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Belajar Tajwid untuk Pemula

Al-Qur\'an merupakan mukjizat yang maha dahsyat yang diwariskan oleh junjungan kita Nabi Besar Muhammad saw. Ajaran al-Qur\'an tidak terbatas ruang dan waktu. Sejak diturunkan, al-Qur\'an merupakan pegangan, pedoman, dan penunjuk jalan bagi seluruh umat manusia menuju jalan yang diridhai oleh Allah, hingga akhir zaman kelak. Al-Qur\'an sepenuhnya berisikan firman Allah swt., dan hanya tersedia dalam bahasa Arab, dan membaca al-Qur\'an adalah sebuah bentuk ibadah kepada Allah. Karena itu, untuk bisa membaca al-Qur\'an dengan baik dan benar, juga diperlukan ilmu yang tepat...yaitu TAJWID. Tajwid dan al-Qur\'an boleh dikatakan sebuah kesatuan yang tidak boleh terpisahkan. Ilmu Tajwid hanya digunakan untuk membaca al-Qur\'an, dan begitu pula dengan al-Qur\'an, hanya boleh dibaca menggunakan ilmu tajwid. Buku ini merupakan tuntunan dalam mempelajari ilmu tajwid. Sangat cocok bagi pembaca yang ingin memulai untuk belajar tajwid. Disertai dengan pembahasan gamblang mengenai seluk-beluk ilmu tajwid. Mudah-mudahan buku ini dapat membantu kita untuk lebih mudah mempelajari al-Qur\'an dan mengamalkan isinya. Nah, selamat membaca dan belajar! Buku persembahan penerbit MediaPressindo

Al-Qur\'an merupakan mukjizat yang maha dahsyat yang diwariskan oleh junjungan kita Nabi Besar Muhammad saw.

English Language Learners and Math

Discourse, Participation, and Community in Reform-oriented, Middle School Mathematics Classes

Taking a community of practice perspective that highlights the learner as part of a community, rather than a lone individual responsible for her/his learning, this ethnographically-influenced study investigates how Latina/o English Language Learners (ELLs) in middle school mathematics classes negotiated their learning of mathematics and mathematical discourse. The classes in which the Latina/o students were enrolled used a reform-oriented approach to math learning; the math in these classes was-to varying degrees-taught using a hands-on, discovery approach to learning where group learning was valued, and discussions in and about math were critical. This book presents the stories of how six immigrant and American-born ELLs worked with their three teachers of varied ethnicity, education, experience with second language learners, and training in reform-oriented mathematics curricula to gain a degree of competence in the mathematical discourse they used in class. Identity, participation, situated learning, discourse use by learners of English as a Second Language (ESL), framing in language, and student success in mathematics are all critical notions that are highlighted within this school-based research.

This book presents the stories of how six immigrant and American-born ELLs worked with their three teachers of varied ethnicity, education, experience with second language learners, and training in reform-oriented mathematics curricula to ...

Selected writings from the Journal of the Mathematics Council of the Alberta Teachers' Association

Celebrating 50 years (19622012) of deltaK

The teaching and learning of mathematics in Alberta one of three Canadian provinces sharing a border with Montana has a long and storied history. An integral part of the past 50 years (19622012) of this history has been deltaK: Journal of the Mathematics Council of the Alberta Teachers' Association. This volume, which presents ten memorable articles from each of the past five decades, that is, 50 articles from the past 50 years of the journal, provides an opportunity to share this rich history with a wide range of individuals interested in the teaching and learning of mathematics and mathematics education. Each decade begins with an introduction, providing a historical context, and concludes with a commentary from a prominent member of the Alberta mathematics education community. As a result, this monograph provides a historical account as well as a contemporary view of many of the trends and issues in the teaching and learning of mathematics. This volume is meant to serve as a resource for a variety of individuals, including teachers of mathematics, mathematics teacher educators, mathematics education researchers, historians, and undergraduate and graduate students. Most importantly, this volume is a celebratory retrospective on the work of the Mathematics Council of the Alberta Teachers' Association.

By February, the Senior High School Curriculum Committee of the Alberta
Department of Education had accepted in principle the recommendation that
separate sequences of high school mathematics courses be adopted for students
who were university-bound, non-universitybound, and business-oriented (
MCATA Newsletter, 1968). For the approximately 35 percent of Alberta high
school students who intended to go to university, the sequence consisted of
Mathematics 10 (grade 10) ...

