Guide For Teachers Research Articles

The Indonesian Independent Curriculum Requires Student-Centred Teaching Approaches: Does the Teacher Guide Accompanying a Grade VIII Ministry-Published Mathematics Textbook Assist Teachers?

The Indonesian Independent Curriculum Requires Student-Centred Teaching Approaches: Does the Teacher Guide Accompanying a Grade VIII Ministry-Published Mathematics Textbook Assist Teachers?

How do structured pedagogy programmes affect reading instruction in African early grade classrooms?

‘Structured pedagogy programmes’ (SPP) have recently become a dominant approach in interventions across low and medium-income countries (LMICs) to address the so-called ‘reading crisis’. SPPs entail a range of interventions including reading materials, lesson plans and teacher support aimed at changing instructional practice. This paper considers the impact of SPPs on pedagogy. As part of evaluations of the Literacy Achievement and Retention Activity (LARA) and the Read Liberia programmes, observations of 188 early grade reading lessons in Uganda and Liberia were conducted between 2017 and 2022. These included programme (treatment) classrooms and comparator (control) lessons. Both programmes aimed to improve the reading abilities of early grade learners through the training and coaching of teachers and the provision of materials, including daily scripted teacher guides. The article considers the intended curriculum of the two programmes and analyses the differences between treatment classrooms implementing the programmes, and control classrooms. The paper argues that while the ‘what’ of the SPPs (the textual base and curriculum content) is clearly defined and impacts pedagogy to some extent, the ‘how’, or interactive aspects of the pedagogy are diffuse in programme intensions and show little impact on instructional practice. The distinction between the what and the how of pedagogy highlights the need for a more developed theory of pedagogy underlying SPPs. Further, the analysis draws attention to the sociocultural aspect of pedagogy in shaping instruction, arguing for experimentation in contextually-sensitive pedagogies that work more with the grain of teachers’ local, existing practices.

The Impact of the Distributed Training Method on Motor Building Learning when selecting from a number of Team and Individual Games for First Intermediate Grade Students


 AbstractThe aim of the research is to expound the impact of the distributed training method used by an experimental group and the method used in the school by a control group on motor building learning for the purpose of selecting from a number of team and individual games for students of the first intermediate grade. The researchers used the experimental method appropriate to the nature of the study, and the population of the study consisted of (232) students of the first intermediate grade in the Al-Shumookh Intermediate School for Boys in Nineveh Governorate. The study sample consisted of (30) students, representing (12.93%) of the population of the study and were randomly distributed into two (15) students experimental and control groups. The researcher adopted a questionnaire form, personal interviews, and scientific tests, measurements observation as means of collecting information. Parity between the four study groups was done for each of the variables (age, height, mass, some mental abilities, i.e. (attention and intelligence) and some physical and motor factors that affect motor building learning of a number of team and individual games in addition to some football skills and some athletics activities (under study). The school educational curriculum (Physical Education Teacher Guide for Intermediate Grades) was implemented by the control group while the distributed training method was implemented by the experimental group. The two training programs consisted of (36) educational units, (18) for each group, two educational units per week, and the time of each educational unit was (45) minutes. the researchers reached a number conclusions, the most important of which is that the educational program of distributed training method and the control group program (the school method) positively impacted the motor building learning of a number of team and individual games among first-grade intermediate students.In selecting between games, triple and complex motor building in team games was superior for those in individual games .In selecting between motor building types, complex motor building was superior to dual and triple motor building in team games, while dual motor building was superior to triple motor building in individual games among first-grade intermediate students,
 

Using Digital Portfolios to Develop Students’ Writing: A Practical Guide for Language Teachers. Lam, R., & Moorhouse, B., L. (2022) Abingdon, Routledge, 167 pages, ISBN: 978-1-032-28240-4

The uses of e-portfolios in L2 education and research have recently increased given their reflective and process-oriented nature. Many scholars have begun using e-portfolios to collect their data in various aspects of L2 teaching and learning. Considering the prominence of technologies and e-portfolios in teaching L2 writing, a recent and influential book has been published by Routledge titled “Using Digital Portfolios to Develop Students’ Writing: A Practical Guide for Language Teachers”. It presents the theoretical underpinnings of e-portfolio and the way its application in L2 contexts can boost the quality of teaching and learning English writing skills.

