Recognizing Ableism in Educational Initiatives: Reading between the Lines

Timberlake, Maria

doi:10.46303/repam.02.01.5

Cited by 23 publications

(14 citation statements)

References 13 publications

(23 reference statements)

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“…This model is primary to a learning strategy, where students learn the key concepts of knowledge through project work. The basic principle of project work is an external motivation to foster independence in carrying out the learning tasks (Ramesh & Duncan, 2020;Timberlake, 2020). Furthermore, it encourages students to determine the main principles of the learning subject studied by Guo et al (2020).…”

Section: Project-based Learning and Concept Developmentmentioning

confidence: 99%

The Development of Electronic Teaching Module for Implementation of Project-Based Learning during the Pandemic

Maksum

Purwanto

2022

IJEMST

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The quality of learning must be continuously improved, even during the pandemic. The demand is that students can study well and improve their cognitive, affective, and psychomotor skills. During the COVID-19 pandemic, students are encouraged to learn online from home. Adapting this new habit challenges the teacher to design a project-based learning process appropriately. The purpose of this paper is to describe the development process of the electronic teaching module for students as project-based learning (PjBL) of steering, brakes, and suspension subjects in the Automotive Department, Engineering Faculty, Universitas Negeri Padang. Student modules are designed to improve cognitive, affective, and psychomotor abilities. This study describes the module arrangement and uses the RD method. To investigate the needs of the development process, a need analysis was also performed. In the module development process, conceptual module and content validity were assessed by experts. Furthermore, practicality, effectiveness, and t-test were applied. The results showed that the development improves students' cognitive, affective, and psychomotor abilities.

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Section: Project-based Learning and Concept Developmentmentioning

confidence: 99%

The Development of Electronic Teaching Module for Implementation of Project-Based Learning during the Pandemic

Maksum

Purwanto

2022

IJEMST

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“…Although the policy may be implemented, the implementation of a policy does not guarantee understanding and compliance (Darling-Hammond, 1990;Duggan, 2017;García & Menken, 2010;Shohamy, 2006). Additionally, school language policies are sometimes ambiguous and may lack specific details that can lead to stakeholder understanding (Lehman, 2017;McClelland, 2001) or require teacher interpretation of the policy (Duggan, 2017;Timberlake, 2020;Varghese & Stritikus, 2005). Lastly, because power imbalances exist within many schools (Carder, 2013), language policies that specify roles can avoid confusion and alleviate power imbalances often experienced by ESL/EAL/ELD/TESOL specialist teachers.…”

Section: Language Policymentioning

confidence: 99%

A Quantitative Investigation of Language Policy in International Schools in East Asia

Lehman

Welch

2020

REPAM

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Many international schools develop a formal written language policy to address language learning and use. Additionally, schools often develop a language policy as part of an authorization and or accreditation process. Although a school may have a formal written language policy, sometimes teachers are unaware the policy exists. The purpose of this study was to examine teacher knowledge of language policy in English-medium international schools in East Asia. Additionally, the researchers explored whether there were differences in teacher knowledge of language policy between schools that have an affiliation with CIS, IB, and ACS WASC and schools with no affiliation. Further, the researchers examined how often teachers followed the language policy and if the policy defined the roles of teachers. This quantitative survey-based study had 544 participants, of whom 387 were teachers. The main finding revealed that a sizeable percentage of teachers reported that their school does not have a formal written language policy or were unsure if one exists. Additional findings revealed similarities in language policy knowledge between CIS and IB schools and schools with no affiliation. Further, less than half of the teachers follow the language policy consistently, and many policies do not specify teacher roles.

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“…Literacy can be understood as the conscience within a person to think critically and creatively, and is founded by the written tradition (Maryati & Priatna, 2018;Gibbs, 2020). Literacy supports the abilities of a person in utilizing information and developing knowledge intelligently in order to be beneficial for society (Irianto & Febrianti, 2017;Johnson, 2020;Solikhah & Budiharso, 2020b;Timberlake, 2020).…”

Section: Review Of Literaturementioning

confidence: 99%

An Analysis of the Statistical Literacy of Middle School Students in Solving TIMSS Problems

Utomo

2021

IJEMST

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The aim of this research is to describe and explore the statistical literacy of middle school students in solving the Trends in International Mathematics and Science Study (TIMSS) problems. This research utilized the qualitative approach, with the research type being descriptive-explorative. The research subjects consisted of 6 Grade 8 students from Muhammadiyah Middle School 6 of Malang in Malang Regency, Indonesia. Two students had a high mathematical ability, two others had a moderate ability, and the last two had low ability. The data analysis technique applied in this research was the interactive technique, composed of data reduction, data presentation, and conclusion drawing. The data collection for this research involved testing and interviews. The utilized test consisted of an adaptation of TIMSS for the materials of data and opportunities. Interview guidelines were used to support the data collected from the test. The research results indicated that low-ability, moderate-ability, and high-ability students were similar in that they were able to understand the problems. The difference among students of across different categories lies in data processing and data communication. Students with high mathematical abilities could process data and communicate them in detail, while those with moderate abilities could process data and communicate them but not in detail, and students with low abilities could only explain the mathematical problems.

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Recognizing Ableism in Educational Initiatives: Reading between the Lines

Cited by 23 publications

References 13 publications

The Development of Electronic Teaching Module for Implementation of Project-Based Learning during the Pandemic

The Development of Electronic Teaching Module for Implementation of Project-Based Learning during the Pandemic

A Quantitative Investigation of Language Policy in International Schools in East Asia

An Analysis of the Statistical Literacy of Middle School Students in Solving TIMSS Problems

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