Academic literature on the topic 'Educational change – Psychological aspects'
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Journal articles on the topic "Educational change – Psychological aspects"
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Efremova, Nadezhda, and Anastasia Huseynova. "Psychological and pedagogical aspects of increasing educational motivation." E3S Web of Conferences 175 (2020): 15015. http://dx.doi.org/10.1051/e3sconf/202017515015.
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Given scientific research is devoted to the consideration of factors influencing educational (learning) motivation. One such factor is the assessment of academic achievements. The difficulties of obtaining an objective assessment in educational practice are noted and possible ways to overcome them are shown, including through external (independent) standardized testing. Authentic assessment requires special training and the creation of an appropriate base, this problem can be solved in the form of organizational and methodological support of teachers by external professional centers providing assessment in the form of an educational audit. The data of external testing and subsequent questionnaires are presented, allowing to judge about changes in the educational motivation of school students in the assessment process. The need to identify the progress of individual achievements in the educational process requires the development and introduction of new assessment forms that create the confidence of students in assessments and affect educationalmotivation.
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Hamid, Abdul, Syukri Iska, Eficandra Eficandra, Zulkifli Zulkifli, and Sri Yunarti. "Tinjauan Filosofis terhadap Perubahan Batas Usia Perkawinan dalam Undang-Undang Nomor 16 Tahun 2019 tentang Perubahan Atas Undang-Undang Nomor 1 Tahun 1974 tentang Perkawinan." Al-Qisthu: Jurnal Kajian Ilmu-Ilmu Hukum 19, no. 1 (June 30, 2021): 15–24. http://dx.doi.org/10.32694/qst.v19i1.895.
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This article examines changes in the marriage age limit for women in Indonesia, from sixteen to nineteen years. This change was made through Law Number 16 of 2019 concerning Amendments to Law Number 1 of 1974 concerning Marriage. This study examines how the philosophical review of changes in the age limit for marriage is in the health, sociological, psychological, educational, and constitutional aspects. For this purpose, this study uses the library research method. The primary data source is Law Number 16 of 2019, while secondary data is the academic text of Draft Law Number 16 of 2019. This study shows that, firstly, in terms of health, changing the age limit for marriage maintains the safety of girls’ lives. Second, on the sociological aspect, this change provides opportunities for women to prepare themselves to enter social interaction in society. Third, on the psychological part, this change protects women’s psyche, mentality, and mind. Fourth, in education, this change is to provide opportunities for women to be freer to study. Fifth, on the constitutional aspect, this change provides equal rights for men and women in obtaining legal protection and justice.
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M. R. Arpentieva, I. V. Gorelova, G. K. Kassymova, S. V. Lavrinenko, K. A. Shumova, D. M. Malinichev, V. L. Simonov, A. V. Kosov, G. V. Garbuzova, and O. P. Stepanova. "HUMAN RESOURCE MANAGEMENT AND DYNAMIC CAPABILITIES OF EDUCATIONAL ENTERPRISES: PSYCHOLOGICAL, SOCIAL AND ECONOMICAL ASPECTS." BULLETIN 1, no. 383 (February 15, 2020): 242–54. http://dx.doi.org/10.32014/2020.2518-1467.30.
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This paper focuses on the dynamic capabilities theory and foresight theory in whole to the problem of the human capital in education and its management. The main channel for building up dynamic abilities and foresight competencies of educational enterprises and specialists, as well as the focus of foresight research in modern science and management practice is working with human resources, with the human capital of firms, communities, and countries. This work also includes work with social and cultural capital, focused on improving the culture of relationships in communities, including the culture of the state, society and business. The orientation of the world social development to increase the innovation component in the economic, social and spiritual spheres of society and in its education, led to the recognition of human capital as a leading and decisive factor in the socio-economic development of systems of various scales and levels. Scientists notes that in modern conditions of globalization of markets and transnationalization of economic relations, as well as a significant level of intellectualization of modern business processes, human capital and education in business and in other spheres is a decisive factor in the compe-titiveness of national economy on the different levels. This moment is especially noticeable in the studies of the dynamic abilities of educational enterprises and the management of educational enterprises. This moment is also especially noticeable in foresight studies and other reconstructions of the past, present and future development of organizations. Dynamic capabilities are required if the firm is to sustain itself as markets and technologies change, although some firms will be stronger than others in performing some or all of these tasks. Foresight is a system of methods of transformation of priorities in the sphere of economy and production, social and cultural development, and in education. Human resource management in education is an important part of the problem of the dynamic abilities of educational enterprises. The management of selection, training, retraining and personnel development, the formation and enrichment of technologies for managing professional and career development are naturally part of a dynamically and steadily developing enterprise. Foresight of the development of the educational enterprise as a leading aspect includes a general assessment of the professional and career potential of the organization’s employees, as well as the dynamic abilities of the organization’s manager (his ability and willingness to diversify activities, training and retraining, etc.) and other specialists. The purpose of the study – analysis of foresight competence as a component of dynamic capabilities (competences) of the educational enterprises and specialists of educational enterprises in context of the human capital problems. Foresight involves the use and transformation meta-technology ("routines") of enterprise and innovation in the field of production and relations of production. It is aimed at the allocation and use of markers of change – weak and strong signals of future and probable changes. Active and accurate identification of these markers changes in education, including application and modification of routine or meta-technology of enterprise management, not only allows to predict "unpredictable", but also to intervene in the process flow, correcting them with the least expenditure of forces, material, mental and spiritual resources. In addition, it allows you to influence the markets themselves and the surrounding enterprise reality in general. Thanks to the foresight competence and ability, the specialist in education and his company productively adapt to changes in environment (market and society), but also participate in changing it.
