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Das Konstrukt Führungsstil beschreibt die Art und Weise, wie Lehrkräfte im Unterricht über eine Vielzahl an Situationen hinweg auf das Interagieren von Schüler*innen einwirken, um ein lehr-lernbezogenes Interaktionsgeschehen im Klassenzimmer zu verstetigen. In psychologischen Studien wird dieses Konstrukt als Prädiktor für den Lernerfolg von Schüler*innen beforscht. Darüber, wie Führungsstile durch die Realisierung von Interaktionspraktiken hergestellt werden, ist allerdings wenig bekannt. Der vorliegende Beitrag greift dieses Desiderat auf, indem Grundlinien eines Forschungsansatzes skizziert werden, der es ermöglicht, Stile interaktiven Führungshandelns als soziale Praxis im Umgang mit situativen Anforderungen der Interaktionssteuerung zu rekonstruieren. Vor dem Hintergrund einer kommunikationstheoretischen Beschreibung pädagogischen Handelns als Kontingenzbearbeitung werden gesprächsanalytische Vorschläge zur Analyse von Stilen interaktiven Führungshandelns adaptiert und für die mikroethnografische Untersuchung videographierter Unterrichtsinteraktionen aufgeschlossen. Anhand der Kontrastierung zweier Fallbeispiele wird gezeigt, wie mit einem solchen Ansatz neue Einsichten in die mikrologische Konstitution von Führungsstilen generiert und empirische Befunde zu situationsübergreifenden Selektionspräferenzen gewonnen werden können, die das Handeln von Lehrkräften in Auseinandersetzung mit alltäglichen Herausforderungen der Klassenführung kennzeichnen. The construct leadership style describes ways in which teachers deal with student behaviors across a variety of situations in order to produce educational interactions in classrooms. In psychological studies, this construct is seen as a predictor of student learning success. However, little is known about how different styles of leadership are produced by means of interactional practices. This article addresses this question by outlining the basics of a research approach that offers the possibility to analyze styles of leadership in classrooms as social practice in dealing with situational demands of classroom management. Against the background of a communication-theoretical description of pedagogical action as dealing with contingency, conversation-analytical approaches for analyzing styles of leadership action are adapted and opened up for the microethnographic investigation of videotaped classroom interactions. By contrasting two case studies, it is shown how such an approach can generate new insights into the micrological constitution of leadership styles, providing empirical findings on cross-situational preferences that characterize teachers' actions in dealing with everyday challenges of classroom management.

The diploma thesis is devoted to the development of personality and social education at the 1st grade of primary schools. As a tool for this development, I chose the Tiger World® method, which was described by Mr. and Mrs. Kops in their three books. Based on the study of this method and using the principles and means of personality and social education, I created preparations for individual lessons, which I applied in my core class. The knowledge presented in the theoretical part is the starting point for the practical part. In the first part, I define personality and social education, the concept of well-being and the classroom climate. These basic concepts are reflected in the practical part, where the given activities aim to promote well-being and a safe classroom climate. The basis for the given activities is provided by personality and social education, which defines goals, principles and means, and at the same time I am guided by these principles when working with children. The second half of the theoretical part deals with personality typology. Here I define the theoretical basis for the division of personality types according to temperament based on the MBTI theory. I also describe the typology from the Kops family. At the end of the practical part, I characterize two students based on my...

Education in the new era advocates taking students as the main body and improving students’ core literacy on this basis. Subjectivity has also become one of the keys to quality education. Primary school is not only the initial stage of life, but also the key period to develop students’ subjectivity. At present, there are many problems in class activities, such as the weak concept of taking students as the main body, the lack of subject consciousness among students, the flawed construction system of class activities, the unreasonable evaluation system of class activities, and so on. By establishing the role-playing model under the background of “class activity month,” students can play different roles in class activities and participate in various links, such as theme selection, scheme design, organization, implementation, summary, and evaluation of class activities. Through this process, it does not only improve the quality of class activities, but also cultivate students’ subject consciousness and ability in a certain subject, thus highlighting their subject status in class activities.

