Learner Perception of Using Case Study Method as a Teaching Method in Higher Education

The aim of the study is to explore learners' perception of case study method within the context of a Degree in Infant Education. The research is carried out at Salamanca University during the academic year 2017-2018. In order to achieve the goal of the research, a quantitative study is employed. The sample of the research is composed of 77 learners enrolled in the compulsory subject School Organization. To operationalize the variables and collect data researchers use a questionnaire. Analyzing the results, it is highlighted that most learners emphasize the benefits of case study method to be involved in the real context of a classroom setting, and to contribute to the development of different skills such as communication, problem solving, decision-making, organizing and planning, analytical thinking, conflict resolution, negotiation, coordination, cooperation, flexibility, tolerance, and respect. They state that it is a fantastic experience to put into practice the knowledge previously acquired. This research points out how the case study method maximizes the learning experience.

Exposing Mental Models to Accelerate Distance Learning Environments

This chapter forms one part in a series of chapters offering recommendations to design effective distance and blended learning. The COVID-19 pandemic has been an unintended catalyst for change in schools. Due to the closing of school buildings in the spring of 2020, school districts were forced to quickly transition to distance learning or blended learning. Even before COVID-19, many districts failed to successfully and systematically implement the new knowledge and skills acquired in these sessions. So, the question is, why has blended and distance learning practices continued to function in pockets throughout a school district and not systematically throughout the school organization? One can argue that full implementation was impeded by the lack of budgetary resources and infrastructure or unaligned curriculum, instruction, and assessments.

What Make Students Participate in School Organizations? The Role of Motivation and School Environment

This study aimed to determine the various motivations of students in participating in school organizations. These school organizations play an important role in fostering educational success and include intra-curricular and extracurricular activities. The school organizations discussed in this article were student council (known as Organisasi Siswa Intra Sekolah or OSIS) and extracurricular activities. This study consisted of a literature review. Based on the results, students’ motivation in participating in school organizations can be categorized into two types, namely internal and external motivation. Internal motivation is that which comes from within the individual, and external motivation is an influence that comes from outside the individual. The motivation of students may affect their activeness in participating in organizations and their daily activities. Keywords: student participation, motivation, school organization

Attributes of social capital in the educational organisation

The article highlights according to the concept of social capital, the changes generated by the COVID-19 pandemic in the educational system. This research identified the attributes of social capital at the level of the adults involved in the educational process (parents, students), the impact of the current period on them and the opinion of the respondents regarding the education reform. The conclusions of the study prove an activation of the intentions of involvement and participation in the management structures and in the educational projects at the level of the school organization, along with a low degree of confidence in the way the reform of the educational system is designed and implemented. Change management in recent years has highlighted the need for school involvement in the development of social capital and also the need to increase the role of social stakeholders in solving the challenges facing school organizations.

The Behavior of Educational Organizations during the Covid-19 Period (Literature Review)

The purpose of this study is to determine the condition of the school organization during a pandemic Covid-19, from the scope of individuals, social groups, relations between organizations, relations between institutions, and related policies in special conditions such as during a pandemic Covid-19 this time. The subject of this study is a literature review, literature sources that discuss pandemics, conditions, individual attitudes in school organizations, social group relations, communities, institutions, and related policies in special conditions such as during the pandemic Covid-19 this time. The time of the pandemic has various implications sector, including sector education. As a complex system, the organization is expected to become an organization that can promote healthy behavior physically and mentally during a pandemic. The school organization is covered by individuals with knowledge, attitudes, and behaviors. The results of this study explain that for schools to remain focused on achieving educational goals with good quality, the integration of functions between school principals, teachers, and all school resources, groups of educators and education staff organizations, between organizations, institutions in society, and policies issued must go in harmony with future study.