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Rustamjonovna, Abdullajonova Dildora. "Pedagogical and psychological aspects of educating preschool children in the national spirit." Psychology and Education Journal 58, no. 2 (February 10, 2021): 4877–88. http://dx.doi.org/10.17762/pae.v58i2.2885.
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The following article deals with the pedagogical and psychological aspects and ways of educating and upbringing preschool children in the national spirit. Pedagogical analysis of the situation in the pedagogical theory and practice of national, spiritual upbringing of children of preschool age showed that, although there are scientific developments and practical experience in this area, they do not correspond to the content of educational reforms in the years of independence. Second, over time, due to ideological change, they have become spiritually obsolete
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Lin, Mei-Ling,. "Psychological Capital in Educational Context: Lifelong Learning and Beyond Hope." International Journal of Social Science Studies 9, no. 3 (March 23, 2021): 1. http://dx.doi.org/10.11114/ijsss.v9i3.5199.
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The world of work is constantly changing whereby innovation and challenges requires oneself to be competitive. Although, human capital and social capital are vital to the success, psychological capital (PsyCap) has been proposed as a new complementary concept that remains in success. Research proves that hope is a good predictor of subjective well-being. Promoting academic PsyCap helps achieve academic success. The author attempts to draw parallels to consider the construct of PsyCap that can predict educational success, substantiates the assumptions in light of results of survey “Psychological Perspectives on Perceived Hope”, and highlights the significant relationships between hope, PsyCap and other relevant variables that impact educational and future life success. These dynamics of lifelong learning, hope, and psychological capital needs further empirical clarification. The purpose of this paper is to present the local results, especially the assessment of the social and psychological aspects of hope in relation to lifelong learning. Accordingly, the paper has three aims: Firstly, what is the role of the demographic structure of the samples in enabling social change (optimism and enthusiasm, happy life years, self-efficacy) and hope of life (well-being, basic human needs, life satisfaction)? Secondly, what are the predictability of social change and hope of life? Thirdly, what are the correlation of social change and hope of life? These research questions capture broader social and psychological debates about the topics of lifelong learning, social exclusion, well-being, hope and psychological capital, and they also assist us to progress the discussions around the hope for a good life. SPSS (t-test, ANOVA, multiple regression analysis, canonical correlation analysis) is utilized to gather descriptive statistics.
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Korshunova, Olga V. "The meanings of psychological comfort in education and the model of its formation in modern rural school." Pedagogy Of Rural School 1, no. 11 (2022): 26–37. http://dx.doi.org/10.20323/2686-8652-2022-1-11-26-37.
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The state of modern society is characterized as psychologically overstrained. In this situation, the need for upbringing in the education system of a psychologically healthy person is actualized, possessing antifragility, socially tempered and ready to cope with negative psychological experiences caused by uncertainty and rapid changes in the surrounding reality. In this regard, the school has a social order for the implementation of the mission of psychological support and support of a growing person, which is additional to the three traditional functions. One of the fundamental conditions for the performance of the new function by the school is the psychological comfort of education while ensuring the continuous development of the personality. The purpose of the article is to identify the specifics of solving this problem for rural school, which has fundamental differences from the educational organization of a metropolis, associated with high variability of the characteristics of the educational process in such schools, their traditional features and, at the same time, the influence of new global processes. The basis of the methodological foundation is the humanistic paradigm of education, among the basic methods we will single out the content analysis of the concepts «psychological comfort of education», «psychologically comfortable educational environment ina rural school», theoretical modeling of the phenomenon of psychologically comfortable educational environment and its formation in rural school. Psychological and pedagogical interpretations of the psychological comfort of education, its objective, subjective and objective-subjective aspects are highlighted. Within the framework of the psychological approach, the essence of the phenomenon under study is revealed through a person's inner sense of himself in a system of conditions, circumstances and opportunities; within the boundaries of pedagogical — psychological comfort of education is represented as a set of parameters, qualities, characteristics of the external environment of the subject. These ideas are associated with the concept of educational environment, which is built through the joint development of its interacting components. The objective aspect just emphasizes the objective-material basis of the phenomenon, the subjective — mental processes, states, personality qualities, the objective-subjective — has a socio-communicative nature and characterizes the processes of relations between the subjects of the educational process of rural school, taking into account its specifics. Two results of the formation of psychologically comfortable environment in which the educational process takes place are identified — direct and indirect; the introduction of the principle of psychological comfort into pedagogy is substantiated. The scientific novelty of the research is determined by highlighting the dual meanings of the integrative essence of the psychological comfort of education, explaining the possibility of personality development for all subjects of the educational environment and proposing fundamental ideas for constructing models for the formation of psychologically comfortable educational environment in rural school.
