Student Freedom Research Articles

Media Gambar dalam Pembelajaran Kosakata Bahasa Arab

Vocabulary is very important domiciled in speaking activities. In reading, speaking, writing, and listening to always use the vocabulary. Thus the minimal vocabulary that will be an obstacle in communication. Reality in schools, in general learning vocabulary in a way that is monotonous, the students were asked to interpret a vocabulary in the dictionary, and then memorize it. This is becoming one of the causes of learning is not maximal. Therefore, there needs to be an alternative vocabulary learning techniques and media. One is the media image to improve vocabulary mastery. Media images are very supportive of the students in the learning process, because media images would provide freedom for students to express, express and let out all the creativity and talent that there is in him.

Students' and experts' perspectives on three learning and teaching activities

Nursing is a profession that closely related to human life, and nurses are required to demonstrate critical thinking and creativity in providing health care services. However, traditional teaching approaches usually limit students' autonomy and freedom of expressing their thoughts and feelings. In order to develop the corresponding competence of nursing students, I adopted three teaching innovations, namely writing poems, composing songs, and using role plays in a nursing problem-based learning class in a university in Hong Kong. According to students' reflective notes and comments from two international expert reviewers, participating in these activities is a valuable experience and students were able to develop clinical reasoning, empathy, team spirit, motivation to learn, creativity, and ability to summarise and reconstruct knowledge. It is hoped that more innovative learning activities will be implemented, to prepare professional and ethical nurses in the future. It is also hoped that this study could provide other PBL educators some insights in innovative problem-based learning activities.

Interaction between Academic Freedom and Academic Performance of Business and Accountancy Students

Academic Freedom (AF) is one of the rights guaranteed in the human rights doctrine that greatly impacts higher education. This study aimed to determine the interaction between the perceived extents of AF practiced in a School of Business and Accountancy (SBA) of a private college in the Philippines and the academic performance of its SBA students in 2011–2012. Results revealed that as perceived by the students’ response to the AF questionnaire and verified by the students’ focused group discussion and faculty interview, AF in administration and instruction was prominently practiced by the SBA teachers. A highly significant positive correlation existed between the practice of AF in instruction and its practice in administration implying that students felt free to interact with their teachers inside and outside the classroom. However, results also showed a negative correlation between AF and academic performance. Although the data did not reach statistical significance, it suggested that the freedom of interacting with the teachers may adversely affect the students’ academic performance giving credence to the adage “familiarity breeds contempt”. Further studies are recommended to understand the deeper impact of AF on academic performance especially the consequences of the negative effect.Keywords: Education, academic freedom, academic performance, descriptive-correlational design, Philippines

Prevention of peer violence in school system

School is described as an institution of formal character in the scientific reference books, and it is one of the significant transmitters and factors of social influences on children and controlled agent of socialization, as the basic context of growing up and direct introduction and preparation of children for active participation in life of the social community. Subsequently, school has an important role in the field of learning and developing pro-social skills, and accordingly prevention of peer violence. Therefore, in the paper we are discussing significance and role of the school context as a system which functions in the filed of prevention of peer violence, i.e. the role of teachers in functioning of school as a social system and possibilities of prevention peer violence, realizing positive communication and developing prosocial forms of behaviour through teaching and aft er school activities. Results of the analysis of the stated topics show that there is a whole sequence of teaching and aft er school activities at school and by which a teacher can influence prevention of peer violence (cooperative teaching, workshops, role plays, i.e. subject groups, discussions, excursions, peer education, etc.). First of all, the teacher should necessary be a positive model of communication and behaviour, and the creator of such pedagogical climate in the school surroundings, which provokes the feeling of freedom of students, security, respect and acceptance.

Student Self-Formation in International Education

In research in cross-cultural psychology, international education is largely understood as an “adjustment” to host country norms and institutions, a notion that prioritizes social order and stability. The student is seen as in deficit in relation to these norms. The student’s home country identity becomes seen as a barrier to be broken down. In contrast, this article sees higher education, and within that international education, as a process of self-formation within conditions of disequilibrium in which student subjects manage their lives reflexively, fashioning their own changing identities, albeit under social circumstances largely beyond their control. International students form their self-trajectories somewhere between home country identity (which continues to evolve in the country of education), host country identity, and a larger set of cosmopolitan options. In piloting their pathways they draw on multiple identities and fashion new forms of hybrid identity. The article highlights the need for international education programs to strengthen the agency freedom of students, and its scope and resources, to facilitate this educational process of self-formation.

