Buch und Lesen: Historical Perspectives on Literacy and Schooling

Clifford, Geraldine Joncich

doi:10.3102/00346543054004472

Cited by 26 publications

(7 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Guthrie and Kirsch (1984) state, "The environment, the social expectations, and the reading activities that others may expect are crucial in determining whether a person is literate" (p. 353). Differing social expectations, for example, have kept the definition of literacy in flux (Clifford, 1984;Resnick & Resnick, 1977;Scribner, 1984). In 1951, the UNESCO definition of literacy was the reading and writing of a short personal statement.…”

Section: The Social Context For Literacymentioning

confidence: 99%

A Review of Emergent Literacy with Implications for Research and Practice in Reading

Mason¹,

Allen²

1986

Review of Research in Education

View full text Add to dashboard Cite

Section: The Social Context For Literacymentioning

confidence: 99%

A Review of Emergent Literacy with Implications for Research and Practice in Reading

Mason¹,

Allen²

1986

Review of Research in Education

View full text Add to dashboard Cite

“…Menurut Scheiber (Rahman et al, 2021) dikatakan bahwa literasi sejarah adalah kemampuan yang harus dimiliki guru sejarah dalam mengembangkan pembelajaran sejarah di kelas. Kemampuan yang dimaksud adalah kompetensi yang di tampilkan seorang individu dalam memahami sejarah tidak hanya dari teks, tetapi juga dari berbagai sumber sejarah lainnya seperti, gambar, simbol dan musik (Clifford, 1984). Ditambahkan pula oleh Wineburg bahwa literasi sejarah adalah kemampuan individu tidak Agastya: Jurnal Sejarah dan Pembelajarannya -Vol.…”

Section: Pendahuluanunclassified

Makna simbolik ritual tiwah suku dayak ngaju sebagai sumber belajar sejarah lokal di Kalimantan Tengah

Ningrum

Soebijantoro²

2023

Agastya: j. sej. pembelajarannya

View full text Add to dashboard Cite

Penelitian dilakukan dalam upaya mengkaji makna simbolik ritual tiwah suku dayak ngaju yang berpotensi sebagai sumber belajar sejarah lokal di Kalimantan Selatan. Penelitian dengan metode deskriptif kualitatif melalui observasi, wawancara dan studi dokumentasi. Observasi bersifat non partisipasi dalam berbagai kegiatan masyarakat dengan wawancara terstruktur melalui daftar pertanyaan yang telah dirancang sesuai gambaran awal yang di dapat ataupun bebas. Wawancara dilakukan kepada tokoh dayak ngaju, perangkat desa serta guru SMAN Katingan. Analisis data berpedoman pada langkah reduksi data, penyajian data dan penarikan simpulan. Hasil penelitian menunjukkan makna simbolik yang terdapat dalam tradisi ritual tiwah yaitu ritual tersebut merupakan bentuk tanggung jawab sosial baik berupa tangung jawab masyarakat adat, baik terhadap nenek moyang maupun menjunjung tinggi harkat dan martabat masyarakat atau keyakinan untuk membuang sial bagi keluarga yang ditinggalkan. Kemudian terdapat karakter gotong royong sebagai simbol kehidupan bermasyarakat mengingat ritualnya memerlukan waktu dan biaya besar. Guna menghemat pengeluaran, kini masyarakat Dayak mengadakan upacara tiwah bersama-sama. Lau adanya sikap ungkapan rasa syukur kepada tuhan YME atas nikmat dan permohonan supaya terhindar dari kemalangan, kemiskinan dan keterbelakangan. Makna simbolik itu berpotensi sebagai sumber penyusunan sejarah lokal yang masih kurang bagi sumber belajar siswa di SMA Katingan.

show abstract

“…Nonsystem actors can shape school-based actors understanding policy expectations (Coburn, 2004, 2005a, 2006), and intermediary organizations can provide schools with resources, expertise, and administrative support (Honig, 2004; Honig, Venkateswaran, & McNeil, 2017). For-profit enterprises have influenced the content and practice of teaching since the common school movement (Burch, 2006; Clifford, 1984), and philanthropic organizations are increasingly influential in creating educational policy (Reckhow & Snyder, 2014).…”

Section: Introductionmentioning

confidence: 99%

Access, Activation, and Influence: How Brokers Mediate Social Capital Among Professional Development Providers

Morel¹,

Coburn²

2018

American Educational Research Journal

View full text Add to dashboard Cite

Professional development [PD] providers can shape how teachers understand and implement new policies. Yet we have a limited understanding of how providers develop the ideas they promote. We explore this by examining social capital among mathematics PD providers. Using social network and interview data, we identified providers in brokerage positions and analyze their interactions. We found that broker behavior varied by organizational setting. Brokers in school districts typically discussed logistical issues related to PD delivery, while brokers outside of districts often discussed substantive mathematical topics. When district brokers did access substantive information, they rarely shared it. We conclude that (1) the disconnect between accessing and sharing diminished district brokers’ ability to support PD in their districts and (2) the lack of substance diminished their ability to influence ideas about mathematics.

show abstract

Buch und Lesen: Historical Perspectives on Literacy and Schooling

Cited by 26 publications

References 33 publications

A Review of Emergent Literacy with Implications for Research and Practice in Reading

A Review of Emergent Literacy with Implications for Research and Practice in Reading

Makna simbolik ritual tiwah suku dayak ngaju sebagai sumber belajar sejarah lokal di Kalimantan Tengah

Access, Activation, and Influence: How Brokers Mediate Social Capital Among Professional Development Providers

Contact Info

Product

Resources

About