Landasan Teori Pendidikan Karakter Berbasis Pendidikan Agama Islam

Character education is not only a focus in the world of education in general, but in the view of Islam Character education is one of the important teachings that must be carried out by every individual Muslim. Character education is an important thing to be known, owned and practiced by humans. Character education in Indonesia has long been rooted in educational traditions. The ideal human being is one who has the power of reason and noble character. That is the man who will save himself, his family, nation, and country. The research method used is a qualitative method where the researcher's activities include understanding, analyzing and conducting a more accurate study with conceptualization and implementation of character education foundations. Education must understand efforts to cultivate intelligence in the form of thoughts both in the minds of students, appreciation and understanding in reason and practice in the form of behavior. The axiological foundation of character education will equip educators to think clearly about the relationship between life goals and character education so that they will be able to provide guidance in developing an educational program related to the realities of the global world.

Educational Policy and Curriculum Studies

Since 1978, the Committee on Academic Standards and Accreditation (CASA, a standing committee of the American Educational Studies Association) has maintained the Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies. The Standards are a policy document intended as a powerful curriculum policy tool for faculty and higher education administrators across North America to use to develop foundations and educator preparation programming with disciplinary integrity and to maintain said programs with fidelity. As pressures to provide accountability and improvement measures or attach outcomes to disciplines in education increase, especially teacher education, foundations faculty and programs are challenged in their efforts to both build strong foundations programming and resist the push to dilute or otherwise embed the intellectual and practical work of the discipline into other, mostly unrelated, courses. The Standards provide language and support for foundations scholars housed in teacher education departments to hone their craft, generate good programming, and develop good scholars and P–12 practitioners.

The Role of Benchmarking in Achieving Competitive Advantage of Egyptian Education Faculties Programs

The study aimed to identify the concept and types of benchmarking, and to determine the Justifications of choosing benchmarking approach in order to achieve the competitive advantage for Egyptian Education Faculties programs, and also determine the performance indicators for Egyptian Education Foundations programs that can be used when benchmarking with the corresponding programs. The study depended on the descriptive research approach in achieving its objectives and answering its various questions and manipulating its different approaches. The study constructed a suggested model that can be used when benchmarking to Egyptian Education Faculties Programs with its distinct corresponding Programs. The study also showed the complementary relationship between benchmarking and performance indicators and their role in diagnosing an aspect of the competitive reality in the Egyptian Education Faculties programs. Received: 18 February 2021 / Accepted: 15 April 2021 / Published: 17 May 2021

The Essence of Ownership Rights of College Foundation in Social Justice Perspective

This research is based on the essence of the ownership rights of higher education foundations in the perspective of social justice. By looking at several facts related to ownership rights and institutions and their management. This research method is normative with a philosophical approach, laws, theories/concepts, and cases. The data used are secondary data in the form of primary and secondary legal materials. The results show that ownership rights to tertiary institutions are public/community ownership rights that are responsible for trust, not those of the founders, supervisors, administrators, and supervisors. The ownership rights of this foundation are pseudo or imperfect because it is only limited to the right to use or benefit from the existence of the higher education foundation. The ownership rights of the student community over foundations have implications for the management of foundations and universities with the foundation's obligation to provide academic services and economic assistance for underprivileged students.

Using Photovoice as a Teaching Tool to Explore Pre-service Teachers' Perceptions of Students from Impoverished Backgrounds

Despite the diversity of the American student population, the current teacher force and cohorts of future teachers are overwhelmingly white women from middle class backgrounds. In addition to the work around race, gender, and disability status, there is a clear need for us to help future teachers reconsider how they think about children experiencing poverty in urban schools and communities. Based on its use in an elementary education foundations course, this article provides a first-person accounting of how the pedagogical tool photovoice helped future teachers critically reflect on their perceptions of students from these backgrounds and offered their professor entry points for knowledge and skill development related to teaching students living in impoverished backgrounds.

Fundraising for Government: Unpacking the Structure and Relationship of Government-Supporting Nonprofit Partnerships

Government-supporting nonprofits (GSNs) are 501(c)(3) organizations established in connection with a government agency to fundraise and support their mission. To date, little is known about the structural and substantive relationships that occur in this exclusive partnership. Applying the GSN model to public education in Florida, this study looks at data collected from 18 local education foundations (LEFs) and their school district partners. Interviews suggest that different structural models influence the relationships between the two organizations along the following dimensions: attention, successive engagement, resource infusion, and organizational identity. Even though LEFs exist to support their school district, they also aim to establish a separate identity to be able to fundraise and carry out a more community-based role. Through this research, a framework is proposed for studying the structural and partnership dimensions of government-supporting nonprofits. We conclude with a discussion on future research and relevant considerations for government agencies with a supporting nonprofit.