Normative Re-educative Strategy Research Articles

Parents-Teacher Collaboration in Building Akhlak Karimah with the Normative Re-Educative Strategy for Elementary School Students in Sungai Pinang Village South Kalimantan

Family and school are two elements that cannot be separated in overcoming the moral crisis that occurs in the Era of Globalization. Teachers build students' good morals while parents provide further guidance and supervision regarding their children's behaviour at home. Parents and teachers have a significant role in building children's morals. So, the collaboration of parents and teachers in building akhlak karimah is essential. This study aims to determine the collaboration of parents and teachers in building good morals with normative re-educative strategies for elementary school students in Sungai Pinang Village, South Kalimantan. Applying a qualitative descriptive research method with an ABCD approach, the stages in this method approach are discovery, dream, design, define, and destiny. The results of this assistance show that cooperation between teachers and parents is essential in shaping the good morals of children in Sungai Pinang. A persuasive approach by involving teachers and parents in guidance and examples of good behaviour to children is key to achieving the goal of building good morals in the younger generation in Sungai Pinang.

Designing and Evaluating an Educational Innovation, Using K-W-L Strategy for the Trial

This is a case study of innovation through action research to introduce the ỉmprovement based on changing from traditional way to a kind of communicative approach to teach reading comprehension in class. With the description of the 5-step innovation, starting with (1) Discovering problem, and analyzing reasons; (2) Choosing A suitable strategy for trial; (3) The Preparation for implementing the strategy; (4) The Implementing the innovation and monitoring its progress; (5) The analysis of findings and Evaluating the innovation, mainly using Problem-solving model with a Normative re-educative strategy, it is a kind of selective contact change, which can be the illustration for the process of doing a research into the innovation in education. The aim of this study is to change students’ thinking about reading in class to make them interested in reading and improve their extra-activity of extensive reading. Until now the innovation somewhat has a little success. The trial focuses on the importance of the schema in comprehension especially in reading process. The hypothesis is that the KWL strategy: (a thinking-reading process) will help students to change from negative to positive attitude towards reading, to increase their reading time inside as well as outside the classroom in order to improve their reading skill. Analysis of the experimental and survey data indicated that students who received the treatments made lots of progress in reading skill as well as changed from negative to positive attitude towards reading. This article should be combined with the article “Trying K-W-L Strategy on Teaching Reading Comprehension to Passive Students in Vietnam”. International Journal of Language and Linguistics USA. ISSN 2330-0221, 2013, also written by Tran Thi Thanh Dieu, PhD, with detailed description of the trial. From this innovation it is concluded that more researches should be carried out to find out how to use this strategy effectively to make students accustomed to applying this method for their extra activities on extensive reading outside the classroom.

Change models and strategies in the context of managing curriculum change: A case study of managing curriculum Year Four History Curriculum in the district of Kuala Selangor, Malaysia

This article is based on a case study of the management of curriculum change in primary schools. This was done by analyzing the management of curriculum change brought about by the introduction the History curriculum for the Year Four Primary Schools Standard-Based Curriculum. This instrumental case study employed a descriptive- interpretative approach grounded in the qualitative research tradition. Data was collected through analysis of documents, in-depth semi-structured interviews and the direct observations of teaching and learning of History lessons. It was located within the context of eight selected schools. A total of twenty eight participants (8 History teachers, 8 senior curriculum assistants, 8 headmasters, 1 National Trainer and 3 officers from Curriculum Development Division, State Education Department and District Education were interviewed. The process and procedures in managing curriculum change were analyzed in the context of characteristic of Havelock’s model, Schon’s models and Bennis, Benne and Chin’s innovation strategy. The findings showed that the central agency did predominantly use Havelock’s (1971) Research, Development & Diffusion model coupled with Schon’s (1971) Centre Periphery Model and Bennis et al.(1969) power-coercive strategy. However, the overall analysis showed that empirical rational and normative re-educative strategies were less practiced in managing the curriculum change.

