Algebra I Teachers’ Beliefs and Knowledge of Algebra For Teaching

Research indicates that teachers’ mathematical beliefs and mathematical knowledge for teaching impacts practices in the classroom. Research also suggests that success in Algebra I is the gatekeeper to higher-level mathematics. With the increased number of certification pathways in some states, it is important to identify those Algebra I teachers’ beliefs and knowledge of algebra for teaching. A study of current Algebra I teachers revealed that regardless of certification pathway, mathematical beliefs are not significantly different. Additionally, significant differences did exist in regards to the certification pathway and Knowledge of Algebra for Teaching (KAT) levels.

Inspiring Artistry

Chapter 3 examines song and its role in the development of children’s artistry. It addresses the need for songs of increasing musical difficulty throughout childhood, and how rhythm, melody, and text, individually and together, affect the development of children’s artistry musically, expressively, and vocally. This chapter offers musical examples and songs that demonstrate the progression of children’s artistry in song with children as young as five through advanced choristers. Chapter 3 presents the findings of many years of classroom research on song as it relates to both music learning and the choral art in the development of children’s artistry. It brings together research on music learning and the process of choral development to highlight the need for songs for the development of children’s artistry that compel the musical mind, prompt artistic expression, and enable vocal technique throughout childhood. It applies concepts presented in the first chapter and practices presented in the second chapter in the context of song, the vehicle for the expression of children’s artistry in both the music classroom and children’s chorus. Songs and principles presented in this chapter can also be used with older singers.

PENERAPAN SKILL ABAD 21 DALAM PEMBELAJARAN BAHASA JEPANG SECARA ONLINE DI SMA

Penelitian ini bertujuan untuk mengetahui bagaimana penerapan skill abad 21 dalam pembelajaran bahasa Jepang secara online di SMA, serta permasalahan yang muncul dalam pelaksanannya. Pengamatan mengenai proses pembelajaran bahasa Jepang dengan menerapkan skill abad 21 ini dikaji menggunakan teori pembelajaran abad 21 dalam pembelajaran online di SMA serta peran guru abad 21. Metode penelitian yang digunakan pada penelitian ini adalah kualitatif deskriptif dengan desain penelitian classroom research. Teknik pengumpulan data berupa observasi non participant, wawancara terbuka serta dokumentasi. Hasil dari penelitian ini menunjukkan bahwa guru telah menerapkan skill abad 21 dalam pembelajaran bahasa Jepang secara online dengan menggunakan model pembelajaran flipped learning untuk tema transportasi yang dilaksanakan secara synchronous dan asynchronous. Guru telah menerapkan skill komunikasi, berpikir kritis dan kreatif sesuai dengan masing-masing indikator aspek pembelajaran yang terdiri dari aspek pengenalan topik, kosakata dan pola kalimat, menyimak, serta berbicara. Sementara pada keterampilan kolaborasi, pembelajaran bahasa Jepang terlihat belum maksimal dikarenakan tidak adanya kegiatan berkelompok, sehingga guru hanya bisa menerapkan beberapa indikator pada setiap aspek pembelajaran yaitu pada aspek pengenalan topik dan pengenalan kosakata. Permasalahan yang muncul sesuai hasil wawancara yaitu tidak adanya interaksi secara langsung menyebabkan peserta didik cenderung pasif pada pembelajaran secara asynchronous, sehingga dalam proses penerapan skill abad 21 guru tidak dapat memastikan secara langsung capaian pembelajaran.

Analisis Perbedaan Individual dan Implikasi dalam Proses Pembelajaran

This study discusses several aspects of differences in general for each individual which includes, among others, differences in aspects: biological, psychological, intelligence, gender, ethnicity, and so on, as well as their implications in the learning process in the classroom. This research is library research, which aims to collect information related to individual differences and their implications in the learning process in the classroom. Research data collection was carried out using documentation techniques. The data analysis used inductive analysis. Based on the data analysis that has been done, it can be concluded that the individual characteristics of each lie in the biological (physiological) aspect, as well as the psychological aspect. These two aspects form a certain behavior in humans that makes them different from other humans. In addressing these differences, in the learning process in the classroom, teachers should be creative in managing the learning process in the classroom so that learning objectives can be achieved optimally.

3. The traditions unfold

‘The tradition unfolds’ discusses how schools and teachers use differing amounts of both the progressive and formal tradition. Teachers in primary schools have tended to take from the progressive tradition more than their secondary colleagues. Research into classrooms, including Neville Bennett’s research and project ORACLE, has considered the effectiveness of group work in learning. What emerges out of classroom research is a realization that teachers are not robots: they respond to the class as well as leading it; they reflect on their successes and failures and they adapt. This explains why top-down efforts from governments to change schools often fail; they divert teachers from their experience and instincts.

Letting students decide whether to work in pairs or individually in class

Communicative approaches to language teaching have advocated for the benefits of pair and group work when learning foreign languages. This paper reports an example of classroom research that has been carried out with intermediate students of English, level B1+, focusing on how they prefer to work in class as regards grammar and vocabulary exercises when given the chance to choose. In order to obtain the results for this classroom research study, the students’ teacher becomes a participant observer who records the data throughout the course and collects the data on observation worksheets. Contrary to what it might be expected, the outcomes show that many of the younger students prefer working on their own and then compare and justify their answers with their partners, rather than working in pairs from the very beginning. This is recommended to establish whether this is just specific of these students, or it is something common with other students and teachers have been unaware of it. Keywords: Classroom research, individual work, learning gains, learning preferences, pair work, personal decision.