Translanguaging and codeswitching are frequently employed in second/foreign language classrooms. Though the differences between these two practices have been examined from a conceptual perspective, the potential of translanguaging as a pedagogical resource has not been empirically addressed. This article opens with a concise comparison of translanguaging and codeswitching, arguing that they offer different analytical and practical advantages in second/foreign language education. Using extracts from a practitioner study conducted in a high school EFL classroom in Shanghai, this paper illustrates how different linguistic and semiotic resources are deployed in a teacher’s and students’ translanguaging practices in order to achieve pedagogical goals, thus demonstrating the possibilities that pedagogical translanguaging encompasses. The paper argues that practitioners should be encouraged to make full use of these resources so as to create arenas of opportunity for the students.

Teaching physics has always been a challenge, especially for high school students. This paper arises from the question of how to transform a physics class for high school students into a more enjoyable, more interactive and easy-to-understand activity. For this, we developed a didactic sequence, based on the principles of the Meaningful Learning Theory, to address the content of light and color. The sequence was applied to a 2nd year high school class based on two guiding questions that asked students about why we see objects and their colors. The study was conducted in the form of an action research and the analysis involved qualitative data, collected through questionnaires with closed and open questions, and observations carried out in the classroom. The results indicate that there was a significant learning of the teaching content by the students and that skills that can contribute to the development of Higher Order Thought, proposed by Mathew Lipman, were also stimulated., Ensinar física sempre foi um desafio, principalmente quando se trata de alunos do Ensino Médio.Este artigo surgiu do questionamento de como transformar uma aula de física para alunossecundaristas numa atividade mais prazerosa, mais interativa e de fácil compreensão. Paraisso, elaboramos uma sequência didática, baseada nos princípios da Teoria da AprendizagemSignificativa, para abordar o conteúdo de luz e cor. A sequência foi aplicada em uma turma do 2o. ano do ensino médio a partir de duas questões norteadoras que inquiriam os alunos sobre o porquê de enxergarmos os objetos e suas cores. O estudo foi conduzido na forma de uma pesquisa-ação e a análise envolveu dados qualitativos, coletados por meio de questionários com questões fechadas e abertas, e observações realizadas em de sala de aula. Os resultados indicam que houve uma apropriação significativa dos conteúdos de ensino por parte dos alunos e que também foram estimuladas habilidades que podem contribuir para o desenvolvimento do Pensamento de Ordem Superior, proposto por Mathew Lipman.

A Geometria Fractal é um tema que tem sido pouco explorado nos ensinos fundamental e médio, apesar da sua extrema utilidade na descrição das formas construídas pela natureza. O objetivo geral desse trabalho foi propor e analisar estratégias didáticas para ensinar a geometria fractal, no ensino fundamental e médio, a partir da observação dos objetos e fenômenos naturais e criados pelo homem. Apesar da perfeita adequação das estratégias didáticas propostas a todo ensino básico a amostra trabalhada foi constituída de só por alunos de uma turma de terceiro ano do ensino médio de uma escola pública da rede oficial de ensino do Estado de Pernambuco. A teoria dos construtos pessoais de Kelly foi o método usado na realização da pesquisa. Os resultados obtidos sugerem que os estudantes ampliaram seus construtos pessoais em função da intervenção didática proposta e que é possível introduzir no ensino médio a geometria fractal. Fractal Geometry is a topic that has been little explored in elementary and high schools, despite its extreme usefulness in describing the shapes built by nature. The general objective of this work was to propose and analyze didactic strategies to teach fractal geometry, in elementary and high school, based on the observation of natural and man-made objects and phenomena. Despite the perfect adequacy of the proposed didactic strategies to all basic education, the studied sample consisted of only students from a third-year high school class in a public school in the official teaching network in the State of Pernambuco. Kelly's personal constructs theory was the method used in conducting the research. The results obtained suggest that students expanded their personal constructs as a result of the proposed didactic intervention and that it is possible to teach fractal geometry in high school.

