Hasil Pencarian  ::  Simpan CSV :: Kembali

"Postmodern movement which rose on thel970s, has many impact on art, culture. science, education and architecture. History noted that Postmodern Architecture was one of the Postmodern Par-excellence, one of the triggers that led to a holistic movement known as Postmodern movement. Based on that historical roles of architecture in Postmodern Movement, architectural education is expected to play a significant role in Postmodern practices today. The value of Postmodernism implemented in Postmodern Architectural Pedagogy and in the philosophy of Postmodern Architecture as the content and the body of substance. The value will help the architect to become culturally aware, reviving humanistic and challenging architectural egoistic arrogancy."

"The objective of this research is to describe (1) the concept of nation's character education; 2) resources and scope of nation's character education; 3) efforts for nation's character building at school; and 4) method of nation's character building at school and family. The method of this study used library research. Based on the result of the study, it may be concluded that: 1) nation's character education is a system to build character values at school community involving components of knowledge, awereness or willingness, and action to perform those values, either to the Almaighty God, self, other human beigs, environment, or country so that the students will be a holistic human beings. 2) resources for nation's character education include values contained in Pancasila and norms of Indonesian Constitution from 1945; While scope of nation's character education involves: objectives that describe the equality of intended character, the most effective material to acheve the objectives, effective instructional goals; 3) Nation's character education at the school can be performed through the habituation of good attitude and behaviour from early childhood and to be continued persistenty and sustainably pursuant to the level of development of learners and their environment condition. Nation character education should be performed continously and involve student's parents and community; and 4) the method to build nation's character use behavior control. Lower grade students need more time to behavior control than higher grade students. "

"School improvement efforts over the last few decades require teachers not only to study, implement, and assess learner outcomes outlined in national education standard, but also to provide meaningful, engaged learning for a very diverse student population. To achieve those goals, various problems then occur in the classroom and or school. In this case the best person who is profesionally aware and capable to work it out is the teacher. "

"ABSTRAKThis article is the first comprehensive scholarly analysis of South Carolina's landmark education reform legislation, the Education Improvement Act (EIA). Using the "T-formation" process used to attain passage of the EIA as a prototype, the author evaluates the efficacy of nonadjudicative approaches to school reform, as against the impact litigation model of achieving systematic change in public education. While the latter strategy has been favored by public interest advocates since the advent of Brown v. Board of Education and the Rights Revolution, the author argues that nonadjudicative processes are more likely than impact litigation to yield effective outcomes in certain localities. In fact, the author argues, the nonadjudicative "T-formation" process used to persuade the South Carolina legislature to enact the EIA has much in common with other alternative dispute resolution processes that have been used with much success, including the direct action strategy used by activists to persuade Congress to enact the Civil Rights Act of 1964 and Voting Rights Act of 1965. The author identifies three characteristics common to alternative dispute resolution processes such as direct action and the T-formation that are critical to their success, including the participation of a diversity of people and talents (particularly non-lawyers) in the process of conceiving educational rights and implementing remedial policies, and the use of informal procedures, or pressure and negotiation tactics, to achieve policy objectives."