Nurse educators: Introducing a change and evading resistance

Nurse educators play a pivotal role in strengthening the nursing workforce by designing, implementing, evaluating and revising nursing educational programs. A brief overview from published literature and expert opinions showed that nurse educators are in continuous attempt to introduce changes to the nursing processes for the sake of improvement. This editorial emphasizes the facilitating role of nurse educators in introducing these changes and describes some change management strategies to evade resistance. Resistance is a leading implication of any change that can take the form of either foot-dragging or sabotage. Change management strategies constitute of interdependent processes and variables, therefore it could be a bit complex. Educators may implement an empirical-rational strategy, as nurses are usually willing to accept a change if it is justified and if its benefits are explained. Another approach could be the normative re-educative strategy which is driven by the socio-cultural norms, where educators take into account the impact of change on the work culture (values, attitudes, skills and relationships among staff). The power-coercive strategy is a circumstantial and time efficient approach where educators can utilize the nursing managerial influence to impose the change, but is often associated with a higher chance of resistance. Planning a comprehensive change plan is challenging and educators must be prepared for unanticipated resistance. Nurse educators are required to be innovative, flexible and knowledgeable to select and implement an effective change management strategy.

PENGEMBANGAN BUDAYA RELIGIUS (RELIGIOUS CULTURE) DI MADRASAH: Strategi Membentuk Karakter Bangsa Peserta Didik

The article proposes strategies to build the nation character of students. It follows three stages. The first is socializing the accepted religious values to be implemented in the school. The second is implementing the values systematically for all components in the school. The third is giving rewards for those successfully implementing them. The strategies are done by education practitioners through providing examples, forming good habits, encouraging, and rewarding. In addition, forming religious values at school can be conducted through power strategy, persuasive strategy, normative re-educative strategy. Key words: Religious culture, Nation character

Diversity in Women Entrepreneurship

Entrepreneurship has great scope in Indian economy. Our national economy is most suited to growth of small business enterprises which offer a more convenient means of nurturing and developing women entrepreneurship by providing the means of entry into business for new entrepreneurial talents. Women entrepreneurship is both a result of applied behavioural science as well as a normative re-educative strategy of changing. The study assumes an even greater significance in view of the current and rapid changes in the societal world. In this age of economic reforms and women empowerment more and more women are entering into a variety of employment and self-employment avenues or would be compelled into them.

The role of national culture in choosing a change strategy in organizations

In this paper, the causal relationship between certain dimensions of a national culture and certain organizational change strategies are analyzed. The paper uses two of the four dimensions of national culture, identified by G. Hofstede: the power distance and masculinity-femininity ones. On the other hand, the four organizational change strategies have been differentiated: the coercive strategy, the normative-reeducative strategy, the rational-empirical strategy and the creative strategy. The identified dimensions of national culture and the identified organizational change strategies differ from one another with respect to the same criteria: the distribution of power and task orientation versus people orientation. Based on this fact, it is possible to establish eight hypotheses about a causal relationship between certain types of national cultures and certain organizational change strategies.

An Exploratory Analysis of Communication Sources

Currently, most AIDS education and prevention programs attempt to change the high risk behavior of injection drug users (IDU's) (e.g., sharing needles and engaging in unsafe sex) through the implementation of two distinct strategies. First, empirical-rational strategies suggest that people maximize their rational self-interest. Second, normative re-education strategies suggest that people change their individual behavior when they believe that there has been change in sociocultural norms, values, and habits around them. Both of these strategies make assumptions about how communication changes IDU's beliefs and behavior. An empirical-rational strategy emphasizes non-personal mass communications (e.g., television, radio, newspaper); while normative re-educative strategies make use of personal communications (e.g., friends, family, educational outreach workers, and group discussion). The purpose of this paper is to compare these strategies by examining the impact of AIDS communication sources on the beliefs and behavior of IDU's.

The Impact of Aids Information Sources: A Comparison of Strategies to Target Intravenous Drug Users

Injection drug users (IDUs) are the second largest group of people with acquired immunodeficiency syndrome (AIDS) in the United States (CDC, 1994, June). Social marketing campaigns currently utilize both empirical-rational and normative re-educative strategies. Empirical-rational strategies suggest that people follow their rational self-interest. Normative re-educative strategies suggest that people change their individual behavior when they believe that there has been change in the norms, values, and habits around them. Both of these strategies make assumptions concerning the use of communication sources to change beliefs and behavior. Utilizing an empirical-rational strategy would suggest emphasis on mass communications (e.g., television, radio, newspaper); while normative re-educative strategies make use of personal communications (e.g., outreach workers, role play, and group discussion). The purpose of this paper is to compare these strategies by examining the impact of AIDS communication sources on the beliefs and behaviors of IDU's prior to and during drug use and sexual activity.