How Information is Processed on Social Media: A Guide for Teachers and Learners

How Information is Processed on Social Media: A Guide for Teachers and Learners

Development of Interactive Virtual Laboratory Media with Tinkercad Platform on Analog Electronics Material

The development of science and technology has experienced rapid progress which has a significant impact on people’s lives. One of the affected fields is education, where the utilization of science and technology can strengthen the learning process. In this context, the development of the right strategy and the use of supporting components are very effective. This research aims to analyze and develop the needs of teaching materials in the subject of Fundamentals of Electronic Engineering, focusing on Analog Electronics material. The method used is the development of teaching materials in the form of V-Lab-based jobsheets using the tinkercad website platform, as well as the preparation of guidebooks for teachers and students of Mechatronics Engineering in the subject of Basics of Electronics Engineering, especially on Analog Electronics material. Furthermore, the feasibility of V-Lab-based teaching materials using the Tinkercad website platform was tested. The results show that the use of the Tinkercad platform makes it easy to simulate electronic circuits without the need to install additional software. This platform helps students in better understanding the analog electronics material, as it can be accessed flexibly. Based on these findings, it can be concluded that the development of V-Lab-based teaching materials through the Tinkercad platform has great potential in improving the quality of analog electronics learning.

Strengthening character education through Al-Islam and Kemuhammadiyahan based on merdeka curriculu

The aim of this research is to explore approaches to strengthening character education, describe Al-Islam and Muhammadiyahan learning models, and analyze supporting and inhibiting factors for strengthening character education through Al-Islam and Muhammadiyahan based on the Independent Curriculum. This research is field research with a qualitative approach at SMK Muhammadiyah Sampang. The technique for taking subjects in this research used purposive sampling, data was obtained by interviews, observation and documentation. The results of this research explain that strengthening character education is carried out through several activities such as the habit of tadarus, midday prayers in congregation, midday prayers, Friday routine studies, and Sunday morning studies. These activities are integrated with ISMUBA subjects which include aqidah, morals, worship, al-Qur'an, dates, muhammadiyahan and Arabic. The ISMUBA learning model uses the Problem Based Learning (PBL) model by presenting factual cases related to the material to be studied. Supporting factors for strengthening character education are the professionalism of human resources (teachers and staff), massive training and workshops in the Independent Curriculum. Meanwhile, the inhibiting factors are the absence of guidebooks for students and teachers, low student interest and awareness of ISMUBA material, and family background.

Pencegahan Perilaku Bullying Melalui Program Psikoedukasi Berbasis Nilai Moral Islami di SMP Darussalam Kepanjen

School is a very important place where many aspects of life are taught. However, lately news about bullying cases in schools is often found. Bullying can be categorized as bad behavior or deviant behavior, this is because this behavior has a serious impact on the victim. Based on the various problems and solution studies that have been described, it is necessary to make efforts to prevent bullying behavior. One solution to prevent bullying behavior is a psychoeducation program that is integrated with Islamic moral values such as tolerance and courtesy as one of the reinforcements and supports the success of a guidance for behavior change. The method carried out in this activity is divided into several stages, namely (1) preparation stage, (2) implementation stage, and (3) evaluation stage. This activity produces several products, namely digital posters and guidebooks for teachers and students. The final results of Islamic moral psychoeducation show that students have an understanding of the behaviors that include bullying and understand how to prevent bullying behavior based on Islamic moral values.

Sustainability competences in environmental education: Research on guidebooks for teachers at Finnish primary schools

Sustainability competences in environmental education: Research on guidebooks for teachers at Finnish primary schools

Navigating the Social Media Landscape: A Guide for Special Education Teachers and Parents

This research probes the complex relationship between social media and special education in Jordan. The purpose of this paper is to provide critical viewpoints that might guide the development of a useful guidebook tailored to the needs of educators, parents, and students in the field of special education. Special education instructors and parents of children with disabilities have been shown to use Facebook and WhatsApp at much higher rates than the general population. This discovery highlights the potential of these platforms as efficient ways to enhance special education communities' capacity to communicate, collaborate, and share resources. The study highlights the importance of ethical social media use, career advancement opportunities, effective communication, and diversity and inclusion as cornerstones of the recommended guide. The goal of this living document is to equip stakeholders and make a significant contribution to the area of inclusive education as special education practices evolve.

