Constructions of Childhood in Ireland in the Twentieth Century: A View from the Primary School Curriculum 1900–1999

Walsh, Thomas

doi:10.1080/13575270500053183

Cited by 7 publications

(3 citation statements)

References 3 publications

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“…Citra siswa yang berjiwa Pancasila merupakan simbol siswa Indonesia yang terpelajar dengan sifat-sifat yang selaras dengan nilai yang terkandung dalam Pancasila, yakni enam sifat yaitu ketakwaan kepada Tuhan Yang Maha Esa, berkepribadian luhur, toleransi, gotong royong dan berpikir inovatif. (Walsh, 2023) pengembangan kurikulum mengacu pada proses yang dinamis serta interaktif, dimana individu dan kelompok orang dapat membangun makna dari hubungan antara diri mereka sendiri dan lingkungan. Hal ini adalah sebuah proses kognitif dan emosional aktif sebagai upaya seseorang untuk dapat memasukan informasi baru ke dalam pengetahuan dan keyakinan yang ada yang nantinnya menjadi pengalaman pembelajaran.…”

Section: Pendahuluanunclassified

Kesıapan Madrasah Mengımplementasıkan Kurıkulum Merdeka di MIN 2 Bantul

Wijayanti,

Intan Nur Ngazizah

2023

JEE

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Curriculum changes that are happening at this time are the implementation of the independent curriculum in several education units with a pilot project system, one of which is MIN 2 Bantul. With this the school as the spearhead in carrying out the implementation curriculum must be able to understand and apply it to the fullest because the quality of the implementation of the educational process is one of them by looking at the success rate of implementation. The purpose of this study is to describe the readiness of madrasa teachers in implementing the independent curriculum at MIN 2 Bantul. The research method is descriptive qualitative. The research samples were class I and IV teachers at MIN 2 Bantul, data collection was carried out through interviews, observation and documentation. The results of the study showed that the readiness of madrasa teachers in DIY in implementing the independent curriculum was quite ready. What the teacher did in preparing for implementation was understanding the characteristics of changes in the independent curriculum, reviewing and comparing learning outcomes and teacher and student books, analyzing learning abilities by setting goals. learning and the flow of learning objectives, developing new tools, and understanding the independent curriculum assessment. In this case the school facilitates teachers to carry out technical guidance held by religious decrees or from external services and teachers carry out independent learning related to the independent curriculum through several platforms that have been provided

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Section: Pendahuluanunclassified

Kesıapan Madrasah Mengımplementasıkan Kurıkulum Merdeka di MIN 2 Bantul

Wijayanti,

Intan Nur Ngazizah

2023

JEE

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“…These THE NATIONAL SYSTEM OF EDUCATION, 1831-2000 27 changing purposes have had a direct impact on the concept of the child inherent within the system and on his/her educational experience. 132 The initial motivation for establishing the national system of education in Ireland was a social and moral impetus by a colonial power that wished to imbue Irish children with colonial values. It also wished to exercise control over what was taught in schools and who had the right to teach, a motivation shared by the Catholic Church.…”

Section: Conclusion: the Changing Philosophy And Ideology Of The Natimentioning

confidence: 99%

The National System of Education, 1831–2000

Walsh

2016

Essays in the History of Irish Education

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All work in the infant classes was to be through the medium of Irish, but allowing English to be used before 10.30 a.m. and after 2.00 p.m. The work in the infant classes was classifi ed under Language, Kindergarten, Songs, Games, Arithmetic and Drawing. Higher and Lower Course were introduced in Irish and English, with the aim that the Higher Course in Irish would become the norm. Algebra and Geometry (as part of Mathematics) became optional in classes taught by women teachers and in one-teacher schools. History and Geography were reconstituted as separate subjects.

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“…It is revolutionary as an approach to learning when compared to the Church led classrooms that preceded it. Stories not dissimilar to that detailed by Dickens were common during Ireland's post-independence period as classrooms were characterised by nationalist inculcation and embedding of fixed Christian notions of human nature and destiny (Coolahan, 1981: 38;Inglis, 1998;O'Sullivan, 2005;Walsh, 2005). By putting the person at the centre of learning, community education brought a radical alternative that honoured subjective experiences, and took cues on what was to be learnt from participants themselves.…”

Section: Person-centered Approaches Within Community Educationmentioning

confidence: 99%

Rekindling Community Education in Neoliberal Times

Fitzsimons

2017

Community Education and Neoliberalism

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Constructions of Childhood in Ireland in the Twentieth Century: A View from the Primary School Curriculum 1900–1999

Cited by 7 publications

References 3 publications

Kesıapan Madrasah Mengımplementasıkan Kurıkulum Merdeka di MIN 2 Bantul

Kesıapan Madrasah Mengımplementasıkan Kurıkulum Merdeka di MIN 2 Bantul

The National System of Education, 1831–2000

Rekindling Community Education in Neoliberal Times

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