This work evaluates an educational proposal, based on the Flipped Classroom principles, implemented in online learning during the lockdown caused by Covid-19 pandemic. The proposal was implemented in a Portuguese secondary school class and combines asynchronous classes (ASC) with synchronous classes (SC). We collected data using quantitative and qualitative methods, to characterise the learning environment, and its influence on the students’ engagement. The integrated analysis of the data reveals that the proposal created an adequate learning environment, organised, and supported by a robust social presence of the teacher. The design of the ASC enhanced student-content interactions leading to high rates of commitment to the tasks, which ensured an efficient preparation of the ASC. The SC division into learning episodes allowed us to understand the influence of episode design on the interaction patterns developed. The dynamic and interactive approaches of SC allowed the development of subject contents initiated in ASC. Despite the design of some episodes it has allowed measurable improvements in the number of student-student interactions it has also conditioned the collaborative construction of knowledge based on research processes., Este texto avalia uma proposta educativa, alicerçada nos princípios da Flipped Classroom, implementada no ensino online, durante o confinamento causado pela Covid-19. A proposta foi implementada numa turma do ensino secundário português e conjuga aulas assíncronas (ASS) com síncronas (AS). Para caracterizar o ambiente de aprendizagem criado pela proposta e compreender a sua influência na participação e envolvimentos dos alunos usaram-se métodos mistos, tendo sido recolhidos dados quantitativos e qualitativos. A análise integrada dos dados revela que a proposta criou um ambiente de aprendizagem adequado, organizado e suportado por uma robusta presença social do professor. O design das ASS potenciou as interações aluno-conteúdo conduzindo a altas taxas de compromisso com as tarefas, o que assegurou uma preparação eficiente da ASS. A divisão das AS em episódios de aprendizagem permitiu compreender a influência do design dos episódios nos padrões de interação desenvolvidos. As abordagens dinâmicas e interativas das AS permitiram desenvolver os conteúdos iniciados nas ASS. Apesar do design de alguns episódios ter permitido alavancar o número de interações aluno-aluno, também condicionou a construção colaborativa de conhecimentos baseada em processos de investigação e pesquisa, Este texto evalúa una propuesta educativa, basada en los principios del Flipped Classroom, implementados en la educación en línea, durante el encierro provocado por Covid-19. La propuesta se implementó en una clase de secundaria portuguesa y combina clases asincrónicas (ASS) con clases sincrónicas (AS). Para caracterizar el ambiente de aprendizaje creado por la propuesta y comprender su influencia en la participación e implicación de los estudiantes, se utilizaron métodos mixtos, recogiéndose datos cuantitativos y cualitativos. El análisis integrado de los datos revela que la propuesta creó un ambiente de aprendizaje adecuado, organizado y apoyado por una fuerte presencia social del docente. El diseño de la SSA mejoró las interacciones entre los estudiantes y el contenido, lo que condujo a altas tasas de compromiso con las tareas, lo que aseguró una preparación eficiente de la SSA. La división de EA en episodios de aprendizaje nos permitió comprender la influencia del diseño de episodios en los patrones de interacción desarrollados. Los enfoques dinámicos e interactivos de la SA permitieron el desarrollo de contenidos iniciados en la SA. Si bien el diseño de algunos episodios permitió apalancar el número de interacciones alumno-alumno, también condicionó la construcción colaborativa de conocimiento a partir de la investigación y los procesos de investigación., This work is funded by CIEd - Centro de Investigacao em Educacao, Instituto de Educacao, Universidade do Minho, projects UIDB/01661/2020 and UIDP/01661/2020, through national funds from FCT/MCTES-PT. It was also developed under the PhD Program "Technology Enhanced Learning and Societal Challenges", funded by the Foundation for Science and Technology, FCT I. P. - Portugal, contract #PD/BD/150424/2019.

This development research aims to create teaching materials in the form of a contextual flip book on financial accounting subjects, especially Android based inventory accounting materials for Vocational High School class XI for competency in institutional accounting and financial expertise. The development of this flip book was tested by material experts, language experts, and graphic experts, and tested on 20 participants, namely students from class XI accounting and financial institutions at SMKN 1 Geger Kab. Madiun. The development research model used is 4D by Thiagarajan which consists of the define, design, develop stages without the dissemination stage. The analysis technique used in this research is descriptive qualitative and quantitative. The results of the validity analysis obtained the material feasibility of eighty five point two percent, language feasibility of ninety four point three percent and graphics of eighty seven point one percent with an average result of expert validation of eighty eight point eighty seven percent with the predicate very feasible. . The average result of student responses is ninety five point six percent with the very good category. So that the inventory accounting teaching materials developed with a contextual approach are very suitable for use in learning activities.

