siti suria salim - upm edutrain interactive...
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By:
SITI SURIA SALIMDEPARTMENT OF BASIC EDUCATION FACULTY OF EDUCATIONAL STUDIESUNIVERSITI PUTRA MALAYSIA
Lecture 4 - Effective School 1
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Effective School
Definitions of effective school
Characteristics of effective school
To Build Effective School:
Roles of school leader
Roles of teachers in school
School partnership with parents and
community
School climate
Perubahan sekolah:
:: Sekolah berisiko kepada sekolah berkesan::
2Lecture 4 - Effective School
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School Leaders Teachers
Parents and society
School Climate
Effective School
3Lecture 4 - Effective School
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Definitions of Effective School
• Provide students with high perfomance education, that is education that makes a tangible difference to students academic and life outcomes
Dawson et.al (2006)
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Ministry of
Education
(MOE) Ministry of Education
(MOE)
• Students from special needs are given attention from their teachers
• Students from poor family are given chances to excel in their academic acheivement
• School that encouraged students to be creative, critical and caring people
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Characteristics of Effective School
Improved test scores.
Improve attendance.
Increased number of writing and homework.
assignments with amount of homework based on the
age of students.
Increased instructional time spent on Mathematics,
English, Science, History and Social Sciences,
Foreign Languages and Fine Arts.
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Community and parents participation
Student participation in extra curricular activities
Awards and recognition for students and teachers
Quality of support for students with special needs
(Davis & Thomas, 1989)
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Characteristics of Effective School
Dowson et.al (2006)
Shared beliefs
Strong partnerships
Responsive curricula
High expectations
Focused Leadership
Mentoring and Relationship
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Proffesional staff holds high expectations and believes all students can reach high level
Students understand high expectations, have high self-concepts and have low sense of academic futility
Role expectations of teachers and students include high achievement
The school reward structure is centered on achievement
Stratification of students and differentiation of instructional programs is minimal
School goals and objectives are shared
The school climate is conducive to learning
(Ballantine & Hammack, 2009)9Lecture 4 - Effective School
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Effective School: School Leaders
Instructional Leadership:
Those actions that a principal takes or delegates to others to promote
growth in student learning.
(DeBevoise, 1984)
Actions undertaken with the intention of developing a productive and
satisfying working environment for teachers and desirable learning
conditions and outcomes for children.
(Greenfield, 1987)
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Pansiri (2008) : Instructional Leadership for Quality Learning
Coordination of leadership functions
Curriculum management
Teachers perceptions learner quality
Learners perceptions of instructional leadership influence
Leadership skills
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Six Leadership Styles by Daniel Goleman
1) Authoritative
2) Coercive
3) Affiliative
4) Democratic
5) Pacesetting
6) Coaching
Six leaderhip styles
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Effective Teachers
Interactive Teaching
Classroom management
Behaviour management
Enhancing students’ self-esteem
Taking account of individual differences
(Mujis & Reynolds, 2001)
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1 • Menentukan objektif pengajaran dan pembelajaran
2
• Mempunyai pengetahuan, kemahiran dan kecekapan bidang3
• Menyediakan rancangan mengajar
4 • Kepelbagaian kaedah mengajar
5 • Melibatkan komunikasi dan penglibatan pelajar dalam kelas
6 • Minat dan mencungkil sikap ingin tahu
7 • Kejelasan penyampaian dan penghuraian isi pelajaran
8 • Ujian dan penilaian
9 • Tindakan susulan melalui pengayaan dan pemulihan
10 • Pengurusan bilik darjah (Johdi Salleh, 2007)
Effective Teachers
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School partnership with parents and community
Konsep perkongsian dalam pendidikan cuba mencapai matlamat
supaya masyarakat dapat mengambil berat terhadap anak-anak di
sekolah
Dapat menunjukkan keprihatinan terhadap usaha membentuk dan
mendidik generasi akan datang
Membetulkan semula struktur kekeluargaan yang semakin bersikap
individualistik dan materialistik
Guru berasakan terdapat sense of belonging di sekolah
Pelajar pula berasakan diri mereka penting dan diberikan perhatian
daripada kedua belah pihak : Sekolah dan keluarga
(Mohd Salleh Mahat, 2004)
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Relationship between production of a SDP, community relations and levels of crime in
the 62 respondents schools, 1999
5%19%
13%
63%
(Prew, 2009)
Have SDP , strong community relations, low levels of crime
Have SDP, poor community relations, high levels of crime
No SDP, poor community relations, high levels of crime
No SDP, no crime, strong community relations
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Effective School Climate
Positive school climate
o Rewards academic achievement
