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SPESIALISASI DALAM BIDANG KEARSIPAN ANTARA KENYATAAN DAN HARAPAN
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| Pengarang | : | Djoko Utomo |
| Nama Majalah/Jurnal | : | Berita Arsip Nasional RI |
| Volume / Edisi | : | -/33, AGUSTUS-NOPEMBER (No. 33) |
| Halaman | : | 40-46 |
| Abstrak | : | - |
PROFESI ARSIPARIS DALAM PERSPEKTIF
| Pengarang | : | Sauki Hadiwardoyo |
| Nama Majalah/Jurnal | : | Berita Arsip Nasional RI |
| Volume / Edisi | : | -/33, AGUSTUS-NOPEMBER (No. 33) |
| Halaman | : | 17-39 |
| Abstrak | : | - |
PROFESI KEARSIPAN MENJELANG ABAD XXI
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Berita Arsip Nasional RI |
| Volume / Edisi | : | -/33, AGUSTUS-NOPEMBER (No. 33) |
| Halaman | : | 5-16 |
| Abstrak | : | - |
``Motivated to teach, but stressed out by teacher education`` : a content analysis of self-reported sources of stress and motivation among preservice teachers
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Teacher Education |
| Volume / Edisi | : | 75 (No. 1) |
| Halaman | : | 76 - 91 |
| Abstrak | : | Strong evidence exists for the high vocational calling reported by candidate teachers, but also for the high rates of attrition early in the profession. Current approaches often explain this paradox by the stress associated with first teaching experiences (i.e., vocational stress processes). By contrast, the present study focuses on the stress experienced during teacher education (i.e., academic stress processes), by analyzing the sources of stress and motivation described in writing by French preservice teachers. Using systematic procedures for content analysis (N = 106 autobiographical texts), major results suggest that preservice teachers are mostly motivated by their positive views of the teaching profession, but that the academic demands they face during teacher education challenge their motivation to pursue the career. Implications are drawn on ways to analyze and tackle academic stress processes, in an effort to support candidate teachers’ wellbeing and thus limit attrition rates |
The relationships between internal program measures and a high-stakes teacher licensing measure in mathematics teacher preparation : program design considerations
| Pengarang | : | Moldavan, Alesia,Zelkowski, Jeremy ,Campbell, Tye |
| Nama Majalah/Jurnal | : | Journal of Teacher Education |
| Volume / Edisi | : | 75 (No. 1) |
| Halaman | : | 58 - 75 |
| Abstrak | : | Accountability measures have quickly entered into formal teacher-preparation programs. As a response, we introduce the use of structural equation modeling vis-à-vis path analysis in secondary-grade mathematics teacher preparation as a methodology to test models to understand the strength of relationships to recommendations of prominent professional organizations and standards for entering the teaching profession. This longitudinal, 6-year, five-cohort study examines the relationship of program design sequencing and core components (internal measures) to an externally scored high-stakes teacher licensing examination portfolio intended to measure pedagogical content knowledge and first-year teacher readiness. The internal measures and program sequencing model explains 49.2% of the variance in relation to the standardized outcome teaching portfolio examination with high-power and medium- to large-effect statistics. We provide implications for teacher preparation with respect to recommendations of professional organizations, governments, and accreditation standards. Results should stimulate discussions and fuel future research efforts |
``There`s a lot of stumbling forward`` : the impact of whiteness on teacher educators` reconceptualization of culturally based English education curriculum
| Pengarang | : | Hardjosoekarto Sudarsono |
| Nama Majalah/Jurnal | : | Journal of Teacher Education |
| Volume / Edisi | : | 75 (No. 1) |
| Halaman | : | 43 - 57 |
| Abstrak | : | Practices incorporating students’ cultures and communities are foundational to effective teaching. However, teacher candidates often do not effectively incorporate culturally based practices into their instruction. This article describes the perceptions of English education instructors as they reconceptualized their curriculum to cultivate culturally based practices. Findings show three major factors impacted the instructors’ reconceptualization of curriculum: (a) the instructors’ cultural roots; (b) the pervasiveness of whiteness—systems and processes that preference white identities, assumptions, and privileges that accompany the white experience; and (c) deep-seated tensions between culturally based practices and the practices of the university operating within the institution of English education. The authors assert that no individual who has matriculated through white-centric educational institutions and broader societal structures can be excluded from the call to unlearn whiteness. They urge teacher educators to dismantle oppressive, white-centric practices by reflecting on the interplay of biases and socio-political beliefs that they and their teacher candidates bring into educational spaces. |