Ensino remoto emergencial no IFMG

A pandemia de COVID-19 mudou a configuração de diversos processos, desde os mais simples até os mais complexos, em suas diversas formas, em vários setores. A reestruturação da organização escolar, principalmente na execução de seus currículos por um modelo adequado à realidade local, é um desafio para todas as instituições de ensino. Este trabalho tem o objetivo de identificar os modelos utilizados no Ensino Remoto Emergencial (ERE) adotados nos diversos campi do Instituto Federal de Minas Gerais (IFMG) para os cursos técnicos integrados ao ensino médio. Como instrumento para coleta de dados, utilizou-se questionário online direcionado ao Diretor de Ensino do campus. Ao final, a análise das respostas apresentou uma abordagem mista (qualitativa e quantitativa). Observou-se que o modelo ERE predominante no IFMG foi a oferta simultânea de todas as disciplinas, com a disponibilização dos seus conteúdos divididos em blocos. Conclui-se que a variedade dos modelos de ERE adotados pelos campi evidencia o compromisso em buscar o modelo que melhor atendesse a comunidade escolar, dentro dos limites e das possibilidades da equipe e dos estudantes, mantendo o compromisso em zelar pela qualidade do ensino. Palavras-chave: Instituto Federal. Ensino Técnico Integrado. Ensino Remoto Emergencial. Emergency remote teaching at IFMG: challenges for school management Abstract The COVID-19 pandemic changed the configuration of many processes, from the simplest to the most complex, in their various forms in various sectors. The restructuring of the school organization, mainly in the execution of its curriculum according to a model adequate to the local reality, is a challenge for all educational institutions. This work aims to identify the models used in Emergency Remote Teaching adopted in the various campuses of the Federal Institute of Minas Gerais (IFMG) for technical courses integrated with high school. An online questionnaire directed to the Campus Education Director was used as an instrument for data collection. In the end, the analysis of the responses presented a mixed approach (qualitative and quantitative). It was observed that the predominant ERE model at the IFMG was the simultaneous offer of all subjects, with the availability of their contents divided into blocks. It is concluded that the variety of ERE models adopted by the campuses shows the commitment to seek the model that best served the school community, within the limits and possibilities of staff and students, maintaining the commitment to ensuring the quality of education. Keywords: Federal Institute. Integrated Technical Education. Emergency Remote Teaching.

The Field School Syllabus

Research indicates that sexual harassment and assault commonly occur during archaeological field research, and students, trainees, and early career professionals are more frequently subjected to harassing behaviors compared to mid-career and senior scientists. Specific to archaeological education, the undergraduate educational requirement of a field school puts students and trainees in situations where harassment historically has been unchecked. We present the results of a systematic content analysis of 24 sets of field school documents. We analyzed these documents with attention to how field school policies, procedures, and language may impact students’ perceptions of their expected behaviors, logistics and means of reporting, and stated policies surrounding sexual harassment and assault. Coding was conducted using an a priori coding scheme to identify practices that should lead to a safe and supportive field learning environment. Our coding scheme resulted in 11 primary codes that we summarized as three primary themes: (1) field school organization and expected student behavior, (2) logistics of the course, and (3) stated policies surrounding sexual harassment and assault. Based on these themes, we provide recommendations to modify field school documents and practices to create a field school that provides safe opportunities for students to learn.

EDUCATION SUPERVISION IN THE CREDIBILITY COMPETENCY OF PROFESSIONAL TEACHER

Every activity of the school organization must be supervised by the principal. This is important because without supervision, all school program activities will not be successful. In this case, if there are deviations, it cannot be detected early and in detail. The role of the principal in this case is very important, in other words that success in carrying out supervision is largely determined by the skills of the supervisor. Supervision comes from the words super and vision which means to see and review from above or view and judge from above what is done by superiors on activities, creativity, and bottom performance.

INCREASING TEACHER’S JOB SATISFACTION THROUGH GIVING AWARDS AT SLB NEGERI DURI

Job satisfaction is an important target in human resource management because it will directly or indirectly affect work productivity. Conversely, high satisfaction is desired by leaders because it can be associated with the positive results they expect. High job satisfaction indicates that a school organization has been well managed with effective management. This School Action Research was located at SLB Negeri Duri, which was addressed to teachers at SLB Negeri Duri. The main reason was that based on the observation, teachers’ job satisfaction was still low. The population in this study was all 15 teachers at SLB Negeri Duri. Based on the results of the study, it was known that 1) The aspect of giving rewards brought by the tutor increased teachers’ job satisfaction in the second cycle. If the score the first cycle was 20, then the second cycle was better by getting a score of 32. In the aspect of teachers’ job satisfaction, it was found that the percentage in the first cycle was 53% with a good enough category and in the second cycle, it increased to 80% with a very good category. This situation showed that teachers’ job satisfaction increased through giving awards at SLB Negeri Duri.

School Health Promotion at the Time of COVID-19: An Exploratory Investigation with School Leaders and Teachers

The Coronavirus pandemic has impacted the entire school population’s emotions and the disruption of the organization of the school world. In this context it is important to reflect on the role of health promotion at school. The present study aimed at exploring school leaders’ and teachers’ perspectives and experiences about COVID-19 pandemic and its effects in the school and education system. The first objective was to gather the experience of school leaders regarding the change in school organization, with particular attention to organizational and health promotion aspects. The second was to investigate the perception of health promotion and self-efficacy of teachers in primary, middle and high schools. The research was conducted using qualitative (focus groups for the school leaders) and quantitative methods (questionnaires for the teachers). The findings showed new ways of improving wellbeing at school and implementing health promotion through the sharing of good practice between school leaders. The need for time and space to reflect among school leaders on the educational and didactic aspects of school organization also emerged. Teachers showed a low to medium level of self-efficacy regarding the adoption of strategies in line with health promotion; specificities for each grade and level will be discussed.