Mathematical reasoning, which plays a critical role in students’ capacity to make sense of mathematics, is now emphasised more strongly in various curricula internationally. However, reasoning is sometimes difficult for teachers to recognise, let alone teach. This case study considers video of one teacher’s implementation of a problem-solving lesson in a year 1 primary school class in Australia. It examines the opportunities this teacher provided to leverage reasoning and contributes to the body of knowledge on ways reasoning may be elicited during problem solving. The new Eliciting Mathematical Reasoning Framework arising from the analysis of the data in this study builds on and extends previous research. It provides a tool to support researchers, teacher educators, professional learning providers, and teachers in recognising and eliciting reasoning.

O objetivo desta pesquisa é compreender de que maneira se efetiva o processo de aprendizagem da Matemática, em uma turma de 9º ano do Ensino Fundamental, de uma escola da rede pública do Paraná. Para tanto, analisamos a execução de jogos de quiz no decorrer de um ano letivo, segundo os ‘eventos de instrução’ externo para a aprendizagem de Robert Gagné. Utilizando a base metodológica da Grounded Theory para a coleta e análise dos dados da pesquisa, os resultados revelam que os eventos de instrução se fazem presentes em estratégias didáticas de jogos de quiz em sala de aula, na aprendizagem da Matemática. Apontamos ainda o ‘cativar o questionamento’ como um possível evento de instrução externo que pode satisfazer ou mesmo fornecer condições para o aprendizado com quizzes elaborados e desenvolvidos pelos próprios estudantes.

Com este artigo pretendemos descrever as dinâmicas pedagógicas numa turma do 1º Ciclo do Ensino Básico (CEB), na qual, a problemática ambiental está relacionada com a relevância das abelhas. Primeiramente, acedemos às perceções dos alunos sobre as abelhas. A seguir, procedeu-se à implementação do trabalho de projeto, propriamente dito, com cinco atividades articuladas entre si: (1) a entrevista a um apicultor; (2) a análise de uma notícia; (3) o estudo da biologia da abelha e da vespa asiática; (4) debate e palavras-chave (5) o cartaz coletivo com a forma de «favos de mel». Por fim, acedemos de novo às perceções das crianças sobre as abelhas, para podermos compreender a progressão das referidas perceções. A abordagem metodológica é de cariz qualitativo-fenomenológico, tendo por base a metodologia de projeto no desenrolar das dinâmicas pedagógicas. Para a recolha de dados, recorreu-se ao desenho infantil e aos textos elaborados pelas crianças e para a análise dos dados recorreu-se ao instrumento de Stephen Kellert (1996) Os resultados obtidos revelam que houve transformação na forma como os alunos percecionam a natureza, da qual, nós também fazemos parte (Coutinho & Rocha, 2019).

The rapid development of technology and information has not been fully utilized in education system. There needs the development of Interactive learning media that can increase students' learning motivation. The aims of this study is to develop learning media for android-based Hebat Fluida applications for high school class XI on static fluid material. This study uses the Research and development (R&D) method and the research model used is the DDD-E (Decide, Design, Develop, Evaluate) development model. This research was conducted with a feasibility test which has 3 aspects, the material aspect getting a percentage of 83,75%, the media aspect getting a percentage of 90%, and the language aspect getting a percentage of 85%. It can be concluded that the average percentage of the feasibility test of the media is 86,25%, which means it is very valid and suitable for use Hebat Fluida as a learning medium.