Intermediary organizations, technocratic discourses, and the rise of accountability regimes in teacher education
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Teacher Education |
| Volume / Edisi | : | 75 (No. 1) |
| Halaman | : | 29 - 42 |
| Abstrak | : | Intermediary organizations’ (IOs) involvement in teacher education policies has grown in recent years. Apart from advocating for the introduction of alternative routes into the teaching profession, IOs have facilitated the spread of outcomes-based teacher preparation accountability. While previous studies examined the neoliberal market-based logic of their proposals, less is known about technocracy as a discourse informing teacher education redesign. To address this gap, I use the tools of critical policy and critical discourse analysis to examine how IOs advocated for and participated in the construction of outcomes-based accountability regimes. This analysis captures key elements of technocracy, such as the depoliticization of social issues, scientism, and the dismissal of opposition on which accountability regimes are built. By attending to the assumptions and inherent contradictions of technocratic discourses, I shed light on the ways in which accountability regimes dismiss opposition and seek to refashion governance structures in teacher education. |
Literacy intervention in secondary schools exploring educators’ beliefs and practices about supporting adolescents’ literacy learning
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Teacher Education |
| Volume / Edisi | : | 75 (No. 1) |
| Halaman | : | 13 - 28 |
| Abstrak | : | There is a need to better understand the complex landscape of adolescent literacy intervention as a shared responsibility across all educational stakeholders. To address this need, we examined the self-reported literacy beliefs and practices about secondary readers and literacy intervention among a group of educators (including administrators, teachers, and specialists) who participated in a year-long professional learning series focused on providing adolescents with rich and responsive literacy learning opportunities. We found that educators’ beliefs and practices shifted as they developed shared understandings of asset-based mindsets and ways of supporting students’ situated literacy learning and comprehension within disciplinary contexts. We offer suggestions for how to create shared learning opportunities for educators across roles and discuss implications for future research |
Exploring cogging free magnetic gears
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | American Journal of Physics |
| Volume / Edisi | : | 86 (No. 6) |
| Halaman | : | 460-469 |
| Abstrak | : | The coupling of two rotating spherical magnets is investigated experimentally, with particular emphasis on those motions in which the driven magnet follows the driving one with a uniform angular speed, which is a feature of the so called cogging free couplings. The experiment makes use of standard equipment and digital image processing. The theory for these couplings is based on fundamental dipole-dipole interactions with analytically accessible solutions. Technical applications of this kind of coupling are foreseeable particularly for small machines, an advantage which also comes in handy for classroom demonstrations of this feature of the fundamental concept of dipole-dipole coupling. |
On a nonlinear Newtonian gravity and charging a black hole
| Pengarang | : | Hartono Rudy. Vict |
| Nama Majalah/Jurnal | : | American Journal of Physics |
| Volume / Edisi | : | 86 (No. 6) |
| Halaman | : | 453-459 |
| Abstrak | : | A scalar field gravitational analog of the Reissner-Nordstrom solution is investigated. The nonlinear Newtonian model has an upper-limit of charge for a central mass, which agrees with the general relativistic condition required for the existence of the black hole horizon. The maximum limit for accumulation by bombardment of charged particles is found. The aim is to investigate the resulting physics after severing the effects of curvature from the effects of energy-mass equivalence. |