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Full-Text Articles in Education
Komparasi Keefektifan Pendekatan Open-Ended Dan Gi Ditinjau Dari Komunikasi, Pemecahan Masalah Matematis Dan Motivasi Belajar, Sri Subekti
PYTHAGORAS : Jurnal Matematika dan Pendidikan Matematika
Penelitian ini bertujuan untuk mendeskripsikan keefektifan pendekatan open ended dan group investigation serta perbedaan keefektifan antara kedua pendekatan tersebut, ditinjau dari komunikasi dan pemecahan masalah matematis, serta motivasi belajar matematika siswa. Jenis penelitian ini adalah quasi experiment dengan desain pretest-posttest with nonequivalent group design. Populasinya adalah seluruh siswa kelas VIII SMP Negeri 1 Galur, Kulon Progo, DIY tahun pelajaran 2012/2013. Dua kelas diambil sebagai sampel, kemudian secara acak ditentukan kelas dengan perlakuan pendekatan open ended dan group investigation. Data dikumpulkan dengan tes dan non tes, dianalisa dengan one sample t-test untuk menentukan keefektifan, Hotteling t's Trace dan uji t …
Ambiguity And Inconsistencies In Mathematics Spoken In The Classroom: The Need For Teacher Training And Rules For Communication Of Mathematics, M.D. Isaacson, S. Srinivasan, Lyle Lloyd
Ambiguity And Inconsistencies In Mathematics Spoken In The Classroom: The Need For Teacher Training And Rules For Communication Of Mathematics, M.D. Isaacson, S. Srinivasan, Lyle Lloyd
Journal of Science Education for Students with Disabilities
Mathematics has the potential for being spoken ambiguously. This is problematic for many students, in particular those who have disabilities that inhibit processing of printed material. This paper documents the magnitude of potential ambiguity arising from textbooks and provides a measure of the degree to which potential ambiguity is actualized through teachers’ speech. Inconsistency among teachers in speaking mathematics is also documented. Evidence is provided that teachers are not adequately aware of ambiguity in speaking mathematics and that they believe that they should have training regarding ambiguity in communication of mathematics and how to speak mathematics non-ambiguously.
Crisis Leadership For The New Reality Ahead, Barbara S. Gainey
Crisis Leadership For The New Reality Ahead, Barbara S. Gainey
Journal of Executive Education
It is too easy, according to business consultant Laurence Barton, Ph.D., for businesses to operate on cruise control, sure of the familiarity of the road and without the protection of a current crisis response plan that could offer some protection for the bumps and hazards to come. Numerous researchers, however, are sounding the alarm. Without the sense of urgency of a 9/11-scale crisis, the number of organizations without current crisis plans in place is slowly decreasing, according to a 2005 American Management Association study. Yet the warning signs of uncharted territory ahead are everywhere. Organizations must prepare for new crises …
Assessing Preservice Teachers’ Presentation Capabilities: Contrasting The Modes Of Communication With The Constructed Impression, Matt G. Bower, Robyn A. Moloney, Michael S. Cavanagh, Naomi Sweller
Assessing Preservice Teachers’ Presentation Capabilities: Contrasting The Modes Of Communication With The Constructed Impression, Matt G. Bower, Robyn A. Moloney, Michael S. Cavanagh, Naomi Sweller
Australian Journal of Teacher Education
A research-based understanding of how to develop and assess classroom presentation skills is vital for the effective development of pre-service teacher communication capabilities. This paper identifies and compares two different models of assessing pre-service teachers’ presentation performance – one based on the Modes of Communication (voice, body language, words, and alignment between those elements) and another based on features of the Constructed Impression of the communication acts (confidence, clarity, engagement and appropriateness). The Modes of Communication and the Constructed Impression of 164 pre-service teacher presentations were rated. The Constructed Impression model provided a better fit to data, while averaging of …
Factors Community College Faculty Consider Important To Academic Leadership, Juston C. Pate, Lance R. Angell
Factors Community College Faculty Consider Important To Academic Leadership, Juston C. Pate, Lance R. Angell
Kentucky Journal of Higher Education Policy and Practice
Although many of the pressures leaders face come from external sources, the expertise of the faculty should not be ignored when preparing community college leaders. The current study analyzed survey data from community college faculty across the state of Kentucky to determine which attributes they considered important to academic leadership. The faculty members who responded to an online survey regarded most highly factors pertaining to communication, character, decision-making, teamwork, work ethic, and personal relationships.
Chairs Mentoring Faculty Colleagues, Jeff Kerssen-Griep
Chairs Mentoring Faculty Colleagues, Jeff Kerssen-Griep
Journal of the Association for Communication Administration
Many academics struggle to manage the changes that come with suddenly being responsible for chairing a group of peers. As in skilled classroom instruction, leading an academic unit invokes specific structural, strategic, tactical, and interpersonal abilities. New chairs often quickly have to add ways of thinking and acting that are beyond the precise expertise that got them to that point in the first place. With our focus on understanding process, communication scholars may be better equipped than some others to understand this role shift’s dynamics, but often we struggle as mightily as our chemist or engineering or nursing peers to …
Rethinking The Classroom: One Department’S Attempt To Connect Student Learning And National Events, John A. Mcarthur
Rethinking The Classroom: One Department’S Attempt To Connect Student Learning And National Events, John A. Mcarthur
Journal of the Association for Communication Administration
Communication programs have a rich anecdotal history of connecting student learning to real-world experience. Yet, the same programs, including ours, often privilege classroom-based instruction and instructor-led experiential learning over other types of experiences. When community organizers announced a national mega-event for our city, faculty in our communication department knew that we wanted to use it as a learning experience. We brainstormed ideas, most of which were classroom- and semester-based concepts typical of traditional topics courses. But, one of our faculty members suggested that we think outside of the concept of classroom. What resulted was a unique experience unlike any we …