Collaborative Group Work

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The Rethinking Hospitality webinar, held on June 18, 2024, at Hotel Management School Leeuwarden, examined hospitality's evolving role in society and education. Speakers highlighted key themes: social equity and sustainability through the HOST framework (Prof. Anil Bilgihan), regenerative hospitality (Assoc. Prof. Alessandro Inversini), food as a cultural connector (Dr. Eerang Park), and design-based education for future skills (Assoc. Prof. Hanneke Assen). The event concluded with a call to expand hospitality beyond commercial aspects, fostering authenticity, cultural sensitivity, and social and environmental responsibility.

This paper presents the results of the Circular Design Project, European project funded by Erasmus+ Knowledge Alliance within the social business and the educational innovation field. The project have three major learning objectives: to increase and improve the learning strategies of Design for Sustainability; To gather and cluster open educational resources in Innovative Design for Sustainability; To train up innovative and entrepreneurial designers in Design for Sustainability. This was achieved through a knowledge co-creation process and the development and pilot training materials in order to teach and train students, faculty and enterprise staff of the design sector. The project formed by 12 partners is organised around four country hubs in Ireland, The Netherlands, Catalonia and Sweden. Each country Hub consists of one university, one company and one national design association. The project main results are: • The Open Educational Resources database (http://circulardesigneurop...

This report identifies and describes findings in the research literature on factors that facilitate successful collaborative efforts and those that impede collaboration. Most of this literature focuses on formal collaborative processes and does not address less formal types of "bridging." Where appropriate, the analysis draws on specific examples from two recent studies conducted at The University of Michigan which examined collaborative approaches to natural resource management. The first study, Building Bridges Across Agency Boundaries, was conducted for the USDA-Forest Service and examined 230 situations that were viewed as examples of successful public-private cooperative working arrangements involving Forest Service personnel (Wondolleck and Yaffee 1994). The second study, Ecosystem Management in the United States: An Assessment of Current Experience, examined 105 sites where ecosystem management approaches were being implemented (Yaffee et al. 1996; Frentz et al. 1995).

The development of software and collaborative applications is a growing field. These applications enable workgroups to share files and project directories on the Internet. To participate in the development of this field, the teleinformatics research laboratory at UQAM created the Articiel project. This project goal is the study of collaborative work in the development of wiremesh graphic objects in three dimensions (3D). In this project, the teleinformatics research laboratory collaborated with Canarie and Hexagram organizations in order to develop graphics animations including 3D characters made of wiremesh. The purpose of this master’s degree project is the development of a collaborative work plugin for the Blender 3D animation software on the Articiel collaborative work platform (Internet application). The work of the artists is distributed on the Internet through this software application. The architecture of the Articiel platform is based on Web services. A plugin for the Maya graphics software has been produced as part of a previous software development project. The Maya plugin has therefore served as the material for the beginning source of this application project. An inconvenient of the previous project was the high price of the Maya software. The major part of this project was the conversion of the Maya plugin software code onto a plugin that implements similar features for the Blender application. Free use of the Articiel platform and Blender software enabled a reduction of the budget constraints of this project. The same workstations have been used because the Blender and Maya software were running on the Windows XP operating system. The goal of the collaborative work to be done with these applications is to create a user session through the Internet on the Articiel platform. The created session allowed users or artists working simultaneously on the Internet in a collaborative work session to share or exchange contribution files and project directories on the Articiel platform.

An increasing number of universities around the world have adopted a learner-oriented approach to teaching. Collective learning is regarded as a way to support teachers to enhance this approach. Collective learning processes arise when the teachers collaborate and consciously strive for a shared vision, dialogue, collective action and evaluation. The goal of this explanatory correlational study was to explore whether and how collective learning is related to both learner-oriented teacher beliefs and teaching behaviour. The sample consisted of 90 teachers from management and social-educational programmes at a University of Applied Sciences in the Netherlands. Questionnaires were used to measure teacher beliefs and their perception of collective learning. Observations were used to determine teaching behaviour. Results indicated a discrepancy between beliefs and behaviour. Teachers of both programmes generally agreed with learner-oriented beliefs but demonstrated predominantly teacher-oriented behaviour. Teachers in social-educational programmes rated collective learning significantly higher than teachers in management programmes. A positive relationship was found between collective learning and learner-oriented beliefs, however, no relationship was found between collective learning and learner-oriented teaching behaviour. In further studies, a qualitative design could be used to explore to what extent teachers collectively develop their beliefs and behaviour.