수학 스토리텔링 자료 활용이 수학적 창의성 및 태도에 미치는 효과

Objectives In this study, mathematical storytelling materials were developed using situations or mathematical history that students could easily experience with the aim of enhancing mathematical creativity and mathematical attitudes. In this way, the purpose of this study was to investigate the effect on the improvement of students' mathematical creativity and mathematical attitudes after conducting learning activities.
 Methods This study was conducted on 56 students in two classes in the second grade of 00 High School in the humanities of 00 metropolitan city. Based on the midterm exam results of the first semester of the second grade, two classes with similar averages were selected, one class was divided into experimental classes and the other class was divided into comparative classes, and 13 classes were conducted for about two months from May 3 to July 4, 2020. The experimental group (28 students) conducted classes using mathematical storytelling materials developed by the researcher, and the comparative group (28 students) conducted traditional classes centered on textbooks and teacher guidance.
 Results The results were obtained as follows by analyzing the effect of classes using mathematical storytelling materials on students' mathematical creativity and mathematical attitudes. First, mathematical creativity and mathematical attitude could be enhanced by classes using mathematical storytelling materials. Second, the mathematical creativity of each group of experimental and comparative classes was analyzed. Classes using mathematical storytelling materials were more effective in mathematical creativity and mathematical attitudes compared to traditional classes centered on textbooks and teacher guides for students in the upper, middle, and lower grades. Third, classes using math storytelling materials changed students' interest. However, students in the lower group tended to bring inferiority within the team. Therefore, in classes using math storytelling materials, it should be guided that lower-class students should learn in cooperation with other students without feeling inferior.
 Conclusions In conclusion, the experimental class that used mathematical storytelling data was more effective in mathematical creativity and mathematical attitudes than the comparative class.

The Significance of Primary Social Studies Content Organization in Fostering Knowledge, Skills, and Values for Cohesion and Integration in Kenya

The field of Social Studies (SS) plays a crucial role in nurturing students' knowledge, intellectual abilities, and democratic disposition, all of which are essential for active engagement in society. The SS curriculum is designed to address the demands, challenges, and aspirations of society, aiding students in developing appropriate and virtuous values. This study aimed to explore the structure of primary Social Studies content and assess its potential for cultivating the knowledge, skills, and values necessary to promote national cohesion and integration. It adopted a descriptive survey design, employing stratified and random sampling methods to select 1,195 participants, including 940 students, 188 social studies teachers, 47 head teachers from primary schools, and 12 Curriculum Support Officers from six sub-counties within Uasin Gishu County. Data collection involved the use of questionnaires for teachers and CSOs, observation guides for social studies teachers, interview schedules for head teachers and CSOs, and focus group discussion guides for pupils. The data was analyzed descriptively and presented in the form of tables, percentages, means, and figures. The study findings revealed that the primary school Social Studies curriculum is well-structured with a systematic breakdown into smaller units that promote social cohesion. Moreover, it aligns with eight national education goals, six of which are closely linked to interpersonal relationships. However, there is room for improvement, and the study recommends the inclusion of areas that have been omitted, particularly citizenship education, to enhance the curriculum's comprehensiveness in educating students about peaceful coexistence. In conclusion, the study emphasizes the necessity for a more holistic approach that encompasses all facets of citizenship education to better equip students for peaceful and harmonious coexistence in a diverse society.

Peran Guru Kelas Dalam Menumbuhkan Karakter Religius Siswa Sekolah Dasar Melalui Program Keagamaan

The research objectives to be achieved are to describe the role of the classroom teacher in cultivating the religious character of elementary school students through religious programs and to describe what factors support and hinder the implementation of religious programs in cultivating religious character at Muhammadiyah 1 Krian Elementary School. is a qualitative descriptive method. The subjects in this study were Class V teachers as well (Heads of Islamic affairs). Methods of data collection using the method of observation, interviews, and documentation. The data analysis technique uses interactive analysis with data reduction, data presentation, and conclusion drawing steps. The results of the study show that the role of the classroom teacher in cultivating the religious character of students through religious programs includes the role of the teacher educating students to get used to reading the Koran for 1 hour before learning takes place. Second, the teacher sets an example in carrying out Duha, Dhuhr and Asr prayers in congregation at school. Third, the teacher guides in carrying out the memorization of the Qur'an. The supporting factors in cultivating students' religious character include support from parents, commitment with school members, and adequate facilities. While the inhibiting factors include different student backgrounds, lack of student awareness, and student environment or association.
 Keywords: Teacher's Role, Religious Character, Religious Program