Strategic Reward Management

Design, Implementation, and Evaluation

This book is a summary in a readings format of what the author has learned about strategic-reward systems. The collected material draws heavily on empirical research to guide the author's conclusions. The book contains 26 articles, which are divided into 10 topical areas: (1) "Introduction"; (2) "Pay and the Changing Business Context"; (3) "Pay in New Business Environments"; (4) "Strategic Pay Issues"; (5) "From Job Evaluation to Work Evaluation"; (6) "Team Pay"; (7) "Merit Pay Revisited"; (8) "Competency Pay"; (9) "Pay System Evaluation"; and (10) "Conclusions & The Future of Strategic Rewards." In order for strategic-reward programs to be effective, they must be carefully managed. The design, implementation, and evaluation issues raised in this book need to be carefully considered. Plans need to be administered in a manner consistent with their intent. Reward systems are doomed to fail when they are taken off the shelf and simply "administered" rather than developed specifically to the needs of the organization and then managed. Research on these programs clearly shows the positive impact of these plans on organizational effectiveness when they are implemented well. In addition, strategic-reward management holds great promise as a method of compensation for nontraditional reward environments, such as public sector, not-for-profit, unionized organizations. An index concludes this book. (Each chapter contains references.) (RT)

This book is a summary in a readings format of what the author has learned about strategic-reward systems.

Career Development in the Schools

Career Development in the Schools describes a dynamic process that continues to evolve in its rationale and practice. In many schools and in a variety of scholarly writings, the status of career development is controversial. Some observers assert that career development should be seen as a by-product of all of the knowledge and activities that are incorporated in the educational experience. In this view, career development tends to be seen as a random process that happens in a natural, almost magical way, without specific direction or structured form. However, most career theorists would argue that the career development of students should be a major mission of the school—a process too important to be only a by-product of scattered learning and activities that are inherently uneven from student to student. The prevailing contemporary perspective contends that career development in the schools should be planned, have its own content derived from research and theory, be systematically executed, and use methods that are relevant to the developmental levels of students throughout elementary, middle, and senior high schools. To further such ends, several national models of content and practice have been formulated by the American School Counselor Association, the National Career Development Revised Guidance Project, and by other organizations to identify the components, competencies, and outcomes that students of different ages and aspirations need to acquire as they grow in maturity. Several of these models are discussed at length in the various chapters of this book.

Several of these models are discussed at length in the various chapters of this book.

Culture and Social Change

Transforming Society through the Power of Ideas

This book brings together social sciencists to create an interdisciplinary dialogue on the topic of social change as a cultural process. Culture is as much about novelty as it is about tradition, as much about change as it is about stability. This dynamic tension is analyzed in collective protests, intergroup dynamics, language, mass media, science, community participation, art, and social transitions to capitalism, among others contexts. These diverse cases illustrate a number of key factors that can propel, slow-down and retract social change. An emancipatory and integrative social science is developed in this book, which offers a new explanatory model of human behavior and thought under conditions of institutional and societal change.

Cornish, F. (2012). Collectives may protest, but how do authorities respond? In B.
Wagoner, E. Jensen, & J. Oldmeadow (Eds.), Culture and social change:
Transforming society through the power of ideas. Charlotte, NC: Information Age.
Drury ...

The Arab-Israeli Conflict in Israeli History Textbooks, 1948-2000

Reviewing curricula and textbooks used in the Israeli educational system since the establishment of Israel, the author assesses the impact of Zionist historiography and the Zeitgeist on the portrayal of Arabs in textbooks. The study unravels the biases, distortions, omissions, and stereotypes.

which [unnecessarily] provoke the Arab world and constitute an impediment to
peace."255 Finally, all junior high and some of the high school textbooks deal
with the ongoing peaceful negotiations between Israel, the Palestinians and the
Arab ...

The Impact of State and National Standards on K-12 Science Teaching

This book addresses the expectations toward the science standards of various stakeholders including students, parents, teachers, administrators, higher education science and science education faculty members, politicians, governmental and professional agencies, and the business community. This book also investigates how the science standards have been translated into practice at the K-12 school district level, addressing issues around professional development, curriculum, assessment/evaluation, and accountability. The fundamental questions to be addressed are: (1) What is the response in terms of trends and patterns, of the educational system to the introduction of the national and state science standards since the late 1980's? and (2) What is the impact of the introduction of the science standards on teachers, classrooms, and students?

This book addresses the expectations toward the science standards of various stakeholders including students, parents, teachers, administrators, higher education science and science education faculty members, politicians, governmental and ...