This research aimed at determining the level of performance of state senior high school (Sekolah Menengah Atas Negeri abbreviated as SMAN) teachers aged 56 years and older. The research population was all SMAN teachers aged 56 years and older in Banda Aceh Municipality, Districts of Aceh Besar, Pidie and Pidie Jaya. Performance assessment instruments developed were tested for construct validity by factor analysis techniques, and reliability estimated by using Cronbach Alpha formula. The levels of teacher performance are grouped in five categories as: very high, high, medium, low and very low. The results show that the five components of the SMAN teachers' performance aged 56 years and older were at "very high" category, namely: learning strategies, mastery of materials, classroom management, communication between teachers and students, and teaching techniques. Another performance component, assessment of students learning outcomes was at "medium" category. So, it was found that the performance of SMAN teachers aged 56 years and above was very high.

Este estudo descreve e discute a Investigação Narrativa como alternativa metodológica para estudar e compreender a aprendizagem de professores de matemática em comunidades colaborativas híbridas universidade-escola. Sob abordagem qualitativa, modalidade revisão sistemática denominada metassíntese, o corpus de análise é uma tese de doutorado que utilizou a Investigação Narrativa na perspectiva Relacional, tendo como questão norteadora: Que contribuições, limitações e possibilidades são evidenciadas pelo uso da Investigação Narrativa para investigar e compreender as aprendizagens docentes de professores de matemática que participaram de uma comunidade colaborativa híbrida ou fronteiriça entre universidade-escola? Os resultados da metassíntese evidenciam contribuições, desafios e possibilidades da Investigação Narrativa Relacional para investigar a aprendizagem docente em comunidades colaborativas híbridas, sobretudo quando os professores são também encorajados a investigar narrativame...

Resumo. Estudos atuais mostram a colaboração como estratégia de investigar a prática. Neste projeto tem-se como foco principal investigar como surgem os grupos colaborativos no Brasil e, além disto, apontar um estudo comparativo entre Brasil e Portugal. A partir do uso da metodologia da História Oral, intenciona-se promover entrevistas com os primeiros professores que iniciaram o trabalho sob a perspectiva de colaboração. Este estudo tem como objetivo levantar e registrar quais os fatores que levaram determinados professores/formadores à construção de parcerias e, consequentemente, à constituição de um grupo colaborativo no qual estão integrados professores da educação básica e professores da universidade. As narrativas de vida constituem uma maneira de conhecer a versão não oficial dos acontecimentos sociais e permitem a compreensão dos fatos históricos e sociais filtrados pela ótica dos sujeitos, a partir da elaboração presente dos fatos passados. Acredita-se que os depoimentos coletados dos principais articuladores de grupos colaborativos podem oferecer registros que permitam reflexões para futuros professores de Matemática. Palavras-chave: grupo em contexto colaborativo; desenvolvimento profissional; formação de professores; aprendizagem do professor Abstract. Current studies show the collaboration as a strategy to investigate the practice. This project has focused primarily on investigating how the collaborative groups emerge in Brazil and, moreover, point out a comparative study between Brazil and Portugal. From the use of the methodology of Oral History, it intends-promoting interviews with the first teachers who began work in collaboration perspective. This study aims to collect and record what factors have led some teachers / trainers to build partnerships and, consequently, the formation of a collaborative group are integrated into basic education teachers and university professors. The life stories are a way to meet the unofficial version of social events and allow the understanding of historical and social facts filtered through the eyes of subjects, from the elaboration of this past facts. It is believed that the testimonies collected from the main promoters of collaborative groups can provide records that allow reflections for future teachers of mathematics.

Resumo. Estudos atuais mostram a colaboração como estratégia de investigar a prática. Neste projeto tem-se como foco principal investigar como surgem os grupos colaborativos no Brasil e, além disto, apontar um estudo comparativo entre Brasil e Portugal. A partir do uso da metodologia da História Oral, intenciona-se promover entrevistas com os primeiros professores que iniciaram o trabalho sob a perspectiva de colaboração. Este estudo tem como objetivo levantar e registrar quais os fatores que levaram determinados professores/formadores à construção de parcerias e, consequentemente, à constituição de um grupo colaborativo no qual estão integrados professores da educação básica e professores da universidade. As narrativas de vida constituem uma maneira de conhecer a versão não oficial dos acontecimentos sociais e permitem a compreensão dos fatos históricos e sociais filtrados pela ótica dos sujeitos, a partir da elaboração presente dos fatos passados. Acredita-se que os depoimentos coletados dos principais articuladores de grupos colaborativos podem oferecer registros que permitam reflexões para futuros professores de Matemática. Palavras-chave: grupo em contexto colaborativo; desenvolvimento profissional; formação de professores; aprendizagem do professor Abstract. Current studies show the collaboration as a strategy to investigate the practice. This project has focused primarily on investigating how the collaborative groups emerge in Brazil and, moreover, point out a comparative study between Brazil and Portugal. From the use of the methodology of Oral History, it intends-promoting interviews with the first teachers who began work in collaboration perspective. This study aims to collect and record what factors have led some teachers / trainers to build partnerships and, consequently, the formation of a collaborative group are integrated into basic education teachers and university professors. The life stories are a way to meet the unofficial version of social events and allow the understanding of historical and social facts filtered through the eyes of subjects, from the elaboration of this past facts. It is believed that the testimonies collected from the main promoters of collaborative groups can provide records that allow reflections for future teachers of mathematics.

