Buku Mengenai Analisis Kompetensi Manajerial Kepala Sekolah dan Pengaruhnya Terhadap Kualitas Layanan Pos PAUD di Kota Malang
Buku Mengenai Analisis Kompetensi Manajerial Kepala Sekolah dan Pengaruhnya Terhadap Kualitas Layanan Pos PAUD di Kota Malang
This book highlights the difficulties that women working as managers and leaders in initial teacher education face. Teacher education is at the forefront of education reforms and yet little is known about the professional lives of those who work within it. Whereas many women are moving into positions of authority in teacher training, some existing women managers are being marginalized within new internally differentiated layers of managerial structures. Yet other female managers, mainly new appointees, seem to endorse the discourses associated with new managerialist practices. Simultaneously some women who manage in teacher training are engaged in a struggle for survival individually and professionally. In the main, men seem to be missing from authority positions and will conclude that, in the current climate, the management of teacher training is ‘no job for a man’.
This book highlights the difficulties that women working as managers and leaders in initial teacher education face.
Teachers and Teacher Performance in Bihar: Implications for Teacher Education is a study undertaken in the low income state of Bihar in India to create effective teacher perfomance measuring standards. Undertaken as a World Bank and Govt. of Bihar collaborative initiative to study has developed benchmarks against which teachers’ performance were assessed so that the quality of pre-service training and continuous professional development can be reviewed and improved. These teacher performance standards track (i) teacher subject knowledge; (ii) classroom teaching; and (iii) time on task. These inputs and index based scores of teacher performance feed into and inform the development of Bihar’s teacher training strategy. This study undertaken by the ASER Center of Pratham explores a set of interrelated factors that influence how teachers teach. Designed as a series of data collection exercises that were conducted between July 2013 and December 2014, the study covered 400 schools and over 2200 teachers tracked during visits to each school. The study uses teacher surveys and classroom and school observations methods. It evaluates teachers’ subject matter knowledge, ability to communicate as well as their ability to learn from children’s work. The findings generated by the study provide significant inputs and suggestions for designing future teacher training and teacher professional development programs. The research potentially has utility not only in India but more widely to influence teacher policy reform, identifying cost effective financing strategies, developing accountability measures for effective management of teacher education.
Teachers and Teacher Performance in Bihar: Implications for Teacher Education is a study undertaken in the low income state of Bihar in India to create effective teacher perfomance measuring standards.
Significant investments have been made to modernize and improve the provision of education services. Strengthening teacher development has been a key component of these investments. However, programs on teacher development have provided mixed results. This report adopts a 360-degree perspective to review the current status of teacher development, demand and supply, and performance management in five countries from the South Asia region including Bangladesh, Nepal, and Sri Lanka, with limited reference to Bhutan and Maldives. It probes beyond teacher in-service training and teacher job conditions, and investigates systemic and structural issues. Continued investment may not be the best option to improve the quality and supply of teachers, and so the challenge is how to leverage resources to meet the demand.
Strengthening teacher development has been a key component of these investments. However, programs on teacher development have provided mixed results.
Concerns about the quality of the nation's public education system have drawn attention to key elements of teacher effectiveness (Darling-Hammond 2000; Lewis et al. 1999; Mayer, Mullens, and Moore 2001; National Commission on Teaching and America's Future 1996). While there is little consensus on what constitutes high-quality teachers, past research has emphasized two broad dimensions of teacher effectiveness: (1) the level of knowledge and skills that teachers bring to the classroom, as measured by teacher preparation and qualifications, and (2) classroom practices. In 1998, the National Center for Education Statistics (NCES) conducted a survey to provide a national profile on the first dimension of teacher quality--teacher preparation and qualifications (Lewis et al. 1999). In 2000, NCES conducted a second survey on Teacher Professional Development and Training to revisit the issue of teacher preparation and qualifications and measure change since 1998. The 2000 survey repeated key indicators of teacher quality examined in the 1998 survey, in addition to exploring issues such as follow up to professional development. This survey was designed to provide a national profile of all public school teachers and examines three indicators of teacher quality: (1) teacher education; (2) teacher participation in formal professional development and collaborative activities related to teaching; and (3) teachers' feelings of preparedness for various classroom demands. In addition to presenting current findings on teacher professional development and training from the 2000 survey, this report makes comparisons with the 1998 data. The 2000 survey was conducted by NCES using the Fast Response Survey System (FRSS). The FRSS is a survey system designed to collect small amounts of issue-oriented data with minimal burden on the respondents and disseminate findings within a relatively short time period. Questionnaires were mailed to a nationally representative sample of 5,253 public school teachers in the 50 states and the District of Columbia. Data have been weighted to yield national estimates. In addition to national estimates, selected survey findings are presented by the following teacher and school characteristics: (1) Teachers' years of teaching experience (3 or fewer years, 4 to 9 years, 10 or more years); (2) School instructional level (elementary, middle, secondary, combined); (3) School enrollment size (less than 500, 500 to 999, 1,000 or more); (4) School locale (central city, urban fringe/large town, rural/small town); (5) Percent minority enrollment in the school (5 percent or less, 6 to 20 percent, 21 to 50 percent, more than 50 percent); and (6) Percent of students eligible for free or reduced-price lunch (less than 35 percent, 35 to 49 percent, 50 to 74 percent, 75 percent or more). Two appendices present: (1) Methodology and Technical Notes; and (2) Survey Instrument.