Differentiated Contracts: Giving Students Freedom to Learn

Each semester students enter college classrooms, waiting for dictation from the instructor on what they will read, discuss, and learn. Using direct instruction, often based on Hunter's (1994) Instr...

Development of ideas in a GeoGebra – aided mathematics instruction

Accepted: 14 May 2013 With GeoGebra introduced into mathematics instruction the teaching/learning process is not improved in terms of speed and quality only. Mathematical concepts, rules and procedures must be adjusted to the new environment. On the other hand, characteristics of the computer and the educational software in use must be thoroughly examined and a successful teacher has to use their advantages and avoid their flaws in order to maximize the efficiency of the instruction process. This paper deals with development of ideas when the concept of ellipse is being built with GeoGebra. We shift from dynamic applets that show the ellipse characteristics to applets that are built by students and teacher together. The old applets were perceived by students as dynamic representations of the ellipse and its characteristics. They offered a very low level of freedom for students to explore the material on their own. This meant the students were expected only to receive and learn information about the ellipse. On the contrary, the new applets were designed in a way that the genesis of the ellipse and its relations to other objects were clearly visible. Besides, the process of building new applets enables students to discover independently the ellipse characteristics. Thus, the students become active participants in the process of the knowledge building. In other words, we use GeoGebra to move from static exploration to dynamic exploration. This process could easily be accomplished in Dynamic and Interactive Mathematics Learning Environments (DIMLE). All the information and procedures meant to be learnt by students were presented within the “I – you – we” concept that was very easy to implement in such an environment.

That’s Not For Our Kids: The strange death of philosophy and ethics in a low socioeconomic secondary school

This article reflects on the successes and failures of a new Philosophy and Ethics course in a low socioeconomic context in Perth, Western Australia, with the eventual demise of the subject in the school at the end of 2010. We frame this reflection within Deleuzian notions of geophilosophy to advocate for a Philosophy and Ethics that is informed by nomadic thought, as this offers a critical freedom for students to transform themselves and their society and suggests practical ways both of overcoming the prejudices which led to its demise and of student reluctance to engage in open discussion in class. We consider the demise of the course a ‘missed opportunity’ because it had so much potential to be transformative of student subjectivities in schools.

CASE NOTE: WHY APPEARANCES MATTER. STATE ENDORSEMENT OF RELIGIOUS SYMBOLS IN STATE SCHOOLS IN EUROPE AFTER LAUTSI

In Europe, religion continues to exercise a significant, albeit variable influence over the conformation of national identities.1 Therefore, European states have adopted a panoply of institutional arrangements, ranging from the official recognition of religion to official secularism, in order to reflect the relevance of religion in their particular identity.2 The display of Christian religious symbols in state schools is a common means of affirming the role played by religion within the polity. However, this practice has become exceptionally contested out of concern for the protection of the religious freedom of students and of the parental right to raise their children in conformity with their own religious convictions, in accordance with Article 9 and Article 2 of Protocol 1 of the European Convention on Human Rights.

The Silence of Our Friends by M. Long & J. Demonakos

Long, Mark & Jim Demonakos. The Silence of Our Friends. New York: First Second, 2012. Print. This story is told from the perspective of a boy whose father was a reporter in the city of Houston, Texas. In the year 1967, in the midst of the Civil Rights movement many families struggled to find freedom in their racist communities. During a police riot that had been started after banning an organizational committee from Texas Southern University, an undercover officer was shot. Out of the 489 students that were attested, all but 5 students were released the next day. Those five black college students were accused of killing a policeman. Set in a time of racism and segregation, two families struggle with the events of the riot. With the support of these understanding neighbours, a white family took a risk in trying to win back the freedom of the accused students. The artwork by Nate Powell has created powerful imagery that allows readers to place themselves within the setting and events of that period in history. The combination of historical story elements and graphic images may hook reluctant readers. The graphic nature of the story is engaging and will educate students of a period in history often presented in more traditional formats. Recommended: 3 out of 4 stars Reviewer: Pamela Wenger Pamela Wenger is a 4th year teacher-librarian working between two schools in Regina. She is planning to complete a Masters of Education in Teacher-Librarianship in April 2013.

