The Religius Diversity Space Formation Based Private Schools Affiliation in Malang City

The intolerance that has threatened Indonesia in the last ten years is an important trail to show that the management of diversity in Indonesia is currently having a complex problem. Many parties are starting to question the wisdom of schools as a participatory diversity laboratory. This research emphasizes best practice tolerance education that is integrated into the realm of the learning curriculum in schools, this study more focused on three high school level schools in Malang city based on religion using a comparative descriptive method described by a qualitative critical approach. There is a perspective that is the finding of this research, namely the vision of tolerance and the definition of diversity built-in schools to give birth to patterns of student interaction in daily synergy with other different students. This perspective theoretically can produce five patterns of diversity interaction, namely: first: collegial interaction, second; dialogical experiment, third; intergroup community formation, fourth; participatory ethics, and fifth; transformative action. These five patterns were naturally formed by the vision of tolerance created by the three schools through various activities, both intra and extracurricular, and became patterns of intense participatory interaction in daily activities at school.

Infusing Entrepreneurial Mindset Into Engineering Education: Five Strategies for Implementation Success

The Ira A. Fulton Schools of Engineering (FSE) received a two-year grant to institutionalize entrepreneurial mindset (EM) throughout the college. This paper summarizes the history of entrepreneurial education in engineering, then reviews metrics of initial implementation success across 17, ABET-accredited programs. Five strategies were deployed during the implementation stage of the initiative, which strived to engage 66 faculty who taught one of three EM-focus courses in each undergraduate program: a first-year engineering course, a required design or technical course in the second or third year, and Capstone. Strategies were: 1) Adopting a 21st Century Engineer orientation to entrepreneurial education; 2) Operationalizing EM using a single, consistent framework across all courses and programs; 3) Modeling implementation based on ABET accreditation processes; 4) Infusing the initiative with substantial faculty support; and 5) Incentivizing faculty with stipends to promote initial implementation. Challenges revolve around sustaining implementation while improving effectiveness of EM instruction and assessment, particularly after grant funding. Lessons learned are that 1) institutionalization of the initiative needs to be strategized during initial implementation and 2) faculty are more likely to support an initiative that includes activities and outcomes about which they have always cared, including student success, professional development, and collegial interaction.

Creating organizational structures to facilitate collegial interaction among teachers

Emerging from concerns about “contrived collegiality” in schools is also the recognition that breaking existing patterns of collegial interaction (or lack thereof) might necessitate some level of leader-initiated (or otherwise organizational) intervention. This paper presents the case of Middleville, a high-performing Midwestern US district, and changes in patterns of collegial interaction which occurred during their first seven years of implementation of the Success for All program—a program which employs a cohesive set of formal organizational controls. Utilizing qualitative data from interviews and focus groups with over 60 elementary school and district staff, we endeavored to better understand the ways in which the Success for All program and its various components have spurred collegial interaction and collegiality in Middleville. Findings reveal the utility of formal controls in pushing teachers to interact in ways which represent a break from past practice. Program facilitators, a unique teacher leader role within each school, played a key role in this process by mitigating the conflict and tension that invariably arises as a result of increased interaction. Findings also emphasize the importance of critically examining the purposes behind the cultivation of collaborative practice and the norms of collegiality to go along with it.

University teaching staff as learners of the pedagogical use of ICT

The aim of the article is to increase the understanding of how university teachers think about pedagogy in web-based teaching. The orientation to pedagogy that teachers have in their instruction is evident from their thoughts about student learning. The focus of this study is on the pedagogy that the teachers displayed in their collegial interaction during a web-based staff training course. The objective of this course was to enhance the teachers’ pedagogical skills in their web-based teaching. The qualitative data consisting of the teachers’ web-based discussions provides insight into their conceptions of what constitutes good teaching and learning. These conceptions can be understood in light of the theoretical model of meaningful learning (Jonassen, 1995). Furthermore, deepening a teacher’s understanding by taking the learner’s position appears to be a powerful tool in understanding the prerequisites for the successful use of information and communication technology (ICT) in teaching. The results show that teachers were more focused on how to facilitate student collaboration in their web-based teaching and less on how to contextualise the content or how to facilitate the transferability of the content taught into other contexts and situations. The teachers’ own experiences of what it means to be a learner in a web-based environment may be an essential learning experience through which they realise that when teaching in web-based environments, it is necessary that every choice they make be justifiable in terms of pedagogy.

Teachers' Interpretations of “CGI” after Four Years: Meanings and Practices

Twenty primary teachers were interviewed who, three or four years earlier, had participated in in-service workshops on Cognitively Guided Instruction (CGI). Three patterns of CGI use seemed related to the meanings teachers constructed for CGI itself. Teachers who reported developing their use of CGI until it formed the mainstay of their mathematics teaching saw CGI conceptually. They also reported learning mainly through their interactions with students and other teachers and developing beliefs about the conceptual nature of mathematics, the constructivist nature of learning, and the students' central role in that learning. Teachers who reported never having used CGI more than supplementally saw CGI as a group of procedures and espoused more traditional beliefs in these areas. Teachers who reported using CGI more at first, but less currently, showed a marked incongruity between their espoused beliefs and reported practices. The authors ask whether additional reseacher support, collegial interaction, or perhaps prescriptiveness in the intervention might have helped teachers in this third group enact their conceptually based beliefs.