Evaluasi Program Akselerasi di SMA Negeri 3 Kota Gorontalo

Evaluation Of The Acceleration Program In SMA Negeri 3, Gorontalo. This study aims to: a) evaluate various policies regarding the acceleration program in SMA Negeri 3 Gorontalo city at the context stage, b) evaluate the availability of available resources to support the implementation of the acceleration program in SMA Negeri 3 Gorontalo city at the input stage, c) evaluate the implementation of the acceleration program at SMA Negeri 3 Gorontalo city at the stage of the process, and d) evaluate the success achieved in the implementation of the acceleration program in SMA Negeri 3 Gorontalo city at the product stage. This study employs an evaluative approach with data collection techniques, such as interview, observation and documentation.The results indicate that; 1) the results of the evaluation context that supports the acceleration program at SMA Negeri 3 Gorontalo city show that there is an acceleration program of policy in SMA Negeri 3 Gorontalo City and the understanding of policy makers about the acceleration program in SMA Negeri 3 Gorontalo city is intensively good , the formulation of the vision and mission of the school supports the policy implementation of the accelerated program, b) the results of the input evaluation show that the input component is a) the availability of human resources, namely teachers and academic support personnel, 2) the availability of facilities and infrastructure that support the implementation of the program (classes, laboratories, IT), d) curriculum, e) student recruitment , f) availability of funds, all of which support the acceleration program at SMA Negeri 3 Gorontalo city, 3) the results of the evaluation of the process show that the stages of the learning process carried out in the acceleration program in SMA Negeri 3 Gorontalo city are very dynamic and support the improvement of the competence of students studying in the accelerated class, and 4) the results of product evaluation indicate that a product stage of the acceleration program at SMA Negeri 3 Gorontalo city , shows that the evaluation criteria for students’ learning outcomes in the accelerated class display good results with an average of 95.75 or very good category.

The Transition Out of Sport: A Case of College Athletics and Academic Support Services

As the commercialization of intercollegiate sport continues to grow, it is critical to understand how transitioning away from college athletics may impact student-athletes. Sport administrators, coaches, academic support personnel, and players should be aware of how athletic identity, unpreparedness, and a lack of social connection can drastically impact student-athletes postsport. Understanding the adjustment issues associated with transition away from sport is crucial in developing policies and support services to effectively help struggling student-athletes. Sport management students are particularly important in the transition because they will be at the forefront of programming efforts. In addition, sport management students need to be exposed to the issue of athlete identity and adjustment in order to act in the best interests of student-athletes. The discussion questions provide an opportunity for sport management students to critically evaluate these issues from a multitude of perspectives.

Perceptions of Support Networks During the Graduate-Assistant Athletic Trainer Experience

Context The graduate-assistant position can be a highly influential experience because it is often the first time novice athletic trainers (ATs) are practicing autonomously. Objective To gain an understanding of how graduate-assistant ATs (GAATs) perceive professional socialization and mentorship during their assistantships. Design Semistructured phone interviews. Setting Graduate-assistant ATs in various clinical settings. Patients or Other Participants Twenty-five GAATs (20 women, 5 men) studying in 1 of 3 academic tracks (postprofessional athletic training = 8, athletic training-based curriculum = 11, non–athletic training-based curriculum = 6). Median age was 24 years. Data Collection and Analysis Phone interviews were digitally recorded and transcribed verbatim. Data analysis used principles of the general inductive approach. Credibility was maintained using peer review, field notes, and intercoder reliability. Results Participants identified peer support throughout their experiences, in both academic and clinical settings. The GAATs frequently relied on other GAATs for support due to shared experiences and understanding of workloads. Participants described difficulty receiving supervisor support from full-time staff ATs due to the supervisors' workload and time constraints, limiting their availability for mentoring. Guidance from academic support personnel occurred only in athletic training-centered academic programs. Communication emerged as helpful for incoming GAATs; the previous GAATs provided formal mentorship via job descriptions highlighting role responsibilities and expectations. Differences between assistantship types were noted only in terms of receiving balanced mentorship between the academic and clinical staffs, such that students studying in postprofessional athletic training programs perceived more balanced support. Conclusions Our results confirm the literature regarding the GAAT's pursuit of continued formal mentoring. The GAATs perceived less support from full-time AT staff members due to limited availability. Therefore, GAATs leaned on their peers for support during the graduate experience.

How to Help Students from Disadvantaged Backgrounds Succeed in Law School

Over the past 50 years, law schools have seen an amazing increase in the diversity of their students. Minorities, women, and the foreign born now make up a significant percentage of those attending law school. However, law school education has changed little in reaction to the new kind of students it must educate. Law schools continue to use the casebook/Socratic method with some modifications at the edges for legal writing and clinics. While law schools have added minority offices, remedial classes, bar review courses, and academic support personnel, these efforts have not helped to the extent hoped.