E-Learning: Future of Education

This paper highlights the significance of E-learning in modern education and discusses its technical aspect, market, pros and cons, comparison with instructor led training and possibility of weather E-learning will replace the old classroom teaching. Presently the concept of E-learning is becoming very popular as the numbers of internet savvy users are increasing. E-learning gives the advantage of 24x7 and 365 days a year round access as compared to Instructor-Led Training, which is one time class that must be scheduled. E-learning is cost effective as course content once developed could be easily used and modified for teaching and training. E-learning also provides students freedom from carrying heavy school bags and stop cutting of trees for the sake of paper, pencil and rubber. E-learning is the future of education as it is interactive, interesting and entertaining way of learning, and will soon replace the paper books in the form of touch screen tablets.

MENGAJAR YANG MEMBELAJARKAN

The main problem faced by students in learning process is learning achievement. It is influenced by physiological, psychological, and environmental factor. Thus, educators play a major role in overcoming students’ learning problems through appropriate learning management. Learning is educator’s effort to teach students with a various learning strategies and sources, such as teachers, peers, environment, media, and others. Educators play an important role in facilitating the students to be actively learn to think, to speak, and to act in accordance with their teaching materials which being provided to achieve the expected competencies. The attendance of students in learning process is not only as passive participants in accepting the offered materials by the educators, but the student own broad freedom to develop their learning creativity to reach a maximum academic achievement in accordance with the capacity of each student’s competency.

Teaching how to learn with a wiki in primary education: What classroom interaction can tell us

Understanding how wikis are used to support collaborative learning is an important concern for researchers and teachers. Adopting a discourse analytic approach, this article attempts to understand the teaching processes when a wiki is embedded in a science project in primary education to foster collaborative learning. Through studying interaction between the teacher and students, our findings not only identify ways in which the teacher prompts collaborative learning but also shed light on the difficulties for the teacher in supporting student collective collaboration. It is argued that technological wiki features supporting collaborative learning can be realized only if teacher talk and pedagogy are aligned with the characteristics of wiki collaborative work: the freedom of students to organize and participate by themselves, creating dialogic space and promoting student participation. We argue that a dialogic approach for examining interaction can be used to help to design a more effective pedagogic approach in the use of wikis in education, to shift into Web 2.0 learning paradigm and to equip learners with the competences they need to participate in knowledge co-construction.

The effect of collaborative annotation on Chinese reading level in primary schools in China

AbstractAs school networks get more available, reading instruction in a computer classroom has become more and more popular in China. Although information and communication technology (ICT) has brought about some improvements in classroom teaching, it must be admitted that the phenomenon of fast reading with low‐level cognitions is threatening school children's reading literacy. In order to address this problem, a collaborative annotation tool called Sharing Unique Reading Feeling (SURF) was developed for creating and sharing annotations. This study explored SURF‐based collaborative reading instruction, and investigated the effect of collaborative annotation supported by SURF on primary school students' Chinese reading levels with methods of equal group experiment, interview and comparative analysis. Finally, some suggestions were proposed for the development of instructional annotation tools and the implementation of current reading instruction especially in computer classrooms. Results showed that the collaborative annotation supported by SURF could promote students' reading performance, enhance their Chinese reading levels in primary schools, and it was also helpful to develop the higher‐level cognitive abilities such as analyzing, summarizing and evaluating.Practitioner NotesWhat is already known about this topic Annotation could improve students' reading and writing. Annotation could enhance reading comprehension. Full annotation sharing could improve learning outcome. Reading passages with hypermedia annotations significantly benefited passage comprehension and vocabulary. What this paper adds Collaborative annotation could enhance Chinese reading levels in primary schools of China, and is very helpful in addressing the issue of surface reading in Chinese class. Collaborative annotation is also helpful to develop higher‐level cognitive abilities such as analyzing, summarizing and evaluating. Implications for practice and/or policy Collaborative reading assisted by annotation tool should be given profound attention and be applied more generally. Collaboration is rather significant in developing students' reading literacy, but abuse of collaboration will be a waste of time and will not get good effect. Do not lose the dominant role of teachers, because excessive freedom for students will result in failure in achieving teaching objectives. Some competition activities (eg, setting up Reading Stars, giving little and red flowers) should be provided to inspire students to do annotating passionately and seriously. The Ministry of Education in China should actively encourage Chinese teachers in primary and secondary schools to implement annotation reading instruction in computer classrooms. Some wonderful annotation tools just like SURF should be developed and generalized in a larger scope supported by the government.

