Craft as Pedagogy: De-mythologising the Anthropology Curriculum

A review of:
 
 Todd, Ross J. “Student Learning Through Ohio School Libraries: A Summary of the Ohio Research Study.” Ohio Educational Library Media Association 15 Dec. 2003. Ohio Educational Library Media Association (OELMA), 2004. 15 Nov. 2006
 http://www.oelma.org/StudentLearning/documents/OELMAResearchStudy8page.pdf.
 
 Objective – This study explored links between school libraries and student learning outcomes that were defined in a multidimensional context, using data provided by the students themselves. The researchers examined learning outcomes that reached beyond the existing correlations of school library services and standardized test scores. Insight was provided into the interactions between students and school libraries that affect student learning. An overarching goal of the study was to establish ongoing dialogue to focus on evidence based practices that may lead to continuous improvement in school library services and to provide the basis for further research.
 
 Design – Web based survey.
 
 Subjects – Participants were 13,123 students in grades 3-12 and 879 faculty at 39 schools across the state.
 
 Setting – Ohio Public school libraries. 
 
 Methods – Thirty-nine effective school libraries, staffed by credentialed school librarians, were chosen through a judgment sampling process, using criteria based on Ohio Guidelines for Effective School Library Media Programs. The guidelines are aligned to academic content standards, assessments, resources, and professional development.
 
 Two web based surveys were used to collect quantitative and qualitative data from students and faculty: 
 
 The Impacts on Learning Survey, composed of Likert scale responses to 48 statements and an open-ended critical incident question for students.
 The Perceptions of Learning Impacts Survey was a similar survey for faculty.
 
 Survey questions were based on Dervin’s theory of information seeking that advances the idea of ‘helps’ as the constructive process of bridging gaps in information use that lead to new knowledge or making sense (sense-making) in relation to a perceived information need (Todd and Kuhlthau). The term ‘helps’ includes both inputs (help that the school library provides in engaging students in learning) and outputs (learning outcomes of academic achievement and active agency in the learning process). 
 
 The survey statements included a combination of conclusions based on selections from school library research studies, and the Information Literacy Standards for Student Learning from the American Association of School Librarians’ Information Power: Building Partnerships for Learning.
 
 The two surveys were used to triangulate multiple sources of data to illustrate the “helps” provided by the school library to student learning. Students were also given the opportunity to describe “helps” in their own words in an open-ended critical incident question.
 
 Main results – The data showed that the selected effective school libraries were perceived as providing ‘helps’ in dynamic ways that appeared to have a transformative effect on student learning. School libraries and librarians were viewed as having an active role in the learning process. Of the students surveyed, 99.4 % believed that school libraries helped them become better learners. The results were grouped into seven blocks of ‘help’ concepts that frame the contributions of the school library and the school librarian to student learning (Table 1). 
 
 The study noted that perceptions of the effect of school libraries are strongest for elementary students, and perceptions of the effect decrease as students move through middle and high school. Comments from students indicate that mastery of information skills that lead to independent learning may contribute to the perception that the library is not as strong a ‘help’ in later school years. 
 
 In ranking the mean scores of the block concepts, the effective school library ranked strongest as a resource agent and technical agent, to support student research and projects with both print and non-print resources. The qualitative data further clarified student perceptions that the library contributed to individualized learning, knowledge construction, and academic achievement. Instructional interventions that benefited from contributions by the librarian included conducting research effectively; identifying key ideas; analyzing, synthesizing, and evaluating information; and developing personal conclusions. 
 
 In comparing student and faculty data, there was consistency in the perception of value in the top three conceptual groups of “helps”: libraries as resource agents, as agents for information literacy development, and as agents for knowledge construction. 
 
 Conclusion – The data analysis illustrated that school libraries were actively involved in student learning and were perceived as important factors in student learning and achievement by both students and faculty. Consistency throughout the sample showed perceptions of multiple effects of school 
 libraries in facilitating student learning for building knowledge. 
 