Communication Process as Target and Tool for Consultancy Intervention: Rethinking a Hackneyed Theme

The constructs taken generally by consultants as the target phenomena for intervention (e.g., power, leadership, decision making, and structure) are embedded in the socially constructed realities of organizational life. Because such realities arise from human symbolic transaction, communication itself is the central issue in intervention. Yet, the change strategies that historically have shaped intervention activity, that is, power-coercive, empirical-rational, and even theoretically ideal normative-reeducative strategies do not effectively confront issues of discourse and meaning as the focal points of intervention. We describe an alternative conceptual framework presented by Smircich (1983) that can be used to reconstruct intervention theory with principle attention to communication. Smircich's model, which is derived from interpretive theories of organization, is intended for management, but can be adapted readily to provide premises for consultancy interventions. In light of Smircich's model, we also ...

When will it end?

V 1 es I do have a question,” blurts one of the emergency nurses in our department. “Every time we have a staff meeting, something else is changing and we have to :lind another new way of doing another new thing. We never know what to expect next. When is all this change going to end?” This comment is in response to my asking, “Does anyone have any questions?” as the meeting ends. Her words generate some soul-searching for me as I initiate a succession of necessary changes to be implemented by an a1read.y overburdened staff. Thinking back to my “nursing process” class in school, I remember terms such as “change process,” “theory of change,” “resistance to change,” and “implementing change.” I know that understanding the process of change is an intregal part of our nursing role. It is important in our theory, our skills, our patient (care, our problem solving, our priority setting, our patient teaching, and our managing. Theories of change abound; volumes have been written about it. The clinical nurse’s comment continues to bother me, and I search the current literature, se:eking an answer to her as well as for myself. I discover a graphic, easy-to-remember approach to the change process that incorporates several well-known strategies for change. The approach involves the terms “head,” “heart,” and “hand”: Head: the empirical strategy to change. The head is where problem solving and solution selection occur. I need to get my own act together, to gather input, and to thoroughly investigate what needs to be done and why. How can I answer others’ questions until all of my own are answered? Heart: the normative reeducative strategy to change. The heart is the sensitive, feeling aspect of change. I need to be truthful with myself and consider my own motives. I need to acknowledge how I feel about the change. How can I convince others of the need for change until I am convinced? I need to plan how to best accomplish the change with the least amount of trauma to those involved and be sure they are involved in the planning, implementing, and evaluating phases of the undertaking. Hand: the power-coercive strategy to change. The hand provides the strength to “deal the final blow” and get things accomplished. I need to enlist backup support from appropriate sources to legitimize the change and to recognize where orders (force) may be necessary in order to do what needs to be done.’ Continuing my search, a sentence in an article reverberates: “Leaders do the right things while managers do things right.” As ED managers, are we doing the right things or merely doing things right? How do we know whether we are doing the right things, when no one has done them before us? As emergency clinical nurses, do our actions support the efforts of our leaders as they risk doing the right things and ensuring our futures? Times of change demand people with vision beyond today who can communicate that vision. Effective leadership is a critical success factor during times of instability and change. Leaders give organizations the strength to survive, but effective leaders, by themselves, are not enough. Change can be carried out only when all of us work together.2 Our heads know that change is necessary. Are our

ISSUES IN CONTRACEPTION

The reasons for improper or nonuse of contraceptives fall into 3 basic categories - cultural, social, and educational forces; conflicting priorities; and subconscious motivation. Due to the fact that many of the reasons for improper or nonuse of contraceptives are subconscious, they are less likely to be recognized and acknowledged by the individual. Cultural, social, and educational forces influencing improper or nonuse of contraceptives include poverty, ignorance, fear and anxiety, shame and embarrassment, and the feeling that family planning programs are a form of black genocide. Conflicting priorities influencing the improper or nonuse of contraceptives include denial, guilt, excitement due to risk, spontane ty, loneliness, crisis/pressure, hostility, and the availability of abortion. Included under the category of subconscious motivation are uncertainty in a relationship, sense of loss or grief, coital gamesmanship, sexual identity conflicts, masochism, opportunism, nihilism, and ambivalence. The attitudes of nurses, physicians, and social workers offering the services are very likely to influence whether individuals accept or reject family planning services. Staff may hold negative attitudes toward family planning, toward the poor, and toward sex and may be uncomfortable in their role in family planning because of various educational and personal reasons. Normative-reeducative strategy has been proposed as a means of coping with the nonuse of family planning services. This strategy attempts to modify, influence, persuade, and manipulate through a change agent such as the nurse who works to strengthen the individual's self-awareness, self-understanding, and self-control.