Teacher-Learner Interactions and Academic Self-Concept in Informal Settlement Primary Schools in Kenya

This study investigates the influence of teacher-learner interactions on pupils' academic self-concept in primary schools located in informal settlements in Kibra sub-county, Nairobi County, Kenya. The study employed a survey design. The target population comprised 138 head teachers, 203 teacher counsellors, and 9536 learners in Class VII, totaling 9877 respondents, from which a sample of 385 respondents was determined using Yamane’s formula. Stratified sampling was used to create seven (7) different strata based on the zones, according to the Independent Electoral and Boundaries Commission of 2012. From each zone, five (5) schools, one (1) head teacher, and one (1) teacher-counsellor were selected using purposive sampling. However, from each sampled school, nine (9) learners in Class VII were selected using a simple random method to avoid bias and favouritism. This sampling procedure involved a sample of 35 head teachers, 35 teacher-counsellors, and 315 learners in Class VII. Questionnaires were used to collect data from learners in Class VII, as were interview guides for head teachers and teacher-counsellors. Piloting was conducted among 38 respondents from primary schools in informal settlements in Kibra sub-county to establish validity and reliability. The opinions of educational psychology professionals were used to confirm the study's validity. The split-half method was used to calculate reliability, and the reliability coefficient (r = 0.728; p<0.05) at the 0.05 level of significance revealed a high degree of internal dependability. The goals guided the theme analysis of qualitative data, which was then presented in narrative style. Statistical Packages for the Social Sciences (SPSS 23) was used to do a descriptive analysis of the quantitative data (frequency counts, mean, and percentages) and an inferential analysis in order to evaluate the hypotheses, and the results were shown in frequency tables and bar graphs. The results revealed that teacher support, supervision, encouragement, and individualised teaching strategies play a crucial role in shaping pupils' perceptions of their academic abilities. The findings emphasise the significance of these interactions in fostering a positive learning environment and improving academic self-concept. It is concluded that effective teacher-learner interactions can positively impact students' self-perception and motivation to excel academically. Recommendations include promoting training for teachers to enhance their interactions with students, thereby contributing to improved academic self-concept in primary school settings.

A Study of the Application of Guided Discovery Method in English Grammar Teaching in Junior High School

Grammar is an important part of language. However, in actual grammar teaching, teachers directly impart grammar rules and students passively accept them. This has led to students’ disinterest in English grammar lessons and unsatisfactory grammar learning results. In order to promote students’ grammar learning, in recent years, some experts and scholars have begun to explore the application of guided discovery method in grammar classrooms. Guided discovery method is a teaching method that emphasizes guidance and focuses on discovery. Through setting up a situation, the teacher guides students to engage in the discovery activity of grammar rules by communicating with each other.This thesis uses questionnaire survey and interviews to analyze the application of guided discovery method in junior high school English grammar classrooms, as well as to analyze the positive effects of junior high school English teachers’ use of the guided discovery method on students’ grammar learning. Based on Bruner’s Discovery Learning Theory and Piaget’s Constructivism Learning Theory, this thesis takes Nanning High-tech Industrial Development Zone Minda Middle School as an example. It was found that under the guidance of guided discovery method, students’ interest and motivation in learning grammar have improved. Also, students’ autonomous learning abilities have been enhanced. Finally, students’ grammar learning strategies were cultivated through guided discovery method. Students can summarize grammar knowledge and solve grammar problems by reasoning and inducting. However, there are a small number of students who still do not have that strong learning ability cannot understand the tasks assigned by the teacher in class, so they do not learn grammar efficiently.

Getting to grips with genre pedagogy - Mapping and analysing the recontextualisation of Sydney school genre pedagogy in the Swedish educational context

In Sweden, genre pedagogy is repeatedly put forward as influential. However, there is little research on how it is understood and applied in practice. This article is an attempt to get to grips with how genre pedagogy has been recontextualised in the Swedish school context. This is done by discourse analyses of curriculum and syllabuses, a professional development programme on literacy and teacher guides claiming to draw on genre pedagogy. We conclude that the recontextualisation of genre pedagogy is a simplification, primarily focusing on the pedagogical know-how through a student-centred application of the Teaching and Learning Cycle, while knowledge about language and the underlying ideology aiming at redistributing educational capital is downplayed or absent.