This study aims to analyze the processes of formative action for the Coordinator-Teacher (CTs), triggered by the Ribeirão Preto Board of Education, recognizing that these constitute mobilizers for continuing education and also for the construction of professionality this professional. Thus, the locus of this study are the in-service formations of the Ribeirão Preto Board of Education, which take place in weekly meetings of eight hours and their developments in pedagogical work classes collective (PWCs). In this research, two spaces of in-service training are highlighted: in the Teaching Board (formative meetings between peers) and in schools (PWCs), because both make up the professionality of the PC. The methodological path used to organize, analyze and interpret the data is based on qualitative research, according to Minayo and thematic content analysis according to Bardin (2016) and Cellard (2008) from document analysis, considering as collection instruments: questionnaires, focus group and PWC observations. This research has the participation of 12 CTs of the Initial grades in elementary school from public system of São Paulo and is in the phase of first approaches, so there is a path to be trodden, with regard to data analysis and interpretation of them. The partial results reveal the complexity of the coordinating professor's function and little reference about the theme.

Experiência mediatizada por grupo colaborativo: Formação e desenvolvimento profissional de professores de Matemática no contexto amazônico Mediatized experience by collaborative group: Teacher training / professional development in the amazon context RESUMO: Nesta comunicação são refletidos elementos de uma pesquisa-ação, realizada em meio a uma experiência mediatizada por um grupo colaborativo de professores (as) de Matemática, no período de 2016 a 2020. No contexto das reuniões/seminários do Grupo Colaborativo de Ensino de Geometria de Eirunepé (GCEGE) temos investigado o processo de produção, apropriação e ressignificação de saberes e práticas para o ensino-aprendizagem de Geometria, bem como a formação contínua e/ou o desenvolvimento profissional de professores (as) imersos às dificuldades geográficas, logísticas e estruturais que emergem do contexto amazônico. O modelo de reuniões/seminário do GCEGE se baseia em experiências de natureza similar, em especial, as do Grupo de Sábado (GdS), relatadas por Pinto (2002); Fiorentini e Jiménez (2003); Fiorentini (2004); e Fiorentini e Castro (2010). Neste caso, a pesquisa se constituiu da aplicação de questionários; de memorias dos pesquisadores (Mp), colaboradores (Mc) e do grupo (Mg); dos registros fotográficos e gravações audiovisuais. As falas dos professores(as) sobre os estudos colaborativos gestados no grupo evidenciaram a potencialidade das comunidades de aprendizagens de educadores matemáticos como espaços de reflexão, discussão, apropriação, produção e ressignificação de saberes e práticas e, consequentemente, formação e/ou desenvolvimento profissional docente.

The use of team projects is common in higher education. Teamwork offers an avenue to help students learn to collaborate and develop the interpersonal skills needed for career success. However, student teams are not always effective, which may undermine learning, growth, and development. In the current research, we integrate accountability, valence, motivation, and social loafing theories to advance an understanding of the role of peer evaluations conducted at the end of a team project. We use a state-of-the-art peer feedback system that allows students to assess and evaluate each other on five competencies critical to teamwork. We also used the system for the assessment of overall team functioning. Finally, grades on team projects were collected as a measure of team performance. Over three cohorts and using a total sample size of 162 teams and 873 students, we found that the use of peer evaluations for grading purposes, compared to a control group, promoted effective team member behavior, overall team health, and higher grades on team projects (i.e., team performance). Future research is needed to further investigate the optimal use of peer evaluations in a variety of contexts using a variety of methods.

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Writing in English is one of the language skills that are taught in the context of learning English as a Foreign Language (EFL) in Indonesian senior high schools. According to previous studies, most of the students consider writing is the most difficult of the four skills. This research was aimed at finding out the main difficulties in writing faced by the grade XI students at SMA Negeri 10 Fajar Harapan, Banda Aceh, and the efforts made by their teacher to overcome those problems. The design of this study was a descriptive qualitative study. To obtain the data, the writers used document collection and interviews. The results from the document collection showed that the highest percentages of problems faced by the students were in the aspect of language use and the least problems were in the aspect of content. The results from the interviews showed that the most common correcting efforts made by the teacher were giving written feedback for all aspects of writing i.e. language use, m...