Este artigo teve o objetivo de investigar quais atividades de Prática como Componente Curricular são vivenciadas por professores formadores e professores iniciantes na sua trajetória acadêmica e/ou profissional. O referencial teórico que nos embasou tem como foco uma conceitualização da palavra prática, que está inserida em aplicação da teoria, experiências ou atividade. Realizamos entrevistas semiestruturadas com 12 professores: nove formadores de três Institutos Federais de Educação, Ciência e Tecnologia e três professores iniciantes, egressos da licenciatura em Matemática destas instituições. Para a análise dos dados produzidos nas entrevistas utilizamos os pressupostos da análise de conteúdo de Bardin, pré-análise, exploração do material e inferência. Os entrevistados vivenciaram a Prática como Componente Curricular a partir de atividades que poderiam ser desenvolvidas a partir da simulação de aulas, discussões sobre avaliação e métodos de pesquisa, resolução de problemas, análise de erros, leitura de textos de Educação Matemática, elaboração de material didático, observação em sala de aula, elaboração de atividades para escolas da educação básica, discussão de metodologias de ensino e regência de aulas em escolas da educação básica, acompanhado de um tutor. Nas conclusões, ressaltamos que que a Prática como Componente Curricular precisa ser desenvolvida em todas as disciplinas dos cursos de formação inicial de professores, por meio de atividades que tenha o foco na teoria e na prática. .

This article analyzes a Taiwanese learning experience about the U.S. Civil Rights Movement, launching an educational project with 18 Taiwanese high school students to discuss their understanding of...

INTRODUCTION. Cardiovascular disease is the leading cause of death in the United States1. When cardiovascular disease results in cardiac arrest, the ability to perform basic life support (BLS) can change the outcome from death to survival. There is no definitive statistical data on high schoolers’ awareness of BLS. METHODS. A survey-based research study was conducted to find high schoolers’ awareness of BLS. 105 students, primarily from Kansas City suburbs, took a survey with questions ranging from their views on whether BLS courses should be integrated into the high school curriculum to the steps they would take when a person collapses on the ground. Results were analyzed to determine the students’ knowledge of different aspects of BLS and their interest in taking a BLS course in school. RESULTS. Over 70% of the students would take a BLS course should it be offered in a high school class. Most students answered questions regarding BLS steps correctly but lacked critical knowledge on an automated external defibrillator (AED). CONCLUSIONS. We have found that although over 70% of the students were aware of the basics of BLS, most students lacked knowledge on the critical aspects of BLS, such as the use of an AED. Most students recognize the importance of BLS in the high school curriculum and would acquire the skills in a high school class. We conclude that introducing a BLS course in the high school curriculum would improve the students’ knowledge and contribute to improved survival rates of victims of out-of-hospital cardiac arrest2.

This paper explores how holistic-guided, sacred, ecological insights can support youth in their healing journeys from the individual and systemic violence of colonial exclusions. Drawing upon guidance from Indigenous sharing circle philosophies and sacred ecological insights, this article contends that the coming together of similarities and differences can generate the ethic of “wisdom relationality” (Kasamali, 2019) and promote healing. This theorizing is guided by the métissage sensibility and is supported by research conducted with an Alberta, Aboriginal Studies 30, secondary, high school class. By concentrating on experiences of four former Aboriginal Studies 30 students, this article illuminates their key learnings acquired from reconnecting with the healing energy that flows from Indigenous sharing circle philosophies. The article demonstrates that by reconsidering difference and responding to colonial exclusions from the place of holism inspires the students to achieve freedom, agency and in doing so, restores their sense of balance.

This research is motivated by learning conditions that are still not optimal, both process and learning outcomes. Therefore, we conducted a research to apply lesson study by using the Cooperative Learning method in Indonesian Language, in writing advertisement, slogans, and posters texts in class VIII of Pasundan 2 Junior High School Bandung. This research is expected to improve learning outcomes, activities and creativities. The research method used is an experimental method. The research subjects were students of Pasundan 2 Bandung Junior High School Class VIII C. This research was an implementation of plan, do and see. The validity of the data is done through triangulation techniques. Based on the results of the study it can be concluded that the application of lesson study using the Cooperative Learning method is carried out in accordance with the stages in the lesson study, namely plan, do and see. Lesson study makes the learning planning process more mature so that in the implementation of learning the model lecturer feels more prepared. Lesson Study can effectively improve the quality of learning, both processes and results. This can be seen from the test results which are tested on the average significant improvement. Likewise in the process, based on the observations made, the activity and creativity of students of Pasundan 2 Junior High School Bandung increased. Thus, it can be concluded that the implementation of lesson study with cooperative learning effectively increases the activity, creativity, and learning outcomes of students in Pasundan 2 Junior High School Bandung significantly.

