Legal Service Unit and Teacher Protection as A Mediation Forum for Penal Violence in the World of Education

This study offers a development of a model of fair teacher protection, with a focus on research conducted in West Kalimantan, particularly in Pontianak City and Ketapang District. The offer of a just teacher protection model is based on the empirical facts that there is still violence in the world of education and/or the criminalization of teachers that is still happening. Although various laws and regulations have been regulated to provide legal protection for teachers, the mechanism for implementing legal protection for teachers has not yet been formulated, so the reality is that when problems occur in the world of education and/or criminalization of teachers, they are resolved in various ways, either through government agencies, teacher organizations, schools or police officers, and there are even mutual opinions on social media. Through the socio-juridical research method through interviews and discussions, it was found that the effort to provide legal protection for teachers is important to be regulated through regional policies related to the formation of the Legal Service Unit and Teacher Protection or Unit Pelayanan Hukum dan Perlindungan Guru (UPHPG) which can become a coordinating institution and a forum for solving legal problems for teachers. The focus of this article describes how the UPHPG is intended to be a mediation platform for penal mediation in resolving violence in education and/or criminalizing teachers.

Teachers’ Organizations and Educational Reform: Resistance and Beyond

This paper presents case studies of teacher union-government relationships in three Canadian provinces – British Columbia, Ontario, and Alberta – where teacher organizations have undertaken divergent strategic positions relative to educational reform. It identifies critical factors that may lead teacher unions to challenge government reforms, how and when a teacher organization might instead accommodate governmental reform, and under what circumstances union renewal drives an organization to establish reform strategies of its own. The paper demonstrates the results of these varied strategies and suggests that teacher unions’ stances, including when they are resistant, are rational and, arguably, necessary.

PENDAMPINGAN PENYUSUNAN ARTIKEL ILMIAH BAGI GURU SEKOLAH MENENGAH KEJURUAN DI JAWA TENGAH

AbstrakMasalah yang masih dihadapi oleh guru adalah rendahnya kemampuan dalam menyusun artikel ilmiah yang dipublikasikan jurnal ilmiah. Tujuan dari kegiatan ini adalah melakukan pendampingan guru dalam menyusun artikel ilmiah. Untuk menyelesaikan permasalahan ini, perlu dilakukan pelatihan dan pendampingan guru dalam menyusun artikel ilmiah. Metode pendampingan adalah dengan melakukan pelatihan dan pendampingan guru dalam menyusun artikel ilmiah. Keberhasilan atas kegiatan ini akan dievaluasi dengan membandingkan pre-test dan post-test dan dianalisis menggunakan paired simple T-test. Hasil kegiatan menunjukkan bahwa respon guru dalam pelaksanaan kegiatan ini sangat baik. Selain itu, hasil uji perbedaan antara nilai pre-test dan post-test menunjukkan adanya perbedaan yang signifikan dan ini menunjukkan bahwa terdapat peningkatan pemahaman guru terkait dengan artikel ilmiah dan jurnal ilmiah. Saran dari kegiatan ini adalah dapat dilakukan pelatihan lanjutan yang dilakukan secara intesif dengan melibatkan organisasi keguruan, sekolah, dinas pendidikan dan universitas. AbstractThe problem that is still faced by teachers is the low ability of teachers to compile scientific articles published in scientific journals. The purpose of this activity is to assist teachers in compiling scientific articles. To solve this problem, it is necessary to train and mentor teachers in compiling scientific articles. The mentoring method is to conduct training and mentoring teachers in compiling scientific articles. The success of this activity will be evaluated by comparing the pre-test and post-test and analyzed using the paired simple T-test. The results of the activity showed that the teacher's response in the implementation of this activity was very good. In addition, the results of the difference test between the pre-test and post-test scores showed a significant difference and this indicated that there was an increase in teacher understanding regarding scientific articles and scientific journals. The suggestion from this activity is that further training can be carried out intensively by involving teacher organizations, schools, education offices and universities.

Up a Steep and Very Narrow Stairway

There is wide variety among dance studios in the United States, but ballet has been fundamental to most of them over the twentieth century. Ballet teachers come from a variety of backgrounds, including both professional dance careers and many kinds of teacher training. Good ballet teachers offer a progressive sequence and think about how to interact with students in the studio, whether they are teaching purely recreational or pre-professional classes. Good training can take place in less than ideal physical facilities, though the type of flooring is particularly important. Teachers should be knowledgeable about both ballet pedagogy and the business skills necessary to run dance studios. There is no one group overseeing the quality of ballet classes or the qualifications of teachers, though dance teacher organizations have tried to provide teacher training since the early twentieth century. Dance teacher organizations have also represented their members’ legal and professional interests.

MGMP Teacher Organization Empowerment in Improving Students' Problem Solving Ability

This study aims to determine the effect of MGMP teacher organization empowerment on the quality of teacher learning, and its impact on improving students' ability to solve problems. The writing is part of a study on the empowerment of MGMP conducted in five cities in Indonesia in mid-2019. The sample of this study was teachers with each MGMP taken 25 of those classified as seniors (more than 10 years) as teachers (125 people in total). Data collection was carried out through questionnaires, focus group discussions (FGD) and interviews. The results showed that the empowerment of MGMP was influenced by the training variables of increasing competency and parents' participation. The empowerment of MGMP itself has a positive influence on the quality of teacher learning, so that it has a positive impact on improving students' ability to solve problems. On that basis the government must encourage the empowerment of teacher organizations on an ongoing basis, not temporary. In addition, the government needs to review the regulations prohibiting schools from raising funds from parents, because it is indeed necessary to encourage the implementation of quality improvement programs in schools, including assisting teachers in participating in MGMP activities and forming professional communities.

Inclusion in Education and in Public Debates on Education

Inclusion is nowadays a most cherished notion in educational discourses and policies around the globe. Discourses of inclusion appear as the most humane, politically sensitive and praiseworthy heights that political thought and educational practice can reach. At the same time, a kind of inclusion in the public sphere is enacted whenever people freely join debates on matters of general interest, educational or other. For, participation in debates on education and on teacher education is not limited to educational researchers, teacher organizations and all those involved in educational theory and practice. The present article begins with the operations of inclusion in educational theory and discusses some complicities and risks lurking in the unqualified valorization of inclusion that is noticeable in educational discourses and in public debates on education and teachers’ performance. Such valorization operates inter alia at the expense of thoughtful withdrawal and pertinent self-exclusion. In societal debates on education, inclusion as unconditional prerogative of a narcissist I (eye) or as social interpellation to participate legitimizes just everybody’s having investigative relevance to issues of education. The article ends with some suggestions concerning the positioning of inclusion within a broader set of concepts required for a desirable redirection of educational discourses and policies.

The Rise of School-Supporting Nonprofits

This paper examines voluntary contributions to public education via charitable school foundations, booster clubs, parent teacher associations, and parent teacher organizations. We use panel data on school-supporting charities with national coverage from 1995 to 2010, which we geocode and match to school districts. We document the meteoric rise of school-supporting nonprofits during this panel, and then estimate a series of regression models to examine the distributional consequences of voluntary contributions. We find relatively large districts have higher probabilities of receiving revenues from a school-supporting nonprofit but the level of per-pupil voluntary contributions declines with student enrollment. In addition, we find school districts with higher endowments have higher probabilities of being served by at least one school-supporting nonprofit and higher levels of per-pupil contributions. Finally, we find no evidence that impressive recent growth in the number and financial size of these school-supporting charities relates to reductions in the public financing of schools.