This research is aimed at analyzingthe Indonesian curriculum 2013 (K13) using Posner's Curriculum Analysis Framework: Curriculum origin, curriculum proper, curriculum in use, and curriculum critique. The analysis process was carried out by employing qualitative method, mainly document analyses and interviews with teachers and parents. This study is expectedly considered as a bridge to a more trustworthy effort in K13's implementation, especially for teachers and parents in providing more supportive actions and behaviors pertaining to the youths’ pedagogical provisions. The result depicts that the curriculum origin has been derived from the goal of better citizenship characters which are needed in imprinting the students' intellectual and psychological growth. K13 consists of Core competence and Basic competence for elementary, junior, senior high-school, and higher education in attempt to reach students' higher-order thinking skill enhancement. Concerning on its impl...

This school-based study explored the role of collective and proxy efficacy beliefs in the performances of project-based learning teams comprising friends and acquaintances. Participants were 162 male students in Grade 8 who attended a Catholic high school, located in Sydney, Australia. Students were organized into 20 acquaintance groups and 21 friendship groups. Each group comprised 4 students who were completing project-based learning assignments in Geography, Religious Studies, and English. Data were self-reports and teacher-assessed group performance scores. Data collection occurred three times over a five-week period. Multilevel modeling was used to examine relationships between variables in the study. Statistically significant interactions involving group type, collective efficacy, and proxy efficacy were identified in Geography and Religious Studies. Implications are that it may be advantageous for teachers to assign students to friendship groups, provided they nurture collective efficacy, and that proxy efficacy may negatively affect group performance, depending on the context.

Writing in English is one of the language skills that are taught in the context of learning English as a Foreign Language (EFL) in Indonesian senior high schools. According to previous studies, most of the students consider writing is the most difficult of the four skills. This research was aimed at finding out the main difficulties in writing faced by the grade XI students at SMA Negeri 10 Fajar Harapan, Banda Aceh, and the efforts made by their teacher to overcome those problems. The design of this study was a descriptive qualitative study. To obtain the data, the writers used document collection and interviews. The results from the document collection showed that the highest percentages of problems faced by the students were in the aspect of language use and the least problems were in the aspect of content. The results from the interviews showed that the most common correcting efforts made by the teacher were giving written feedback for all aspects of writing i.e. language use, m...

To understand under what conditions intercultural group work (IGW) leads to more intercultural interactions, a survey was conducted among local students (n = 80) and international students (n = 153) in Dutch universities. In this study, students were more inclined to engage in intercultural interactions when they perceived that working with culturally diverse others prepared them to work and live in a diverse setting. The positive association was strengthened when students perceived that diversity, in terms of nationality within their work group, was also beneficial for accomplishing their group task. The findings demonstrate the significance of students’ perceptions of IGW, including the perceived general value for personal development and intellectual benefits related to specific tasks. This implies that institutions and teachers could be made responsible for engaging with innovative educational methods to address and incorporate student diversity into curriculum.

Writing in English is one of the language skills that are taught in the context of learning English as a Foreign Language (EFL) in Indonesian senior high schools. According to previous studies, most of the students consider writing is the most difficult of the four skills. This research was aimed at finding out the main difficulties in writing faced by the grade XI students at SMA Negeri 10 Fajar Harapan, Banda Aceh, and the efforts made by their teacher to overcome those problems. The design of this study was a descriptive qualitative study. To obtain the data, the writers used document collection and interviews. The results from the document collection showed that the highest percentages of problems faced by the students were in the aspect of language use and the least problems were in the aspect of content. The results from the interviews showed that the most common correcting efforts made by the teacher were giving written feedback for all aspects of writing i.e. language use, m...

Este texto se propõe a discutir dados de uma pesquisa de mestrado que investigou o potencial de um Grupo Colaborativo para a constituição do Professor Coordenador (PC) como formador de docentes. O ponto de partida para esta pesquisa foi a problemática em torno da formação continuada em serviço dos professores de Matemática, que é uma das atribuições dos PCs, porém, é considerada como a área mais complexa e difícil de ser acompanhada. Para tanto, foi constituído um grupo colaborativo com 14 Professores Coordenadores que atuam nos Anos Finais do Ensino Fundamental e no Ensino Médio, de oito escolas estaduais localizadas na Zona Leste da cidade de São Paulo (SP). Durante o período de março a novembro de 2016 foram realizados oito encontros formativos, nos quais foram estudados e discutidos aspectos da atuação dos PCs na formação em serviço dos professores de Matemática e coletados os dados para análise, como registros escritos pelos participantes e pela pesquisadora e um questionário d...

