Enrichment in school principals’ ways of seeing mathematics

Innabi, Hanan; Emanuelsson, Jonas

doi:10.1080/0020739x.2020.1782496

Cited by 4 publications

(2 citation statements)

References 77 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…According to (Innabi & Emanuelsson, 2021), the principal's views and attitudes affect the teacher's experience. Thus, the principal affects the discipline of teachers in their work and changes the way they teach.…”

Section: Supervision Of Madrasah Principals On Learning Evaluation Co...mentioning

confidence: 99%

Supervision of Madrasah Principal on the Implementation of English Learning Evaluation

Tazkiah¹,

Hendriani²,

Salam³

et al. 2022

NJMPI

View full text Add to dashboard Cite

This article aims to describe the learning evaluation by English teachers and the supervision of madrasah principals using phenomenological research with a qualitative approach. It was conducted at MTsN in Tanah Datar Regency, namely MTsN 1, MTsN 2, and MTsN 3 Tanah Datar. A total of 10 research informants, including the principal of the madrasa and English teachers, were used. The data collection involves in-depth interviews, participatory observation, and documentation studies. Meanwhile, the data technique used was a source and technical triangulation. The results showed that: 1) Evaluation of learning processes and outcomes, in addition to language, was practised by English teachers. The strategies and developments include formative, summative, placement, and diagnostic evaluations. Furthermore, the evaluation of language learning comprises the domain of knowledge, attitudes, and skills. 2) There are several forms of supervision of the madrasah principal on the evaluation of learning, namely supervision of discipline, motivation, training, teacher performance, and work relations.

show abstract

Section: Supervision Of Madrasah Principals On Learning Evaluation Co...mentioning

confidence: 99%

Supervision of Madrasah Principal on the Implementation of English Learning Evaluation

Tazkiah¹,

Hendriani²,

Salam³

et al. 2022

NJMPI

View full text Add to dashboard Cite

show abstract

“…The key aim of our work is to combine suggestions for ideas on how this theory can be used in botanical education with evidence for its use, exemplified through a reflective case‐study approach using pedagogical scenarios. Thus, this is a case study that ‘did not originate in theory, but rather ended in theory’ (Innabi & Emanuelsson, 2020). Innabi and Emanuelsson (ibid.)…”

Section: Studying Instruction From the Point Of View Of Learningmentioning

confidence: 99%

Seeing the green cucumber: Reflections on variation theory and teaching plant identification

Sanders

Eriksen

Gunnarsson

et al. 2021

Plants People Planet

Self Cite

View full text Add to dashboard Cite

Societal Impact Statement Overcoming ‘plant blindness’ is a critical goal for society and especially for education. In this article, we suggest variation theory can be a useful approach to plant identification training and evaluation in higher education contexts. We discuss an example from Swedish higher education in which we reflect on our teaching. We propose that the conscious use of variation theory may be useful in developing pedagogical tools and processes in the teaching of plant identification. Summary Given the importance of the ecological functions of plants and current extinction rates, overcoming ‘plant blindness’, the inability to notice plants in our environment, is a critical goal for society as a whole, and for education in particular. In response to this social challenge, we suggest that a theoretical approach to learning can be a useful lens through which plant identification training and evaluation in higher education contexts can be understood on a deeper level, informed by theoretical tools from the learning sciences. In this article, we discuss an example from Swedish higher education in which we reflect upon our teaching using the principles of the variation theory of learning, which emphasises the ability to discern different features or aspects of what is being learned. We also propose that a deliberate use of learning theories, especially variation theory, may be useful in developing pedagogical tools and processes in botanical education.

show abstract