 Student comments and survey results showed that students perceived the library as providing strong support for reading for curriculum and informational needs and as less helpful with regard to individual reading for pleasure or personal pursuits. The study speculates that perhaps the emphasis on academics and test-oriented schooling may leave students little time to pursue independent reading interests during school hours.
 
 The study identified factors for effective school libraries: informational, transformational, and formational elements. These factors may be used as building blocks for shaping practices that help effective school libraries bring about student achievement. 
 
 Informational: Resources, technological infrastructure, and reading resources.
 Transformational: Information literacy, technological literacy, and reading engagement.
 Formational: Knowledge creation, use, production, dissemination, values, and reading literacy. 
 
 The visual model of the factors for effective practice and their relationship to student outcomes will be of particular help to practitioners. (Todd and Kuhlthau 23)

Concerns regarding the poorer scholastic performance of international students in western tertiary institutions have generated studies to determine which factors affect academic success. A significant factor appears to be proficiency in the classroom language, generally a second language (L2) for the international students. There is also growing evidence that some sociological attributes and neuropsychological skills, such as cultural dissimilarities and working memory (WM), impact on academic attainment in L2 learners. The present study was conducted to examine the role of language-related factors that may affect academic differences between local and international Bachelor of Medicine/Bachelor of Surgery (MBBS) students in an Australian university. Data were obtained from two separate cohorts of medical students for both their 1st and 2nd years of study. Altogether, academic data from a total of 13 years were used and analyzed for this thesis. Studies 1 and 2 examined the same cohort of students who commenced their studies in 2002-2006 (i.e. 1st year 2002-2006 and 2nd year 2003-2007; data from the 2004 cohort (i.e. 1st year 2004 & 2nd year 2005) was incomplete and, therefore, not useable). This data was from a pool of previously collected information obtained by the Faculty of Medicine, Nursing and Health Sciences for census and other academic purposes. For Study 3, data were obtained from students who commenced their 1st year studies in 2008-2010 and 2nd year studies for only the 2008 and 2009 students (i.e. 1st year 2008-2010 and 2nd year 2009-2010; due to time constraints 2nd year information for the 2010 students was not collected) and data were obtained specifically for the present doctorate studies. For all three studies, information on social demographics, first language (L1) and/or L2 usage and various psychometric scales were obtained via questionnaire and academic assessment outcomes were gathered from official university records. Additionally, 103 students in Study 3 undertook a well-established Speech-in-Noise (SiN) measure of verbal working memory. In Study 1, overall End of Year academic totals were compared between 872 local and international students categorized by the Language Family (LF) of their L1. In Study 2, the individual assessments that made up the End of Year Totals were examined for 707 students from the same cohort of Study 1. Assessment instruments varied, but included Examinations, Coursework and Objective Structured Clinical Examinations (OSCEs). In Study 3, the SiN task was used to develop a model correlating verbal WM and various measures of English usage to the 103 students’ academic outcomes of overall End of Year Totals and individual Assessment instruments. In Study 1, the local students, generally, outperformed their international counterparts academically and this depended not only on Origin (i.e. Local versus International) but also on Language Family of their first language. Given that language proficiency is somewhat controlled for, this indicated that the differences may be due to acculturative stressors rather than English language skills. This was elaborated in Study 2, which examined the details of performance differences in the varying assessment types making up the course assessment each year of Years 1 and 2. There were year-specific differences between local and international students, suggesting that varying factors occurred. In the 1st year, international students showed poorer performance only in communications-based tasks, but in the 2nd year, international students performed worse than the locals in all assessments. After establishing that English proficiency did not appear to be the main influencing factor in academic achievement by international students in the Monash MBBS course, the final study 3 in this thesis examined one major neurophysiological factor that has been suggested to impact on learning, i.e. working memory, and specifically verbal working memory in the language of instruction in the Monash MBBS course (a language that is L2 for a significant number of the international students in the course). In this study, a model was developed to significantly predict the performance difference in a communications-based assessment, but not in other assessments requiring mainly factual knowledge. Overall, evidence from all three studies suggests that international students show poorer performance in academic attainment compared to their local peers as a probable result of impaired verbal WM for the L2 in specific communications-based assessments. Possible greater demands on English language skills and acculturative stress in the 1st year may also be contributing factors. Therefore, support for international students to do well will differ as a function of their progression and language background through the different years of the course.