In recent years many honours programmes were introduced at universities and colleges in the Netherlands (Van Eijl, Pilot & Wolfensberger, 2010). An important goal of these programmes is to stimulate students to more fully develop their talents. To get more insight in the process of talent development from the perspective of honours students, we started a project. Forty honours students and honours alumni from eleven different universities and eight of their teachers were interviewed about the development of their talents, why they participated in an honours programme and what their experiences were in those programmes (Van Eijl & Pilot, 2016). These interviews gave an in-depth picture of students’ honours experiences and thereby gave insight into the process of talent development. This process is represented by the Circle of Talent Development. In the second part of this paper (step 9b of the Circle) we focus on the use of honours as laboratory for 21st century skills and the dilemm...

No one denies the importance of multimedia in the teaching-learning process because it can create a good learning environment for both teachers and students. The concern is how effectively a teacher can use multimedia. Based on the phenomenon, this study aimed to explore the effectiveness of multimedia use in English lessons at SMPN 1 Meulaboh. This study also attempted to examine what factors that caused the need for multimedia use in learning English. The population of this study were all English teachers and students of SMPN 1 Meulaboh. Data collection techniques were interview and questionaire. The results showed that the use of multimedia in learning English at SMP 1 Meulaboh was effective. Factors that caused the need to use multimedia in learning English include; (1).supporting teachers in presenting learning materials, (2).encouraging teachers and students to have good learning environments, (3) Facilitating the teachers in evaluating students' achievement during the teaching-learning process.

This paper presents the results of the Circular Design Project, European project funded by Erasmus+ Knowledge Alliance within the social business and the educational innovation field. The project have three major learning objectives: to increase and improve the learning strategies of Design for Sustainability; To gather and cluster open educational resources in Innovative Design for Sustainability; To train up innovative and entrepreneurial designers in Design for Sustainability. This was achieved through a knowledge co-creation process and the development and pilot training materials in order to teach and train students, faculty and enterprise staff of the design sector. The project formed by 12 partners is organised around four country hubs in Ireland, The Netherlands, Catalonia and Sweden. Each country Hub consists of one university, one company and one national design association. The project main results are: • The Open Educational Resources database (http://circulardesigneurop...

It is a necessity for teachers to develop higher-order thinking skills (HOTS) into learning and facilitation (hereafter known as LaF) processes implemented in the classroom. Teachers should carefully balance the content of knowledge or knowledge they wish to convey and then integrate with other skills, especially HOTS. This research set out to examine the assimilation of HOTS into the LaF of argumentative essay writing as carried out by Malay language teachers in secondary schools. To obtain a holistic overview of the methods used by teachers in LaF, a qualitative case study approach was employed as the research design of this study. Two research participants were involved voluntarily in this study, and it was conducted at a boarding school in a district in Selangor, Malaysia. Data were collected through in-depth interviews and classroom observations with the two participants. The findings revealed that the assimilation of the KWHL model for the LaF of HOTS argumentative essay writi...

This study aims to examine the extent to which the Pendidikan Guru Madrasah Ibtidaiyah (PGMI) or Islamic primary madrasah student teachers have been competent in developing K13-based lesson plan. 34 students studying at PGMI Department of the Faculty of Education and Teacher Training of a state Islamic university participated in this study. This research employed qualitative descriptive method. The results show that in general the ability of the student teachers in developing K13-based lesson plan fall into less and good categories. This indicates that the ability of the student teachers has not fully met the process standards of the 2007 regulation no 41 by Ministry of Education and Culture (MOEC). This suggests that the PGMI program make sure that every PGMI student teacher have adequate competencies of developing lesson plan based on K-13 based on the currently implemented approach, such as the scientific approach, and using it in their teaching well.

Writing in English is one of the language skills that are taught in the context of learning English as a Foreign Language (EFL) in Indonesian senior high schools. According to previous studies, most of the students consider writing is the most difficult of the four skills. This research was aimed at finding out the main difficulties in writing faced by the grade XI students at SMA Negeri 10 Fajar Harapan, Banda Aceh, and the efforts made by their teacher to overcome those problems. The design of this study was a descriptive qualitative study. To obtain the data, the writers used document collection and interviews. The results from the document collection showed that the highest percentages of problems faced by the students were in the aspect of language use and the least problems were in the aspect of content. The results from the interviews showed that the most common correcting efforts made by the teacher were giving written feedback for all aspects of writing i.e. language use, m...