Concerns about the quality of the nation's public education system have drawn attention to key elements of teacher effectiveness (Darling-Hammond 2000; Lewis et al. 1999; Mayer, Mullens, and Moore 2001; National Commission on Teaching and ...
Buku ini disusun untuk mengetahui, memahami dan memperluas pengetahuan tentang etika dalam profesi. Buku ini sangat berguna untuk membantu wawasan bagi mahasiswa, aparatur pemerintah, pemerhati pendidikan, dan pekerja dalam memberikan pelayanan pendidikan. Buku ini terbangun atas tujuh pembahasan, yaitu: Bab 1 Konsep Dasar Etika Profesi Bab 2 Kode Etik Profesi Bab 3 Etika dan Moral Bab 4 Manusia Pengembang Profesi Bab 5 Kode Etik Profesi Konselor Bab 6 Etika Profesi Pendidik Bab 7 Etika Profesi Statistikawan Bab 8 Etika Profes Interpreter Bab 9 Etika Profesi Engineering
Buku ini terbangun atas tujuh pembahasan, yaitu: Bab 1 Konsep Dasar Etika Profesi Bab 2 Kode Etik Profesi Bab 3 Etika dan Moral Bab 4 Manusia Pengembang Profesi Bab 5 Kode Etik Profesi Konselor Bab 6 Etika Profesi Pendidik Bab 7 Etika ...
Kitab ini adalah kitab risalah tuntunan bagi orang orang yang hendak menempuh perjalanan suluk hingga pada titik yang telah dicapai oleh seorang sufi. Kitab ini tidak begitu tebal, hanya terdapat 17 pasal atau tema. Kalau kitab yang disodorkan kepada pembaca sekarang ini, hanya setebal 50 halaman. Bagi orang-orang yang hendak bergumul dalam dunia thariqah atau Tasawuf, kitab ini tepat untuk dikonsumsi dan dipelajari. Konsep bersuluk perspektif kitab Risalah Adab Suluk al-Murid sebenarnya sama dengan berbagai konsep kaum sufi. Artinya kitab ini juga menjelaskan bahwa para salik yang hendak memulai perjalanannya, selayaknya melakukan tahap takhalli, lalu tahalli selanjutnya tajalli. Kemudian di dalam risalah ini pula, terdapat penjelasan-penjelasan tentang beberapa rintangan yang akan didapati para salik di tengah perjalanan mereka. Model penulisan syekh Abdullah dalam kitab ini menggunakan bahasa lisan, semacam berisi ungkapan ajakan dari pengarang terhadap pembaca. Jika diamati, kitab ini tergolong sebagai kitab Tasawuf yang mendasar, karena seluruh kajian yang masuk dalam pembahasan dalam kitab ini menggambarkan sebuah tutorial atau tuntunan pengarang kepada para pemula yang hendak menempuh sebuah perjalanan suluk hingga pada titik yang telah dicapai seorang sufi. Nama pengarangnya ialah Abdullah bin ‘Alawi al-Haddad al-‘Alawi al-Hasani. Beliau lahir di Tarim, Hadlramaut pada malam Kamis bulan Safar tahun 1044 H dan wafat pada hari Selasa tanggal 7 Dzul Qa’dah tahun 1132 H.
Kitab ini adalah kitab risalah tuntunan bagi orang orang yang hendak menempuh perjalanan suluk hingga pada titik yang telah dicapai oleh seorang sufi.