Students learning outcomes especially on the subject matter of Circle are low. This is caused by teachers less to relate mathematics to the real world. Therefore, in order to increase student interest and learning outcomes, it needs a learning model that relates to daily life. The purpose of this research is to know the increase of students interest and learning outcomes by applying Realistic Mathematics Education at VII grade students of MTs. AL-Ma'arif NU Sinah in academic year 2016/2017. The type of this research is classroom action research conducted in two cycles. The data of student learning outcomes collected through evaluation test and the data of student interest is collected through questionnaire. Based on the results data analisys can be seen the increase in the percentage of student learning outcomes from 47.82% to 87.5%. it is known that the implementation of Realistic Mathematics Education (RME) able to increase the student interest and learning outcomes at VIII grades students of MTs.AL-Ma'arif NU Sinah on the subject matter of Cycle of lesson year 2016/2017

INCREASING ACTIVITY AND LEARNING OUTCOMES OF ELEMENTARY SCHOOL STUDENTS ON LESSONS OF COLLAGE WITH VIDEO MEDIA This study aims to determine the increase in activity and student learning outcomes, describe the process of increasing student activity and learning outcomes, and measure the magnitude of the increase in activity and learning outcomes in the Collage material using video learning media for Cultural Arts and Crafts in grade IV SD Negeri Lawang Gintung 2, Bogor City. 2019/2020 school year. This research is a Classroom Action Research by providing action on research subjects in two learning cycles. The results of this study indicate that using video media on collage material for learning cultural arts and crafts can be a fun variation of learning for students so that it is proven to improve student learning outcomes. Before using video media on the learning collage material for Cultural Arts and Crafts, the learning outcomes of students only reached an average value of 68.44 then an increase occurred after using video media to 80.54 in cycle 1 and 98.14 in cycle 2. So it can be concluded that the use of video media in the learning collage material for Cultural Arts and Crafts is very popular with students and there is an increase in student learning outcomes. Therefore, the researcher suggests that the use of video media in the learning collage material for Cultural Arts and Crafts be socialized and used as an alternative in learning Cultural Arts and Crafts in schools.

Base on preliminary observations taken at VIIIC class of SMPN 10 Malang during 6th to October 31, 2014, were found several facts. Most of students test result have not reached minimum standard result that is 75 (only 14.17% of students who reach minimum standard result, and average of test results obtained by the students is 50), students are less skilled to do practical work, only certain students are active and enthusiastic in learning activities, some of these phenomenon are proof that motivation and student learning outcomes need to be improved. Solution that can be applied is to apply inquiry learning model. The purpose of this study is to obtain a clear explanation about the improvement of motivation and student learning outcomes at VIIIC class of SMPN 10 Malang through the implementation of inquiry learning model. This classroom action research was conducted at the time of learning by chapter of excretion system. Results of the research showed that, Students' motivation have increased from 72% in the first cycle to 82% in the second cycle. Cognitive learning outcomes of students have increased from 79.41% in the first cycle to 88.24% in the second cycle. Psychomotor learning outcomes of students have increased from 78% in the first cycle to 91% in the second cycle. Affective of learning outcomes of students have increased from 84% in the first cycle to 90% in the second cycle. Base on the data of these research, it can be concluded that the implementation of inquiry learning model can improve students motivation and learning outcomes at VIIIC class of SMPN 10 Malang.