o Importance of scholastic success
o Maintenance of order and fair discipline
(Ballantine & Hammack, 2009)
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Continue… Iklim atau suasana yang melaksanakan amalan hidup
Islam dalam setiap aspek pembelajaran dan pekerjaan
Pengamalan sifat muraqabah iaitu berasakan Allah sentiasa
memerhati setiap tindakan dilakukan
Pengetua mengamalkan komunikasi terbuka dalam pergaulan
dengan guru dan pelajar
Komitmen guru terhadap sekolah adalah tinggi
Guru-guru bekerjasama menyelesaikan masalah
Kawasan sekolah bersih, cantik dan selamat
Cukup tempat untuk ruang belajar
(Ahmad Zabidi Abdul Razak. 2006)
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School Effective Climate: Classroom Climate
3 Types Classroom Climate:
Competitive Classrooms
Co-operative Classrooms
Individual Classrooms
(Mujis & Reynolds, 2001)
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School Climate
Supportive leadership
Autonomy
Prestige
Adoption of new ideas and
renovations
Relationship between teachers
Workload
(Weisel & Dror, 2006)
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Kajian Sekolah Berisiko Berubah Kepada
Sekolah Berkesan
Kajian oleh Nazreen Adlina Abdullah Fauzi di SMK
Perimbun Cheras Kuala Lumpur.
Terdapat peranan dan pendekatan telah
dilaksanakan oleh pengetua bagi melaksanakan
perubahan pada sekolah yang ditadbir
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PERANAN PENGETUA
Self-esteem
Self -belonging
Kes disiplindi sekolah
Penglibatanguru danpelajar
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PENDEKATAN PENGETUA
Perubahanpersekitaran
Penghargaankepadapelajar
Penjenamaanbaru
Pembentukanimej
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Physical structure
of the School
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Introduction• Sociology of the school involves
studying the “school climate”
• Definition – characterizes the organization at the school building and classroom level.
• Specifically, reflects the physical and physiological aspects of the school
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Components of school climate
A. Appearance and physical environment
B. Faculty relations
C. Student interactions
D. Leadership/decision-making
E. Disciplined environment
F. Learning environment
G. Attitude & Culture
H. School-community relations
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Overview of Relationship Between school climate & physical environment
Physical environment
School climate
Students’ achievement
Motivation of teachers
Community involvement
Basis of effective learning
Policy of education
Re-evaluate if goal is not achieved
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Elements of Physical structures
Layout of facilities such as library, labs, classrooms etc
Level of usage of facilities /engagement by students
Maintenance of equipment /facilities
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Theoretical framework of physical environment to learning
• C. McGuffey (1982), identified a number of studies that examined the possibility of a relationship between building condition and student performance on standardized tests.
• Student achievement is linked to:
• 1) Building quality,
• 2) Improved lighting,
• 3) Indoor air quality,
• 4) Building features such as science labs and libraries
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Theoretical framework
C.S Cash (1993), found that
comfort factors appear to have
more effect on student achievement than
structural factors:
- Air conditioned classrooms,
- Less noisy external environments,
- Less graffiti,
- Classroom furniture are in good condition
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Theoretical framework
• Tanner (2000) found that “pathways” are important in encouraging ease of movement and positive outdoor spaces which allow learning to extend beyond classroom walls.
• G. I, Earthman (2004), found that overcrowding has a negative effect on student learning.
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Supportive physical environment
• School building, school yard, playgrounds and halls play very important roles.
• - Appropriate, attractive, and well-cared external physical conditions support and facilitate learning;
• - Welcoming, comfortable and safe environment, with access to adequate appropriate resources enables learning to take place.
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Supportive physical environment
1. School building contains a limited number of students;
2. Students feel safe and comfortable in the school;
3. Classrooms are orderly;
4. Classrooms and grounds are clean and well-maintained;
5. Noise level is low;
6. Areas for instruction and activities are appropriate for
usage;
7. Classrooms are visible and inviting;
8. Staff members have sufficient textbooks and supplies
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Challenges to having a conducive physical environment
1) Budgetary constraint (insufficient funds)
2) Bureaucracy and lack of support from community
3) Lack of “maintenance” attitude of resources
4) Attitude of “low priority” concern
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Conclusion
a) Study on the effects of physical environment has showed significant positive relationship of student achievement.
b) Developing, improving, and sustaining a healthy school climate (physical environment) should be the goal of every school because it has consistently showed that when the school climate is right and supportive, there is joy in coming to school; either to teach or to learn.
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