Creative schools: The grassroots revolution that’s transforming education

Myers, Joy; Adams‐Budde, Melissa

doi:10.1007/s11159-016-9539-8

Cited by 14 publications

(22 citation statements)

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“…Teaching device is a key component of successful learning (Beard & Wilson, 2014). Besides, teaching device can create learning that is interactive, exciting, fun, challenging, efficient, motivating students to actively participate (Gomez Martin, Gomez Martin, & Gonzalez Calero, 2007), and has plenty of space for initiatives Provides (Myers & Adams-Budde, 2016), creativity (Ubaidah & Aminudin, 2019), independence according to talent, interest, student physical and psychological development (Posamentier, Jaye, & Krulik, 2007;Permendikbud No 65, 2013). Other data showing the importance of developing mathematics teaching device are the results of a study by (Sitopu et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Development of Mathematics Teaching Device Integrated with Quranic Values: Issues, Challenges, and Implementation Model

Winarso

Wahid

2020

IJLTER

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The purpose of this study was to develop an integrated mathematics teaching device with Quranic values that meet valid, practical, and effective criteria to meet good product standards. This study includes a development study consisting of the design and implementation phases. The analysis in this study used validity analysis with Aiken's validity index, and the utility analysis performed by transforming the results of the test data on five Widoyoko scales. The analysis required to test the effectiveness of the integrated mathematics teaching device with Quranic values uses a one-way ANOVA F test and a follow-up test using Post Hoc Multiple Comparisons. The results of verification by two experts stated that the Quranic values of the integrated mathematics teaching device met valid criteria. In line with the teacher's assessment that the four components evaluated, namely syllabus, lesson plan, students worksheet, and test meet practical standards. There is no difference based on the responses of students from three schools with different accreditations/quality (P-value = 0.340, with significance level = 0.05). This response to mathematics teaching device demonstrates that it has meet effective standards and can be used in schools with different certification status. The mathematics teaching device with Quranic values meets the criteria for good teaching devices because it meets valid, practical, and effective criteria.

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Section: Introductionmentioning

confidence: 99%

Development of Mathematics Teaching Device Integrated with Quranic Values: Issues, Challenges, and Implementation Model

Winarso

Wahid

2020

IJLTER

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“…The relationship between culture and ideology as integral features of the functioning of society has been a recurring theme for sociologists, social anthropologists and social psychologists since the 1930's (Bourdieu, 1990a;Levi-Strauss, 1967;Mead, 1934;Radcliffe-Brown, 1952;Schein, 2004). Sociologists and educational theorists define culture as the values held by members of a given group and the forms of behaviour that characterise different social groups (Bourdieu, 1990b(Bourdieu, , 1993Dimmock & Walker, 2005;Geertz, 1973;Robinson, 2015). Culture is the context, the "lens", through which we construct our world (Verghese, 2007).…”

Section: Framing the Research Fieldmentioning

confidence: 99%

“…It is a collective phenomenon that enables us to communicate readily with fellow members of our group. It is the way we do things or a way of being (Dewey, 1916;Robinson, 2015;Verghese, 2007).…”

Section: Framing the Research Fieldmentioning

confidence: 99%

“…Leadership has proven to be an elusive concept to define due to its multifaceted nature and the ontological and epistemological assumptions about the definition and purpose of leadership (Avolio & Gardner, 2005;Dimmock & Walker, 2005;Illich, 1971). For example, addressing the differences between leadership and management, according to Robinson (2015) leadership is about vision and management is about implementation to ensure there are systems and resources available for the vision to be realised. However, Blanchard (2019) makes a case for empowerment, defining leadership as the capacity to influence others to unleash power and potential to impact the greater good.…”

Section: Leadership Theory and Practicementioning

confidence: 99%

“…It has been said that transformation begins with a climate or culture of trust (Louis & Murphy, 2017), which is the essential link between leader and follower, and then vision, strategy, and action plans (Fullan, 2007;Robinson, 2015;Robinson et al, 2009;Robinson et al, 2008;Sergiovanni, 2000Sergiovanni, , 2001. If vision is about setting the direction for others to follow and leaders want to see consensus and commitment to the vision, it is best shared, because vision that is collectively created has more momentum for action (Barnett & McCormick, 2003;Whitney et al, 2010).…”

Section: Transformational Leadershipmentioning

confidence: 99%

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Voice of Vision – Crafting Christian Culture as Symbolic Stories: An Arts-based Inquiry approach to exploring how mission and vision are enacted in New Zealand Christian Schools.

Snedden¹

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The centrality of school vision to inspire learning is shaped by the principal, leadership, and staff. School vision cannot remain aspirational but must be consciously constructed showing the distinctive character and culture attributed to schools by their guiding statements. Due to the paucity of empirical research within Christian educational contexts, this thesis presented insight into how understandings of mission and vision, embedded in school guiding statements, are enacted in three New Zealand Christian schools. Further to this, the thesis showed the ways in which these practices are shaped by personal and professional leadership influences and culture. Qualitative methodologies, Appreciative Inquiry (AI), and Arts-based inquiry methods informed the research process to ascertain what narrative themes predominated. Participants were positioned to actively engage in crafting participatory methods as a lens through which to study the culture of their schools. The accumulative work (Photovoice and art assemblage) and findings were presented in an exhibition that traveled to each school. Through the narrative process of “storying”, participants gave voice to their schools’ cultural stories. The resulting metaphorical and polyvocal portraits reveal that Christian educators have a shared stewardship responsibility to govern, lead, serve, equip, inspire schools as collaborative learning spaces and constructively be culture creators. The findings suggest that the schools’ guiding statements are grounded and engineered within the multiple ecologies and etymology of community. Furthermore, the growth and formation of school leadership and culture are symbiotic typologies of organisational structure. For the schools in this study, cultural unity has been achieved through a focus on leadership development, service, and strong generational connections between school, Church, and home. The study raised an appreciation for the cultural and leadership influences within each school. This suggests that the use of school guiding statements for systematic and systemic reflection holds promise for both the research community and various educational stakeholders.

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A Comparative Study of the Application of Lesson Study in Different University Learning Environments

Centeno

Aláez

Fonseca

et al. 2020

Lecture Notes in Computer Science

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Creative schools: The grassroots revolution that’s transforming education

Cited by 14 publications

References 0 publications

Development of Mathematics Teaching Device Integrated with Quranic Values: Issues, Challenges, and Implementation Model

Development of Mathematics Teaching Device Integrated with Quranic Values: Issues, Challenges, and Implementation Model

Voice of Vision – Crafting Christian Culture as Symbolic Stories: An Arts-based Inquiry approach to exploring how mission and vision are enacted in New Zealand Christian Schools.

A Comparative Study of the Application of Lesson Study in Different University Learning Environments

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