Base on preliminary observations taken at VIIIC class of SMPN 10 Malang during 6th to October 31, 2014, were found several facts. Most of students test result have not reached minimum standard result that is 75 (only 14.17% of students who reach minimum standard result, and average of test results obtained by the students is 50), students are less skilled to do practical work, only certain students are active and enthusiastic in learning activities, some of these phenomenon are proof that motivation and student learning outcomes need to be improved. Solution that can be applied is to apply inquiry learning model. The purpose of this study is to obtain a clear explanation about the improvement of motivation and student learning outcomes at VIIIC class of SMPN 10 Malang through the implementation of inquiry learning model. This classroom action research was conducted at the time of learning by chapter of excretion system. Results of the research showed that, Students' motivation have increased from 72% in the first cycle to 82% in the second cycle. Cognitive learning outcomes of students have increased from 79.41% in the first cycle to 88.24% in the second cycle. Psychomotor learning outcomes of students have increased from 78% in the first cycle to 91% in the second cycle. Affective of learning outcomes of students have increased from 84% in the first cycle to 90% in the second cycle. Base on the data of these research, it can be concluded that the implementation of inquiry learning model can improve students motivation and learning outcomes at VIIIC class of SMPN 10 Malang.

This study aims to improve the activities and learning outcomes of students in class 06 Tangah Padang uses the Learning Model Auditory, Intellectually, Repetition (Air) This research is a classroom action research. The instruments used in this study are observation sheets and test results. This study consisted of two cycles with a total of 22 students. Each cycle consists of the stages of planning, action, observation, and reflection. Student activity is said to increase if it has achieved a success indicator of ≥ 50% and learning outcomes increase if it reaches the success indicator ≥ 70% after being applied to the Learning Model Auditory, Intellectually, Repetition (Air). The results of the study indicate an increase in the activities and student learning outcomes. Student activities in the first cycle were 42.85% and the second cycle was 78.57%. Learning outcomes in the first cycle were 47.61% and the second cycle was 80.95%. Based on the results of the study that the Learning Model Auditory, Intellectually, Repetition (Air) can be used as an alternative in the learning process. Keywords: WATER Model, Activities, Learning Outcomes, Integrated Learning

The problem in mathematics learning in SMA Negeri 1 Sekotong is the low student activity and student learning outcomes. This study aims to improve the student activity and learning outcomesat X Grade student of SMA Negeri 1 Sekotong through the application of Eliciting Activities (MEAs) learning models. This research is classroom action research (PTK). The sample in this study Grade X of SMA Negeri 1 Sekotong in the school year 2015/2016 as many as 31 students. The instrument used to measure students activity is observation sheet and student learning outcomes abstained from the test evaluation of student learning. Based on the analysis of data abstained activity score of student learning cycle I and II was 2.96 and 3.85 with active category to the category of very active. Scores of individuals obtained depending on how many current behavior of a number of indicators were observed. While analysis learning outcomes of student in the first cycle showed that of the 31 students who took the tests, as many as 24 students completed with an average grade completeness reached 77.41% and analysis learning outcomes of student in the second cycle showed that of the 31 students who took the tests, as many as 30 students completed with an average grade completeness reached 96.77%. The completeness criteria individually seen when students get ≥ 75 as thestandard mastery learning minimal and classical completeness by using the value of the theory of mastery learning outcomes minimalstating that the class is said to be completed by learning when reached at least 85% of the number of students who received grades of 75 and above. Thus we can conclude thatThe Application Of Eliciting Activities (Meas) LearningModel To Increase Student Activity and Learning Out Comes At X Grade Students Of SMAN 1 Sekotong On Subject Matter Comparison Of TrigonometryIn Academic Year 2015/2016effectively