Agenda 2030, with its objective 4 (Quality Education) transversal to all the others (17 in total), formally underline that through this objective we can develop a real Global Citizenship Education and Development Education and in practice a New Society. We are in the field of Fundamental Rights, so new constitutional spaces and channels are favouring and the scientific evidence shows that they will favour more in the medium and long term, an effective collaboration between actors in the design of GCE and DE.

Este trabalho teve como objetivo analisar as manifestações e produções culturais das crianças de cinco e seis anos em espaços formais de educação. Para realização desta pesquisa utilizamos como metodologia a abordagem qualitativa a partir da observação participante, entrevistas e conversas informais com as crianças em uma turma de 1° ano do ensino fundamental com 25 crianças com idade entre cinco e sete anos. A pesquisadora construiu um diário de campo que se delineou como importante instrumento para registros das descobertas e interações. Foram analisados os tempos e espaços das práticas infantis com e sem a mediação do professor e as manifestações e produções culturais das crianças no período em que permaneciam na instituição escolar. Concluiu-se que as manifestações e produções culturais das crianças são aprimoradas na relação com o outro e agregam sentidos e valores tanto para as relações entre o jogo, brinquedos e brincadeiras, quando para a vida em sociedade.

This development research aims to develop online physics learning tools based on guided discovery models for high school grade X students with momentum and impulse material and test the feasibility of Physics online learning tools through validator assessments (material experts, material experts) and limited trials by students' responses. Physics online learning tools developed in the syllabus, lesson plans, student worksheets, handouts, and learning media. The average score of validation assessment for the syllabus is 4.81, the lesson plan is 4.72, the student worksheet is 4.64, the handout is 4.57, the media is 4.76, and the media material is 4.66. All in categorized as very worthy. In this study, a limited trial was conducted for 27 students divided into three groups. The average score results student on worksheet one is 4.06, worksheet two is 3.98, and worksheet three is 3.87. All in with categories worthy. The average score result of handout one is 4.04, handout two is 3.96, and handout three is 4.01. All in with worthy category. The results obtained from the Physics online learning tool based on guided discovery models are appropriate for online learning on momentum and impulse material for grade X high school students.

The purpose of this article is to present the results of a didactic intervention aimed at improving the argumentative capacity of students in a 1st year middle school class of a public school. The research focus of the analysis focuses on the argumentative construction of the saying of one of these students, considering the comparison of their written productions, before and after the intervention work. Taking as theoretical-methodological support basic ideas on the dialogical functioning of the language of the so-called Bakhtin Circle (BAKHTIN, 2011; 2016; 2016; VOLOCHINOV, 2017) and contributions of Perelman and Olbrechts-Tyteca's New Rhetoric (2014) about discourse argumentation, this paper examines two texts (a school essay, produced before the intervention, and a letter from the reader produced at the end of the intervention) from the same student/producer. The study reinforce the importance of the interventional activity performed with the letter reader genre as a work proposal capable of enhancing the student's argumentative capacity in the production of texts in the basic education classroom.

