Education in school is about how to

Education in school is about how to achieve educational objectives. It is important to find out the criteria for the effective schools. Researchers in the field of educational effectiveness face the problem of deciding on the criteria for effectiveness. They must be something else than the characteristics and features of education on the educational system, in schools, and in the classrooms.
Many studies in recent years have also indicated that the attainment level of children is very low in relation to the expected minimum levels (Nagaraju, 1995; Govinda and Verghese 1993; Lockheed, 1991). Most of the studies related to school effectiveness clearly depend upon effective classroom teaching and learning. Willms (1992), Mortmore (1993), and Creemers (1994) found that school effectiveness is clearly depending upon effective classroom teaching and learning and school and teacher effectiveness. Some of the researchers view that the classroom transaction is a major concern for the quality of teaching and learning. Appropriate intervention strategies in teaching make significant shift in the pattern of achievement (Khichi, 1986; Muralidharan et al., 1993; Nagaraju, 1995; Sujatha, 1995; Joshi and Biswal, 1996). Verma & Chhabra, 1996; Padhi et al., 1997; Pandey, 1997 were found their studies on school effectiveness, classroom practices such as frequent assignments of homework its prompt correction, continuous pupil evaluation and feedback, engaging students in class work with close supervision and differential treatment as per need helps to create better climate for learning and making the school more effective. Srivastav (2000) has pointed out in his study that curriculum transaction is not only the means towards the goal of learning but also goal in itself & the teaching learning process is to be characterized by a democratic, open to think freely, ask questions and express their views.
Overall, we can say, improvement of quality of elementary education raised many issues such as curriculum renewal, textbooks improvement, better teaching methods, effective teacher education and provision of material facilities in the schools, progressive method of evaluations, democratization and humanizing school administration and supervision, provision of rich and varied programmes of co-curricular activities, healthy interaction between school and the community, improvement of single teacher schools etc. In fact the issue of wastage, stagnation, dropouts and improvement of education are inter-linked. The reasons for such School effectiveness, Community Participation and Classroom Teaching at primary schools provide us with many valuable insights into the diverse aspects of the problem. Therefore, the researcher realized that there is a need for this type of studies to investigate the relationship of School Effectiveness with regard to Community Participation and Classroom Teaching at primary level of education.

Hasil (Bahasa Indonesia) 1:

Pendidikan di sekolah adalah tentang bagaimana untuk mencapai tujuan pendidikan. Hal ini penting untuk mengetahui kriteria untuk sekolah-sekolah yang efektif. Para peneliti di bidang pendidikan efektivitas menghadapi masalah menentukan kriteria untuk efektivitas. Mereka harus menjadi sesuatu yang lain daripada karakteristik dan fitur pendidikan pada sistem pendidikan, di sekolah dan di kelas.Many studies in recent years have also indicated that the attainment level of children is very low in relation to the expected minimum levels (Nagaraju, 1995; Govinda and Verghese 1993; Lockheed, 1991). Most of the studies related to school effectiveness clearly depend upon effective classroom teaching and learning. Willms (1992), Mortmore (1993), and Creemers (1994) found that school effectiveness is clearly depending upon effective classroom teaching and learning and school and teacher effectiveness. Some of the researchers view that the classroom transaction is a major concern for the quality of teaching and learning. Appropriate intervention strategies in teaching make significant shift in the pattern of achievement (Khichi, 1986; Muralidharan et al., 1993; Nagaraju, 1995; Sujatha, 1995; Joshi and Biswal, 1996). Verma & Chhabra, 1996; Padhi et al., 1997; Pandey, 1997 were found their studies on school effectiveness, classroom practices such as frequent assignments of homework its prompt correction, continuous pupil evaluation and feedback, engaging students in class work with close supervision and differential treatment as per need helps to create better climate for learning and making the school more effective. Srivastav (2000) has pointed out in his study that curriculum transaction is not only the means towards the goal of learning but also goal in itself & the teaching learning process is to be characterized by a democratic, open to think freely, ask questions and express their views.Overall, we can say, improvement of quality of elementary education raised many issues such as curriculum renewal, textbooks improvement, better teaching methods, effective teacher education and provision of material facilities in the schools, progressive method of evaluations, democratization and humanizing school administration and supervision, provision of rich and varied programmes of co-curricular activities, healthy interaction between school and the community, improvement of single teacher schools etc. In fact the issue of wastage, stagnation, dropouts and improvement of education are inter-linked. The reasons for such School effectiveness, Community Participation and Classroom Teaching at primary schools provide us with many valuable insights into the diverse aspects of the problem. Therefore, the researcher realized that there is a need for this type of studies to investigate the relationship of School Effectiveness with regard to Community Participation and Classroom Teaching at primary level of education.