This study aimed to investigate the impact of incorporating technological tools in teaching on students' learning outcomes in public secondary schools in Rwanda. Specifically, it focused on three objectives: identifying the technological tools used in teaching in public secondary schools in Gisagara District, Rwanda; examining the learning outcomes required in these schools; and evaluating the relationship between the use of technological tools in teaching and students' learning outcomes. The study was based on Constructivism and Socio-Cultural theories and employed a descriptive design to collect data. The Yamane formula was used to determine a sample size of 282 respondents. Findings revealed that the majority (80.5%) of respondents strongly agreed that their schools had projectors and used them effectively for learning. Additionally, 14.1% agreed that projectors were available and used in their schools, 3.6% indicated that their schools did not have projectors, 1.4% also stated that their schools lacked projectors, and 0.4% did not provide any information regarding projector availability and usage. The study found a strong relationship between the inclusion of technological tools and students' learning outcomes in public secondary schools, evidenced by a Pearson correlation coefficient (r) of 0.956 with a statistically significant p-value of 0.000. This indicates a highly positive and significant association between the use of technological tools in teaching and students' learning outcomes. Furthermore, the regression analysis showed that the inclusion of technological tools significantly enhances students' learning outcomes, with a square value of 0.913. Based on these findings, it is recommended that the Rwandan government prioritize investments in infrastructure and digital resources to ensure equitable access to technological tools across all public secondary schools. Schools should establish well-equipped digital learning environments to seamlessly integrate technological tools into teaching practices and foster a culture of innovation and experimentation, encouraging teachers to explore new instructional methods that leverage technology to enhance student engagement and learning outcomes.

Many previous studies have shown that students' learning strategies and engagement are both important factors affecting students' learning outcome. We want to know whether the engagement of students who use different learning strategies is different, so that we can proxy measure students' engagement according to the learning strategies used by students. Different from the past methods of using questionnaires or interviews, this research used education data mining technology to directly analyze the learning logs of online learning system to extract students' learning strategies. We collected the learning logs of 56 students, and extracted the learning strategies of the students using sequence clustering. We classified four learning strategies and performed Pearson correlation analysis with students' learning outcome and engagement, and discussed the key strategies that affect students' learning outcome. We also found that students who use different learning strategies have different levels of engagement.

Improved Learning Outcomes Of Physical Education On Subject About Various Efforts In Keeping Clean Environment Through Application Cooperative Learning Model Jigsaw Type In Class IV SD State 53 Banda Aceh Academic Year 2012/2013. The background of this research is the maximal activity of fourth grade students in the learning process in subjects physical education subject matter of keeping the environment that lead to learning outcomes most of them have not reached the KKM. This occurs because the educators still tend to use conventional learning models in each lesson with variations in other words the lack of use of the learning model in teaching and learning activities. This study aims to determine: 1) how the application of the Jigsaw cooperative learning model in studying the subject physical education subject matter keeping the environment in the fourth grade Elementary School 53 Banda Aceh, 2) if the jigsaw cooperative learning model to improve learning outcomes of students in penjasorkes fourth grade in the subject matter keeping the environment in the fourth grade Banda Aceh State 53 2012/2013 academic year. This research is Classroom Action Research (Classroom Action Research) aimed at improving student learning outcomes, especially in subjects dribble subject matter in order to achieve a minimum completeness criteria (KKM). The method used was action research in two cycles. The research was conducted in the fourth grade Banda Aceh State 53 Academic Year 2012/2013, amounting to 32 students. Data collection techniques using the test, interview and observation sheet. The results of the study at the time of the pretest obtained average value of student learning outcomes at the time of the pretest with classical completeness 0% with an average of 32.5. Increased by using cooperative learning model jigsaw, student learning outcomes can be improved which can be seen from the results of student learning classical completeness reached 65.63% with an average of 61.88 in the first cycle and increased to 100% with an average of 89 , 69 in the second cycle.

