Teknik Elektronika yang dilakukan di SMK Negeri 1 cibinong Bogor belum dapat tercapai maksimal.

How Game-Based Learning Works and What It Means for Pupils, Teachers, and Classroom Learning

This chapter discusses the results of a systematic literature review, a needs analysis through a pupil survey, and a case study of classroom observations in the context of primary education. The results of the overall findings, limitations, underlying issues, and emerging concepts are associated to how game-based learning (GBL) works and what it means for pupils, teachers, and classroom learning. This chapter presents the main contributions to the body of knowledge in GBL study, while offering best practice recommendations for designing engagement in GBL. This in turn outlines a framework of how GBL may work in the classroom. The framework identifies elements, features, and factors that shape how engagement occurs and how learning progresses in gameplay within GBL environments.

Reconstructing Reading for Students of Color

African American students face discrimination and inequalities in classroom settings on a daily basis. We often think of discrimination and inequality as something being done or said to someone in an inappropriate manner. However, classroom learning material and products should be considered as well. Curriculum, textbooks, and supplemental materials usually do not include information about black history, authors, or poetry. When they are included, they are often used as supplemental material that is not studied, examined, or discussed. In addition, the books they read in class or for pleasure do not necessarily have role models that resemble African American students.

Toward Racially-Just Multilingual Classroom Pedagogy

Creating equitable multilingual classrooms grounded in explicitly anti-racist teaching practices requires transformation of practice preceded by transformation of thinking. Classroom learning centers can provide the context for truly transformational, anti-racist teaching, but equitable implementation requires a deliberately humanizing approach toward teaching multilingual learners. The chapter outlines the process of operationalizing learning centers in such a way, through pedagogy grounded in the enduring principles of learning and critical sociocultural theory. Based on over 50 years of teaching across five countries and conducting international research in the field of multilingual education, the authors provide research-based, practical steps for learning center design and implementation. Educators will gain a practical pathway for implementation, as well as a model for the self-reflective work that is essential for any meaningful transformation toward racially just classrooms.