Learner motivation is an essential ingredient for successful language learning. This article investigates the motivating and demotivating factors affecting the motivation of fifty-eight EAP learners' L2 learning. Guided by complex dynamic systems theory, with a dual focus on both what factors are important and what role these play in the L2 motivational system, this exploratory study utilized network analysis to map out how motivational factors connect to each other and form a L2 motivation factor network. It was found that motivating and demotivating factors, through the connections they share, exert an influence not only on each other, but on the whole motivational system. Based on the findings, suggestions are provided for classroom teachers for how they might steer learners' motivational systems towards more motivated states, including introducing new factors into the system, enhancing connectivity, and increasing learners' awareness of the complex and dynamic nature of motivation.

Neste trabalho, descreve-se, de início, as dificuldades na formação para a carreira de professor de Matemática, abordando algumas características e problemas da fase inicial da docência, especialmente a grande distância entre o que é estudado e exigido no curso de licenciatura e a realidade da vida profissional. Este artigo pretende mostrar de que formas a participação em um grupo colaborativo pode contribuir, na formação do futuro docente, para minimizar algumas das dificuldades existentes nos primeiros contatos com a vida profissional. Como exemplo, testemunhamos o desenvolvimento de um grupo colaborativo no Programa Institucional de Bolsa de Iniciação à Docência (PIBID–Matemática) da Universidade Federal de Sergipe. Os resultados apontam para significativas contribuições, devidas à participação nesse grupo, para todos os integrantes, diminuindo assim este distanciamento entre a realidade da academia e a realidade escolar. 

Writing in English is one of the language skills that are taught in the context of learning English as a Foreign Language (EFL) in Indonesian senior high schools. According to previous studies, most of the students consider writing is the most difficult of the four skills. This research was aimed at finding out the main difficulties in writing faced by the grade XI students at SMA Negeri 10 Fajar Harapan, Banda Aceh, and the efforts made by their teacher to overcome those problems. The design of this study was a descriptive qualitative study. To obtain the data, the writers used document collection and interviews. The results from the document collection showed that the highest percentages of problems faced by the students were in the aspect of language use and the least problems were in the aspect of content. The results from the interviews showed that the most common correcting efforts made by the teacher were giving written feedback for all aspects of writing i.e. language use, m...

Formal teaching is an intentional activity that requires teachers to have beliefs and experiences. Teachers’ beliefs are defined by Johnson (1994) as something that is formed early in life as a result of a person’s education and experience. Strong beliefs about learning and teaching are well established by the time a student completes schooling. This study intends to find out the beliefs of teachers of English at junior and senior high schools in Aceh. The study surveyed three qualified teachers as participants (in which one is also a vice-principal of his school) and used 15 questions to ascertain their techniques, beliefs and career paths. The results show that teachers’ beliefs are related to the teaching methodologies that they use. According to the teachers’ beliefs, the teaching methodologies should be varied from time by time according to the situation and the curriculum. Besides, each participant has committed to a career in the teaching profession persistently despite facin...

This paper reports a case study of students’ writing development at state junior high school in Indonesia. The common problems in writing are developing main ideas, vocabulary and grammar subsequently using listing technique is one of the ways to generate ideas. It develops and arranges students’ ideas well. The purpose of this study is to find out whether listing technique can improve students’ writing skill or not with quantitative design. There were 23 students as the sample in which design randomly. The instruments were test and lesson plan. There were two test; pre-test and post-test. The result of test found that there was significant difference of the students’ writing skill between pre-test and post-test after teaching by using listing technique. To prove the hypothesis, the writer used t-score formula. Based on data analysis t-score was 12.5, meanwhile t-table was 2.074. Also, listing technique could improve students’ ability of writing aspects. Therefore, the writer conclu...

In line with the 21st Century Learning age, Project-Based Learning is a form of pedagogy capable of inculcating creativity and critical thinking skills among primary school pupils. Project-Based Learning is rarely carried out for teaching History. The use of Project-Based Learning in History could potentially improve pupils’ Historical Thinking Skills ability. Historical Thinking Skills is essential to help develop the pupils’ cognitive and empathy values toward a certain topic in their History lessons. This concept paper will discuss the use of Project-Based Learning method to improve Historical Thinking Skills on the primary school level. This discussion will focus on the advantages, issues and challenges to use Project-Based Learning in the History subject. Additionally, this concept paper will also discuss previous researches related to the implementation of Project-Based Learning in teaching History. This discussion will hopefully be able to provide an alternative pedagogy for ...