Permasalahan pencapaian keaktifan dan hasil belajar siswa dalam pembelajaran kimia di kelas X Teknik Jaringan Tenaga Listrik (TJTL) di SMKN 1 Pleret belum sesuai yang diharapkan. Dalam penelitian ini bertujuan untuk mengetahui peningkatan keaktifan dan hasil belajar kimia melalui model pembelajaran Synectics yang meliputi 3 aspek, yaitu aspek kognitif, afektif, dan psikomotor. Jenis penelitian ini adalah penelitian tindakan kelas yang berlangsung 2 siklus, masing masing siklus terdiri dari 4 tahap yaitu perencanaan, tindakan, observasi dan refleksi. Subyek penelitiannya adalah siswa kelas X TJTL dengan jumlah 36 siswa laki-laki. Teknik pengumpulan data berupa tes dan non tes, dan analisa data deskriptif kuantitatif dan kualitatif .Hasil penelitian menunjukkan bahwa penggunaan model pembelajaran synectics dapat meningkatkan keaktifan dan hasil belajar siswa. Dari data diperoleh peningkatan keaktifan sebesar 25,40% siswa sangat aktif 63,89% di siklus 1 menjadi 89,29 % di siklus 2. Sedangkan dari data hasil belajar siswa diperoleh data siswa KKM di prasiklus 14,86 %, siklus 1adalah 61,11 % dan siklus 2 adalah 88,89%. Atau mengalami kenaikan 46,25 % dari prasiklus ke siklus 1, dan peningkatan 27,78 % dari siklus 1 ke siklus 2.

The #AustralianBeachspace Project: Examining Opportunities for Research Dissemination Using Instagram

Based on the results of students learning Class XII.1SMA N 1 Talamau in the subjects of Bahasa Indonesia found that the results of student learning in the Indonesian language is still very low. The average student learning outcomes are still below the KKM. The purpose of this study is to describe and obtain information about Efforts to Increase student learning outcomes in the subjects of Bahasa Indonesia Conclude the contents of drama through the reading of drama text through Co-op Co-op Model in Class XII.IPA-1 SMA N 1 Talamau District Western Pasaman. This study is a classroom action research. The research procedure in this research includes planning, action, observation and reflection. This study consists of two cycles with four meetings. The subjects consisted of 23 students of Class XII.IPA-1 SMA N 1 Talamau. The data were collected using observation sheet and daily test. Data were analyzed using percentages. Based on the results of research and discussion that have been proposed, it can be concluded that Co-op Co-op cooperative learning model can improve student learning outcomes in the Indonesian language. Summing up the content of drama through reading drama text in SMA N 1 Talamau. Student learning outcomes from cycle I to cycle II. Student learning outcomes in cycle I was 61.87 (Enough) increased to 89.17 (Good) with an increase of 27.30%. Keywords: Learning Outcomes, Bahasa Indonesia, Co-op Co-op Model

Based on the results of student learning Class XII IPA.1 SMAN 1 Talamau in subjects Sub physics Applying the concept and principles of wave symptoms in solving the problem found that the results of student learning in physics is still very low. The average student learning outcomes are still below the KKM. The purpose of this study is to describe and obtain information about Improvement Efforts of student learning outcomes in sub physics subjects Applying the concept and principles of wave symptoms in solving problems through Fishbowl Method in Class XII IPA.1 SMAN 1 Talamau Kabupaten Pasaman Barat. This study is a classroom action research. The research procedure in this research includes planning, action, observation and reflection. This study consists of two cycles with four meetings. Research subjects consisted of 23 students of Class XII IPA.1 SMAN 1 Talamau. The data were collected using observation sheet and daily test. Data were analyzed using percentages. Based on the results of research and discussion that have been put forward, it can be concluded that the Fishbowl method can improve student learning outcomes in sub physics subjects Apply the concept and principles of wave symptoms in solving problems in SMAN 1 Talamau. Student learning outcomes from cycle I to cycle II. Student learning outcomes in cycle I was 55.13 (Enough) increased to 84.22 (good) with an increase of 29.09%. Keywords: Learning Outcomes, Physics, Fishbowl Method