Temat: student-centered instruction - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Advance School Leadership, Progress Teaching Approach and Boost Learning: The Case of Indonesia
Autorzy:: Suryadi, Ace
Budimansyah, Dasim
Powiązania:: https://bibliotekanauki.pl/articles/2004917.pdf
Data publikacji:: 2016-09-30
Wydawca:: Wydawnictwo Adam Marszałek
Tematy:: school principals
leadership
student centered instruction
Opis:: The 2013 Curriculum Reform and its effect on school practices remain a challenge for Indonesia since the roles of school leadership remain unaddressed. This study aimed to examine the effect of school leadership on instructional practices and student learning. This cross-sectional survey collected data from 1,082 students and 180 teachers from randomly selected 40 junior secondary school principals. Employing education production function models, this study found that the quality of school leadership had impacts on teachers’ ability to create student-centered instruction and consequently on student learning. Results suggest that school reforms would be even more successful, among other things, through establishing school principals as professional agents of change that help teachers transform their instructional behavior and improve learning.
Źródło:: The New Educational Review; 2016, 45; 76-86
1732-6729
Pojawia się w:: The New Educational Review
Dostawca treści:: Biblioteka Nauki

Artykuł

Skocz do pozycji: 2.

Tytuł:: Gender-Sensitive Effect of Problem-Based Learning on Student Performance in Indonesian Teacher College Classes
Autorzy:: Nurjanah, Neneng
Suryadi, Ace
Abdulhaq, Ishak
Budimansyah, Dasim
Powiązania:: https://bibliotekanauki.pl/articles/1967809.pdf
Data publikacji:: 2019-03-31
Wydawca:: Wydawnictwo Adam Marszałek
Tematy:: problem-based learning
gender sensitive
student-centered instruction
Opis:: To restore the quality of education, the 2013 curriculum reform in Indonesia urged teachers to employ pupil-centered, thematic problem-based learning (PBL). This study examined whether the PBL collaborative learning enabled students to learn better and in an equal manner through an array of cross-cutting aspects like race, social class, and gender. The presented study involved two teacher colleges and randomly assigned undergraduate classes that were taught with the use of PBL practices while other comparable classes were taught through traditional lecturing. It was found that the students in the experimental group performed better and more equalized than those in the other group. This is to assist the teacher colleges to teach their student-teachers to design and practice more engaging classes where boys and girls are given equal chances to foster their potentials to the fullest.
Źródło:: The New Educational Review; 2019, 55; 54-63
1732-6729
Pojawia się w:: The New Educational Review
Dostawca treści:: Biblioteka Nauki

Artykuł

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