The instructional rationale behind critical pedagogy is to provide students the opportunity to voice their personal stories and opinions, and to reflect and act upon social concerns relevant to their daily lives. Students can then practice being agents of transformation in their own lives, starting in the classroom. This paper is based on the first author's experience of experimenting with critical pedagogy when she was teaching in the UAE. It justifies the suitability of implementing Paulo Freire's problem-posing model with younger EFL learners. Outlining the tenets of critical pedagogy developed by Freire, the authors support the practical nature of the model and its transference to a primary setting. The authors explicate Freire's problem-posing model as five phases, providing a background and case study application for each phase. The intention is to present a practical guide for teachers wishing to implement critical approaches in the EFL classroom.

With an increasing number of students with special needs being included in regular classroom environments, consideration of, and planning for, a smooth transition between different school settings is important for parents, classroom teachers and school administrators. The transition between primary and secondary school can be difficult for students with special needs, particularly in the areas of organisation and social interaction. Technology can be used to assist students to make this transition more effectively and may work to minimise any difficulties involved in the transition. In this article the authors describe transition considerations, and technology use for students with special needs and how technology may be used to address transition issues. The authors conclude by detailing the initial development process of a mobile-optimised website to support students with special needs who are transitioning from a primary to secondary environment in an Australian context. Future d...

Network based language teaching does not represent a particular technique, method, or approach. It is a constellation of ways by which students communicate via computer networks and interpret and construct online texts and multimedia documents, all as part of a process steadily increasing engagement in new discourse communities (Warschauer & Kern, 2005, p. 17) Resumen: En las últimas dos décadas se ha realizado una amplia gama de investigaciones sobre el uso de las computadores a nivel educativo con un enfoque hacia la adquisición y retención del conocimiento. Este artículo investiga temas claves sobre la eficacia, actitud y desarrollo de los cursos en línea. La terminología para describir este tipo de educación se conoce como instrucción mediada por

This paper covers the design and development of a noncommercial software for learning and practicing English called CyberL@b. It was developed at the School of Modern Languages at the University of Costa Rica. Its target population focuses on 7 th , 8 th and 9 th graders at six public high schools in diverse urban and rural settings in Costa Rica. CyberL@b uses interactive media resources designed to engage student in learning English within authentic contexts. Cyberlab was designed to create an environment that is unique in fostering the integration of the four language skills (listening, speaking, reading, and writing) through social interactions that are critical in EFL (English as a Foreign Language). An initial needs analysis of the six schools indicated that students considered the following to be important contributors to language learning: conversations with tourists, computer programs and video games, movies, and email of class notes. The implementation of CyberL@b indicates that when students engage in authentic activities relevant to their needs, they become more autonomous and self-directed in their learning. Teachers also adopt more learnercentered methods in their language teaching. On the basis of ongoing development and evaluation, a variety of approaches and technical strategies have been considered to allow students to engage in real-time authentic language learning activities through CyberL@b.

Writing in English is one of the language skills that are taught in the context of learning English as a Foreign Language (EFL) in Indonesian senior high schools. According to previous studies, most of the students consider writing is the most difficult of the four skills. This research was aimed at finding out the main difficulties in writing faced by the grade XI students at SMA Negeri 10 Fajar Harapan, Banda Aceh, and the efforts made by their teacher to overcome those problems. The design of this study was a descriptive qualitative study. To obtain the data, the writers used document collection and interviews. The results from the document collection showed that the highest percentages of problems faced by the students were in the aspect of language use and the least problems were in the aspect of content. The results from the interviews showed that the most common correcting efforts made by the teacher were giving written feedback for all aspects of writing i.e. language use, m...

Formal teaching is an intentional activity that requires teachers to have beliefs and experiences. Teachers’ beliefs are defined by Johnson (1994) as something that is formed early in life as a result of a person’s education and experience. Strong beliefs about learning and teaching are well established by the time a student completes schooling. This study intends to find out the beliefs of teachers of English at junior and senior high schools in Aceh. The study surveyed three qualified teachers as participants (in which one is also a vice-principal of his school) and used 15 questions to ascertain their techniques, beliefs and career paths. The results show that teachers’ beliefs are related to the teaching methodologies that they use. According to the teachers’ beliefs, the teaching methodologies should be varied from time by time according to the situation and the curriculum. Besides, each participant has committed to a career in the teaching profession persistently despite facin...