The dimension of care in American woodshop class and wood play in schools

This article posits that within American woodworking and wood play school curriculum—across time periods and age ranges—there is a hidden-in-plain-site dimension of care toward non-human things, like tools and wood. Analyzing American teacher guidebooks, curriculum descriptions, educational research journals, technical education magazines, newsletters, school textbooks, and other sources, this study describes how the dimension of care is revealed, despite not being named as an explicit educational purpose. An ethics of care is theorized in this study as quotidian habits of maintenance and reverence toward non-human things. Emphasizing this style of care provides a new way of seeing American wood shop class, and related lessons, away from their vocational backdrop, and provides current educators with inspiration on how woodworking and wood play could be integrated into curriculum concerned with promoting a less anthropocentric ethics in the classroom.

<한국어교육실습 전 단계>에서 이루어진 모의수업 경험에 대한 인식 조사

This study attempted to seek measures for improving mock classes by empirically exploring how Chinese graduate students who completed “Korean Practicum” perceive the mock class of “Korean Pre-Practicum” and “Korean Practicum” experience. Based on the research, As for the PCK of pre-service teachers, the ‘class teaching method,’ ‘Korean language knowledge,’ and ‘ability to use Korean language’ were improved through the mock class experience. During “Korean Practicum,” components of the PCK of teachers, namely subject matter knowledge, pedagogical knowledge, and situational knowledge, were enhanced evenly. and students showed high satisfaction with the two classes while feeling difficulties with the teaching plan and mock class. In particular, measures for improving mock classes were presented based on the self-evaluation process involving the analysis of the guidebook for teachers and reflective introspection in the mock class and based on the grammar teaching plan for beginner, intermediate, and advanced levels and instant feedback in “Korean Practicum.”

PENGEMBAGAN UNIT PEMBELAJARAN DENGAN SETTING FLIPPED CLASSROOM BERBASIS GUIDED INQUIRY MATERI SISTEM PEREDARAN DARAH

In producing effective learning, a teacher needs learning tools that can support the learning process in the classroom. For this reason, teachers need learning tools in the form of teacher guidebooks to help the learning process, especially learning biology. This study aims to produce a learning unit with a flipped classroom learning setting based on guided inquiry on circulatory system material for class XI SMA/MA. This research is a development research that adapts the ADDIE development model which consists of analysis stages, namely needs analysis, content analysis, structure analysis, and objective analysis, the design stage is carried out by designing products consisting of cover design and content design, the development stage is tested for validity by an expert validator, the implementation stage is carried out by applying the product with practicality and effectiveness tests, and the evaluation stage is carried out by re-evaluating the product based on the practicality test. The developed learning unit is equipped with core competencies, basic competencies, learning materials, flipped classroom learning stages, guided inquiry learning scenarios, learning assessments, and student worksheets. The results showed practicality with an average score on the teacher and student response questionnaire, namely 86.6 and 84.02, included in the practical category.

Use of word lists in a high‐stakes, low‐exposure context: Topic‐driven or frequency‐informed

AbstractThe awarding organizations that create and administer high‐stakes assessments for beginner‐to‐low‐intermediate 16‐year‐old learners of French, German, and Spanish in England provide optional topic‐driven word lists as guides for teachers and textbook writers. Given that these lists are developed by the awarding organizations, they exert a powerful washback effect on teaching and learning. However, we do not know how much of these lists have actually been used in exams. We therefore analyzed the extent to which these lists have been used when developing the General Certificate of Secondary Education listening and reading exams, a corpus totaling 116,647 words. One key finding showed that approximately half of the awarding organizations’ lists had never been used in any of the exams to date. Given recent changes to curriculum policy, we also investigated how word list type—frequency‐informed versus the awarding organizations’ topic‐driven lists—affected lexical coverage of the exams. Overall, our findings suggested that using the topic‐driven lists was likely to be a suboptimal use of lesson time, as they did not provide learners with enough words to understand any given text with ease. Frequency‐informed word lists, however, seemed to better prepare learners for the exams.