Regulatory Bodies, Academic Freedom and Institutional Autonomy in Africa: Issues and Challenges – The Nigerian Example

Academic freedom is often described as a four-fold right of a university to determine for itself on academic grounds, who may teach, what may be taught, how it shall be taught, and who may be admitted to study. It also entails the freedom of a university to select its own staff and to determine its own standards, as well as the freedom of both staff and students to free expression in their teaching, studying, publishing and research. Institutional autonomy, on the other hand, is the freedom an educational institution en- joys in managing its internal affairs without undue interference from outside bodies or persons, especially from the government or its agencies. An effec- tive enjoyment of academic freedom, however, requires institutional autonomy. In recent times, Nigerian universities have witnessed many issues challeng- ing their academic freedom and institutional autonomy such as summary dismissal of university teachers for being critical of government educational policies and other related issues. Against this background, this article ar- gues that the establishment of regulatory bodies such as the Nigerian Uni- versities Commission, the Joint Admission and Matriculation Board and the like has eroded the previous autonomy and freedom enjoyed by the univer- sities in the four cardinal ways mentioned above. The article advocates a system which adequately guarantees academic freedom. It also commends to Nigeria and other African countries the South African position which guarantees the right to academic freedom and scientific research in its Con- stitution.

과학영재교육기관 캠프 운영 실태 분석

본 연구에서는 전국의 285개 영재학급, 70개 교육청 영재교육원, 20개 대학 영재교육원을 합한 총 375개 영재교육기관을 대상으로 캠프 운영 실태를 조사하였다. 설문은 캠프 설계, 캠프 실행, 캠프 결과로 구성하였으며, 캠프 실행은 캠프 교육내용, 교수 학습과정, 산출물, 학습환경으로 세분화 하였다. 캠프 설계에 대한 분석 결과 연구소, 과학관 등의 방문 중심캠프가 가장 많았고, 여름방학에 1박 2일 이하로 실시되는 기관이 가장 많았다. 캠프 교육 내용에 대한 분석결과 리커르트 5점 척도에서 3.72점을 보였으며, 교수 학습과정은 3.78점, 산출물은 3.77점, 학습환경은 3.58점을 보여 캠프 학습환경이 가장 낮은 점수를 보였다. 캠프 학습환경은 개방성여부, 다양한 시설의 활용이 가능한지에 대한 문항으로 구성되어 있다. 캠프 결과에 대한 분석 결과 '다양한 활동 사례 정보의 부족'이 캠프 운영의 가장 어려운 점으로 파악 되었다. 이러한 결과는 과학영재캠프에서 개방적이고 다양한 환경 및 시설의 활용이 가능한 학습환경을 조성하는 노력과, 캠프 활동 자료의 개발과 보급이 필요하다는 것을 보여준다. In this study, using a questionnaire about camp programs, we surveyed 375 gifted education institutes, including 285 classes for the gifted, 70 institutes for the gifted at education offices, and 20 institutes for the gifted at universities. The survey questionnaire consists of questions relating to camp design, camp operation, and camp introspection. The questions relating to camp operation are subdivided into questions relating to content, process, product, and learning environment of the camp. In the analysis of camp design, experience-centered camps entailing visits to research institutes, science museums, and so on showed the highest ratio. The camps were generally carried out in summer vacation as two day/one night programs. The average score of camp content was 3.72, that of camp process was 3.78, that of camp product was 3.77, and that of camp environment was 3.58. In the analysis of camp introspection, the item 'a lack of information about diverse camp activities' showed the highest difficult thing. Integrating these results, we suggest that information about diverse camp activities should be developed and supplied and the camp environment strengthen the freedom of students to select camp activities.