The purpose of this article is to present the issue of teaching Polish in a school class in which at least one student uses Polish as a second language. Researchers dealing with this issue suggest the need to develop materials for teaching Polish as a second language for all educational stages. This article addresses this issue and also provides an introduction to wider research aimed at developing a workshop for a Polish teacher who teaches in a classroom with students with migration experience. The basic question that guides the considerations here relates to the effectiveness of teaching: how to teach and what educational activities to use to engage in the teaching process for both of the groups of students: for whom Polish is the first language and for whom it is a second language? The text presents teaching methods used in international education and suggestions for their adaptation in Polish language lessons in multicultural classes. Celem niniejszego artykułu jest przedstawienie problematyki nauczania języka polskiego w klasie szkolnej, w której co najmniej jeden z uczniów posługuje się językiem polskim jako drugim. Badacze zajmujący się omawianą kwestią sugerują konieczność opracowania materiałów do nauczania języka polskiego dla wszystkich etapów edukacyjnych. Niniejszy artykuł podejmuje to zagadnienie, a także stanowi wstęp do szerszych badań mających na celu opracowanie warsztatu pracy nauczyciela polonisty nauczającego w klasie, w której znajdują się uczniowie z doświadczeniem migracyjnym. Podstawowe pytanie, jakie przyświeca podjętym tu rozważaniom, odnosi się do efektywności nauczania: jak uczyć i jakie działania edukacyjne podejmować, by zaangażować w proces nauczania zarówno uczniów, dla których język polski jest językiem pierwszym, jak i uczniów, dla których jest to język drugi? W tekście przedstawiono metody nauczania stosowane w edukacji międzynarodowej oraz propozycje ich adaptacji na lekcjach języka polskiego w klasach wielokulturowych.

Leseprobe ----- Bibliographie: von Fichtel, Laureen/Muller, Ulrike Beate: Die Schuleingangsstufe – soziales Lernen und kooperative Prozesse an Schulen mit und ohne Jahrgangsmischung, Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research, 4-2020, S. 453-460. https://doi.org/10.3224/diskurs.v15i4.09

Contains fulltext : 227698.pdf (Publisher’s version ) (Open Access) This study explored the content and nature of teachers' knowledge and perceptions of their students. The knowledge and perceptions of seven Dutch secondary school teachers regarding the same 33 students in one second-year school class were studied. Each teacher was invited to tell (in 60 s per student) how he/she perceived and what he/she knew about, each individual student. Interview data were analysed using both qualitative and quantitative methods. Results showed within- and between-teacher differences in the content, amount and evaluative nature of their knowledge and perceptions. In addition, there were within- and between-student differences in how their teachers knew and perceived them. The results suggest that teachers' knowledge and perceptions of their students varies per teacher-student combination and substantiate an interpersonal nature of teachers' knowledge and perceptions. To understand the function of teachers' knowledge and perceptions of students for teaching, future research should focus on how different knowledge and perceptions lead to differential educational trajectories for individual or specific groups of students. 21 december 2020 35 p.

Penelitian ini bertujuan untuk menganalisis bagaimana integrasi budaya daerah dalam pembelajaran matematika di Sekolah Dasar di Kecamatan Muara Tembesi. Fokus masalah pada penelitian ini adalah pengetahuan guru tentang etnomatematika di tingkat Sekolah Dasar. Penelitian ini menggunakan metode pendekatan kombinasi, yaitu pendekatan kuantitatif dan kualitatif. Sample yang didapat dari penelitian ini berjumlah 18 guru Sekolah Dasar dari total populasi 249 guru kelas Sekolah Dasar Negeri di Kecamatan Muara Tembesi. Hasil penelitian ini menunjukkan bahwa mayoritas guru tidak mengetahui tentang etnomatematika. Sebanyak 22% guru memiliki pengetahuan etnomatematika tinggi, 33% guru memiliki pengetahuan etnomatematika sedang, 45% guru memiliki pengetahuan etnomatematika rendah. Hasil penelitian ini dapat digunakan sebagai bahan referensi untuk mengatasi kendala yang ada, misalnya dalam pembuatan modul, bahan ajar dan pembelajaran.

At present, young Norwegians are spending more time than ever in front of a computer screen (Statistisk sentralbyra, 2015; Medietilsynet, 2016). How is this use of digital media affecting their writing in and out of school? In 2017, 5th graders in a school class in Oslo were interviewed about this. In this article, the interview findings are compared with findings of an ethnographic study of media use and writing conducted in the same primary school in 2005. In 2005, the students’ use of digital media out of school fostered some extensive writing, yet in 2017 this was no longer the case. Still, certain 2017 students did follow up writing in school with a similar kind of extensive writing out of school. However, the main findings indicate a style of development whereby school-based writing has become more loosely connected to digital writing out of school. In the analysis, the concept of affordance is used to explain this development. In the article’s final part, implications for writing pedagogy are discussed.