For pupils in rural areas, English has been one of the most challenging and difficult subjects to learn. Environment, outreach and resources to English materials are among the reasons they are lacking of exposure to the language. It is no wonder the majority of rural school pupils faced hiccups when it comes to written composition. This paper investigates on the use of clustering technique in improving rural primary pupils' writing skill by employing action research. The objectives of this study are (1) to find out whether clustering technique can help pupils to improve on their writing skill, (2) to look into pupils' perception on the use of clustering technique in writing. Based on the results accumulated, it was found that clustering was effective in improving the pupils' writing and they also perceived positive attitude towards the technique during their writing process.

With an increasing number of students with special needs being included in regular classroom environments, consideration of, and planning for, a smooth transition between different school settings is important for parents, classroom teachers and school administrators. The transition between primary and secondary school can be difficult for students with special needs, particularly in the areas of organisation and social interaction. Technology can be used to assist students to make this transition more effectively and may work to minimise any difficulties involved in the transition. In this article the authors describe transition considerations, and technology use for students with special needs and how technology may be used to address transition issues. The authors conclude by detailing the initial development process of a mobile-optimised website to support students with special needs who are transitioning from a primary to secondary environment in an Australian context. Future d...

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In this study, we propose classroom discourse as a dynamic activity whereby the discourse shifts from one mode to another within one social activity when students are involved to complete the task. The data for this study consisted of audio and video-recordings of the sessions. The analysis transcribed verbal and non-verbal behaviors of the students emerging during social activity. In the analysis, a transcript of one whole episode was taken from a larger study of the data set to inform about the discourse type used by the students during the social activity. The purpose of selecting one episode was to show the change in different types of discourse during a session. The finding of the study implies that in the context of social activity exploratory type discourse is required for learning. This study agrees with the general genetic law of cultural development that links the social, psychological, and cultural aspects during collaborative activities.

It is a necessity for teachers to develop higher-order thinking skills (HOTS) into learning and facilitation (hereafter known as LaF) processes implemented in the classroom. Teachers should carefully balance the content of knowledge or knowledge they wish to convey and then integrate with other skills, especially HOTS. This research set out to examine the assimilation of HOTS into the LaF of argumentative essay writing as carried out by Malay language teachers in secondary schools. To obtain a holistic overview of the methods used by teachers in LaF, a qualitative case study approach was employed as the research design of this study. Two research participants were involved voluntarily in this study, and it was conducted at a boarding school in a district in Selangor, Malaysia. Data were collected through in-depth interviews and classroom observations with the two participants. The findings revealed that the assimilation of the KWHL model for the LaF of HOTS argumentative essay writi...

This study was conducted to examine how teachers carried out teaching and learning (T&L) based on higher-order thinking skills (HOTS) in the process of argumentative essay writing. To obtain a holistic overview of the methods used by teachers in T&L, a qualitative case study approach was being employed as the research design of this study. Secondary school teachers were involved voluntarily in this study, and it was conducted at a boarding school in a district in Selangor, Malaysia. To collect meaningful data from both research participants, in-depth interviews, classroom observations, and document analysis were used until saturated data was achieved. The findings were analyzed to form the criteria and themes in discovering the use of HOTS in T&L of argumentative essay writing. It was found that debate is a viable method to implement HOTS in argumentative essay writing. The method can attract and inspire students to use HOTS in constructing their arguments and in completing their writing assignments.

Vocabulary is among the difficult component for EFL students to master in learning English language. Based on a preliminary observation at a junior high school in Banda Aceh, it was found that the teachers seldom used specific strategy in teaching vocabulary. Thus, this research was aimed at finding out whether the use of Spelling Bee game can improve students’ vocabulary at the school under study, with a focus on vocabulary related to nouns. The sample of this research was the seventh grade students for the one group pre-test and post-test design. To obtain data, vocabulary test items were used for the pre-test and post-test before and after the treatment was implemented. The results showed that the average post-test score is higher (88.76) than the pre-test score (62.52), so the difference between the scores of both tests is 26.24. Moreover, ttest also showed that t-score > t-table or 10.826 > 1.71 at the level of significance 0.05 with the degree of freedom (df) 24. Consequ...

Abstract: This paper makes an analysis of the literature that supports the creation and implementation of CyberL@bKids. CyberL@bKids is a digital platform designed for teaching and learning English according to the curriculum of the Ministry of Education in Costa Rica. It was created by researchers at the University of Costa Rica (UCR), in order to meet the needs of I and II Cycle of public education in the area of ​​English. The design and structure of this digital platform are student-centered. Within this paper, there is a description of the representative colors and characters for each grade (1st to 6th), examples of interactive activities, samples of the presentation of vocabulary, illustrations of the presentation of grammatical structures in context, and examples of the integration of skills, among others. The literature emphasizes the use of meaningful learning strategies, task-based and content-based teaching methods for the teaching and learning of English as a foreign thr...