Students as co-researchers in a school self-evaluation process

School self-evaluation (SSE) or data-based decision making is now a common feature of mainstream education in an increasing number of jurisdictions. The participation of stakeholders including students, is promoted internationally as a key feature of effective SSE. Despite this, very little research has been carried out on how education systems might involve students in SSE and even less research has explored how student involvement can move beyond mere tokenism. Similar to many other jurisdictions, Irish schools are encouraged to include students in SSE. However, the research to date would indicate that while students are frequently consulted through the use of surveys they have little or no involvement in decisions that are made as part of the SSE process at a whole school level. This case study explores an atypical approach to student engagement in SSE which was tested in one Irish post-primary school where students participated as co-researchers along with their teachers in the SSE process. In doing so, student participation in SSE shifted from student as data sources to students as co-researchers. Students became members of the SSE Team, responsible for consulting with the wider staff team, student body and parents. They were actively involved in the completion of a whole school self-evaluation report on assessment and the development of a school improvement plan. The study outlines the key stages of the project and how student participation evolved through the process. Interviews conducted with both the teacher and student members of the SSE Team illuminates the experience of the students and staff on the SSE team. The findings indicate that this approach resulted in significant positive outcomes for the school and the individuals involved, but there were also a number of challenges. Student involvement resulted in greater awareness among, and participation of the wider staff team in the SSE process. However, it required more resources and time than is usually the case for an SSE process in Irish schools. The research suggests that this level of participation by students may require a more systematic and sustained engagement of students in decision making at a classroom level in order to build capacity of students to contribute to decision making at a whole school level on an ongoing basis. This study may have an application in jurisdictions aiming to include students in SSE, particularly at a higher level, and it also provides a glimpse into the deliberate planning and structures required if schools are to move beyond an instrumentalist, compliance model of ‘student voice’ towards a more authentic model of inclusive democracy.

PENINGKATAN HASIL BELAJAR SUKUBANYAK MELALUI MODEL PEMBELAJARAN QUIZ TEAM BERBANTUAN APLIKASI MAPLE

AbstrakTujuan penelitian ini untuk mengetahui hasil belajar matematika pada materi suku banyak melalui penerapan model pembelajaran quiz team berbantuan sofware maple dan model pembelajaran student teams achievement division berbantuan aplikasi maple.Penelitian ini merupakan penelitian quasi eksperimen dengan populasi penelitian adalah seluruh siswa kelas X SMA Negeri 1 B.P. Mandoge. Sampel penelitian ini terdiri dari satu kelas eksperimen (model quiz team berbantuan aplikasi maple) dan satu kelas kontrol (model student teams achievement division berbantuan aplikasi maple). Tenik pengambilan sampel dengan menggunakan teknik claster random sampling. Instrumen penelitian berupa tesuraian yang diberikan saat pretest dan postest. Dari data penelitian diperoleh thitung>ttabel (7,28> 1,99). Hasil penelitian menunjukkan bahwa hasil belajar siswa pada materi suku banyak yang diajarkan melalui model pembelajaran quiz team berbantuan software maple lebih tinggi dari hasil belajar siswa pada materi yang diajarkan melalui model pembelajaran student teams achievement division berbantuan sofware maple. Kata kunci: quiz team, student teams achievement division, sukubanyak

PRACTICAL-ORIENTED DISCIPLINES AS A BASIS FOR ACQUIRING KNOWLEDGE OF THE EDITORIAL SPECIALITY (ON THE EXAMPLE OF THE DISCIPLINE “PAGE PLANNING AND LAYOUT”)

Within the limits of the given article the concept of practical-oriented disciplines is considered in the course of education of future editors in higher education institutes. The main focus is on the subject “Page planning and layout” (the teacher - Vernigora N. M.) as one of the main areas of development of professional skills of future specialists in this publishing niche. A more profound analysis of the discipline can determine its contribution to formation of the competence of students, to consider in detail what competence is given to attention and to compare the preparatory program of different higher schools in order to derive the most correct formulation of the basic curriculum. It is disclosed in the general practical side of the editor's training with the help of new technologies and changing views in the educational environment on his/her role in publishing sector as training a competent editor capable to be effective outside the classroom and to solve typical and problem tasks in his/her own professional activities is a guarantee of a successful publishing process. Such an approach provides for formation of environment in which the students use the acquired theoretical knowledge to work on publishing a multifaceted product of different difficulty level. Updating the technical base of universities creates a platform for introduction of new disciplines using the modern technologies, although there are still the problems in higher education institutions on the way of this process. The practical-oriented disciplines make it possible to make education process of students more cognitive and creative in which their educational activities will be successful, and their knowledge will be in request. Thus, with increase of a share of practical subjects, the teamplay “student-teacher”, “student-team”, “student-professional activity” increases. On the basis of these interrelations an ideal model of a competitive personality of future specialist is formed.