Hasil (Bahasa Indonesia) 2:

Pendidikan di sekolah adalah tentang bagaimana untuk mencapai tujuan pendidikan. Hal ini penting untuk mengetahui kriteria untuk sekolah yang efektif. Para peneliti di bidang efektivitas pendidikan menghadapi masalah memutuskan kriteria untuk efektivitas. Mereka harus menjadi sesuatu yang lain daripada karakteristik dan fitur dari pendidikan pada sistem pendidikan, di sekolah-sekolah, dan di kelas.
Banyak penelitian dalam beberapa tahun terakhir juga telah menunjukkan bahwa tingkat pencapaian anak-anak sangat rendah dalam kaitannya dengan tingkat minimum yang diharapkan ( Nagaraju, 1995; Govinda dan Verghese 1993; Lockheed, 1991). Sebagian besar penelitian terkait dengan efektivitas sekolah jelas tergantung pada pengajaran di kelas yang efektif dan belajar. Willms (1992), Mortmore (1993), dan Creemers (1994) menemukan bahwa efektivitas sekolah jelas tergantung pada pengajaran yang efektif di kelas dan belajar dan sekolah dan efektivitas guru. Beberapa peneliti melihat bahwa transaksi kelas adalah perhatian utama bagi kualitas pengajaran dan pembelajaran. Strategi intervensi yang tepat dalam mengajar membuat pergeseran signifikan dalam pola prestasi (Khichi, 1986; Muralidharan et al, 1993;. Nagaraju, 1995; Sujatha, 1995; Joshi dan Biswal, 1996). Verma & Chhabra, 1996; Padhi et al., 1997; Pandey 1997 ditemukan studi mereka pada efektivitas sekolah, praktek kelas seperti tugas sering PR koreksi yang cepat, evaluasi murid terus menerus dan umpan balik, siswa terlibat dalam pekerjaan kelas dengan pengawasan yang ketat dan pengobatan diferensial sesuai kebutuhan membantu menciptakan iklim yang lebih baik untuk belajar dan membuat sekolah lebih efektif. Srivastav (2000) telah menunjukkan dalam studinya bahwa transaksi kurikulum tidak hanya sarana menuju tujuan pembelajaran tetapi juga tujuan dalam dirinya sendiri & proses belajar mengajar harus ditandai dengan demokratis, terbuka untuk berpikir bebas, bertanya dan mengungkapkan pandangan mereka.
secara keseluruhan, kita dapat mengatakan, peningkatan kualitas pendidikan dasar menimbulkan banyak masalah seperti pembaharuan kurikulum, peningkatan buku teks, metode pengajaran yang lebih baik, pendidikan guru yang efektif dan penyediaan fasilitas materi di sekolah-sekolah, metode progresif evaluasi, demokratisasi dan memanusiakan administrasi sekolah dan pengawasan, penyediaan program kaya dan beragam kegiatan ko-kurikuler, interaksi yang sehat antara sekolah dan masyarakat, perbaikan sekolah guru tunggal dll Bahkan isu pemborosan, stagnasi, putus sekolah dan peningkatan pendidikan yang saling terkait . Alasan untuk efektivitas sekolah tersebut, PSM dan Kelas Pengajaran di sekolah dasar memberikan kami banyak wawasan berharga beragam aspek dari masalah. Oleh karena itu, peneliti menyadari bahwa ada kebutuhan untuk jenis studi untuk menyelidiki hubungan Efektivitas Sekolah berkaitan dengan Partisipasi Masyarakat dan Kelas Pengajaran di tingkat dasar pendidikan.