84 The Impact of Donor Specific HLA Antibodies in Lung Transplantation after Induction with Alemtuzumab

Purpose Donor specific HLA antibodies (DSA) have been associated with poor outcomes after lung transplantation including bronchiolitis obliterans (BOS). We sought to evaluate the relationship between DSA, freedom from BOS and survival in a cohort of consecutive lung transplant recipients who received induction with alemtuzumab. Methods and Materials A cross-sectional study of patients from 2003-2007 was performed. Per protocol, patients were screened at 2 weeks and every 3 months for class I and II DSA with ELISA and Luminex-based assays in conjunction with surveillance and clinical bronchoscopies. The primary outcome was time from transplant to the development of BOS or death with a study endpoint of 9/1/2010. Associations were assessed with student t-tests and freedom from BOS and survival were assessed with Kaplan Meier estimates with log rank analysis. Results A total of 343 patients were included with a mean follow-up time of 3.3 ± 1.9 years. 51 (14.8%) patients developed DSA at a median time of 435 (IQR 697) days from transplantation. 41 (80.4%) patients with DSA developed BOS during the study period versus 79 (27.1%) of patients without DSA. The mean onset to BOS in patients with DSA was 787.5 (SD 390) days versus 978.3 (SD 532) days in those patients without DSA (p Download : Download high-res image (89KB) Download : Download full-size image Conclusions After induction with alemtuzumab, the incidence of DSA in lung transplant recipients is lower in comparison with previous reports. Patients with DSA are at a higher risk of early BOS and mortality. Further studies are needed to assess the significance of antibody-directed therapy to improve allograft function and overall survival.

Freedom In Teaching Applied To Computer Science Education And Its Relationship To Accreditation And Diversity

Much of the literature reviewed on the subject of freedom in teaching seems to emphasize that it is not only highly desirable and appreciated but deeply embedded in the core of the teaching profession. Although freedom in teaching has been used to mean freedom of academic institutions, instructors and students, but it has focused mostly on freedom of instructors in classrooms to discussmaterials relevant to their courses and in their research. The intention behind this paper is not to look for evidence to support what is already known, but rather to contribute to the understanding of the subject by extending what is meant by the term freedom in teaching to cover freedom of disciplines. This paper seeks to use this extension to propose that freedom in teaching can help addressing and responding to many challenges that face a rapidly changing discipline such as the discipline of Computer Science. The paper focuses on how freedom in teaching computer science at both program and course levels may play a pivot role in responding to some of the disciplines challenges. The paper also seeks to link freedom in teaching to issues such as diversity, accreditation and learning objects. The paper concludes by discussing the disadvantages and burdens that may come with freedom in teaching. Although that this paper focuses on the discipline of Computer Science as a case to study, but the arguments and discussion may be generalized to cover other disciplines that face similar challenges.

The New Education Fellowship and UNESCO's programme of fundamental education

This paper will examine the attitudes of progressive educators toward poverty in developing countries. The reformers who formed the New Education Fellowship (NEF) in 1921 will be the subjects. They expanded their thinking from concerns about student freedom to efforts to encourage social reform, and by 1946 they participated in the creation of UNESCO. The NEF and UNESCO built on the faith that an appropriate education would reduce the causes of international war. This faith in education may have reinforced two related problems. Because an aspect of the faith in education was the belief that people would cooperate to serve the common good, the leaders of the conferences and planning sessions did not seek agreement on specific programmes. This was the first problem and it led to a second problem when the participants agreed that the programmes should adopt flexible methods to achieve a wide range of goals. The goals of the programmes expanded beyond the capacities of the agencies because there was no limit to the visions.

The solution to harmonize the religious freedom of students and the freedom of religion-based schools to educate religion

The solution to harmonize the religious freedom of students and the freedom of religion-based schools to educate religion