Interview with Mr. Jeffrey Alderman, CEO, ACBSP

SDMIMD is proud in receving the accreditation from the Accreditation Council for Business Schools and Programm (ACBSP), US, for our flagship management program PGDM. Mr. Jeffrey Alderman, President/ CEO, ACBSP, recently, has visited India. Prior to joining ACBSP, Mr. Alderman served as Vice President of the Kansas City, Kansas Chamber of Commerce overseeing business development for the Chamber by working with small to large scale businesses on consulting, branding, and marketing initiatives. A sampling of member companies includes General Motors, Kansas Speedway, Sporting Kansas City, and The University of Kansas Medical Center. SDMIMD had the honor to have Mr. Alderman in the campus, where he addressed the students and interacted with the faculty members. The Dimension Team (Student Magazine) from SDMIMD has an opportunity to interview Mr. Alderman on various aspects. The discussion has been summarized below.

Organizational supports and individuals commitments through work integrated learning

Purpose – The development of individual work competencies through work integrated learning (WIL) emanates from expectations of students to learn from both the workplace and their educational institution, and an assumption that WIL stakeholders will support them. This exchange between individuals and organizational insiders, according to the social exchange norm of reciprocity, may also nurture organizational behaviors. WIL student-workers may perceive support from insiders, and orient their behaviors to increase their contribution to the host organization in terms of performance, by developing specific bonds of commitment toward different targets. The paper aims to discuss these issues. Design/methodology/approach – By designing a “WIL perception of workplace support system” including four core stakeholders as a predictor of bonds of commitments, the author tested these relationships on a sample of 2,457 co-op students enrolled in a North American University. Findings – Results globally supported the hypotheses. Student-workers perception of co-workers and supervisor supports developed commitment to team. Student-workers perception of co-workers, supervisor, and organizational supports developed commitment to the host organization and to the work. However, the effect of perception of University support on commitment to host organization and to work was non-significant. Originality/value – Given the lack of studies in the WIL field from an organizational approach, the author propose to investigate what supports are perceived by WIL student-workers, and whether these supports develop specific bonds of commitment.

Innovative New Methods For Engineering Education. Case Study In Food Enzymological Simulation-Based Learning

Simulation-based learning as a broad modern technical high educational method offers through students' research projects, more advantages: performing individual and team student work, originality and practical usefulness, interdisciplinary fields. The student's personality is stimulated and also well developed and many professional major skills in food engineering are assimilated. The aim of this paper is to assess, in a case study of some technological food enzymes features, the simulation-based learning using simulation means. The results of this educational method prove a higher motivation in students' research work; the study environment is nearest of the real applications from the food industries.

UNIVERSITY AND COMMUNITY COLLEGE STUDENTS CAN SHARE A LEARNING EXPERIENCE

This paper describes a pilot collaboration between Queen’s University and Sir Sandford Fleming College of Applied Arts and Technology in Peterborough Ontario. Since 1994 Queen’s has offered projects where students learn by solving problems for fee paying industrial clients. Known as Technology Engineering and Management (TEAM) student participants form multidisciplinary teams to consult for business clients. In addition to engineering students, commerce and arts students have often participated in the teams. In the Applied Projects program at Fleming College, third year engineering technology student teams solve problems for enterprise sponsors. A pilot group of engineering technology students from Fleming College worked with students in two Queen’s University TEAM projects. In industrial practice, engineers and engineering technologists often collaborate on solving problems. This collaboration rarely occurs in an educational setting. In the 2002-2003 academic year the pilot exercise simulated the professional working relationship between engineers and technologists. This paper gives a description of the experience and the motivation to undertake this unique collaboration. The most important aspect of the presentation is a critical assessment of the University/College collaboration -- what worked, what problems arose, and what improvements are suggested.