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Domokos, Cerasela, Martin Domokos, Silvia Nicoleta Mirică, Cristian Negrea, Eugen Bota, and Adrian Nagel. "Being a student at the Faculty of Sports and Physical Education in COVID-19 Pandemic times - A moment in life." Timisoara Physical Education and Rehabilitation Journal 13, no. 24 (September 1, 2020): 45–50. http://dx.doi.org/10.2478/tperj-2020-0007.
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AbstractIntroduction: The COVID-19 Pandemic started in December 2019 in China and it affected millions of people, forcing them to radically change their lifestyle.Aim: Thus, the idea of starting a study that evaluates the effects of the online media transfer on the life routine of PESF-WUT students was outlined, becoming the purpose of the present paper.Material and methods: This study consisted of analyzing a developed questionnaire applied on a study group of 334 students from PESF–WUT, which evaluated 3 aspects of our students’ life: the educational aspect, physical activity and leisure time.Results: The results revealed that COVID-19 Pandemic was a major life changing factor for our students, affecting all aspects of their daily routines. The evaluation of behavior regarding physical activity revealed that this component of our students’ life is of great importance in both the educational and leisure aspects of life.Conclusion: The study revealed that face to face, interpersonal contact has a great impact for both educational performance and the psychological and social aspect, by keeping the level of motivation at high standards. Last but not least, physical activity performed even in unusual conditions, such as Pandemic lockdowns has a great influence on stress management.
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��������� and M. Mukhidinov. "Psychological, Pedagogical and Technological Aspects of IT-Teacher�s Readiness for Professional Activity." Standards and Monitoring in Education 3, no. 2 (April 17, 2015): 56–59. http://dx.doi.org/10.12737/11215.
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The implementation of the introduction of the federal state educational standard radically changes the perception of the goals and priorities of general education and focuses on achieving new educational outcomes, which leads to the need to improve the structural and functional components of the educational system and the appropriate adjustments in the content of components of teacher´s professional activity. In this aspect, the article examines the development of technologic, psychological and pedagogical components of professional work of IT-teacher.
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Kabushko, Anna, Olga Artemenko, Maria Kirillova, Eugenia Shipilova, and Elena Andreeva. "Psychological and pedagogical support of the educational process of students with disabilities in the context of professional education." E3S Web of Conferences 210 (2020): 18093. http://dx.doi.org/10.1051/e3sconf/202021018093.
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The article presents theoretical and empirical approaches to the study of the process of psychological and pedagogical support of the educational process of students with disabilities in the context of professional education. The article considers theoretical approaches to the definition of "psychological and pedagogical support", its content aspects, due to the specifics of the construction of the educational process with students with disabilities. It is shown that changes in the educational process of students with disabilities often relate not so much to technological and organizational and methodological aspects as social and psychological ones. A program for accompanying students with disabilities in the context of professional pedagogical education is presented on the example of the Stavropol State Pedagogical Institute.
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MacKay, Tommy. "Educational and psychological outcomes for children with cochlear implants." Educational and Child Psychology 27, no. 2 (2010): 50–57. http://dx.doi.org/10.53841/bpsecp.2010.27.2.50.
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Cochlear implants have changed the lives of many children who are severely or profoundly deaf to the extent that they have transformed the landscape of hearing impairment studies. This has significant implications for all aspects of the practice of educational psychologists working with children and young people with hearing impairments. This brief review provides an introduction to cochlear implants in relation to language and communication, academic performance and social and personal adjustment. The views of parents and young people are considered, together with issues for children with complex needs. Implications for educational provision are discussed.
Dissertations / Theses on the topic "Educational change – Psychological aspects"
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Brounstein, Cheryll. "Teacher Adjustments to Multiple and Continuous Change." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/1334.
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This study examined the phenomenon of multiple and continuous change and the adjustments teachers made in response to the phenomenon. The research questions posed by this study are: 1. Is there a phenomenon of multiple and continuous change and if so how is it characterized by the participants? 2. Is there an effect of multiple and continuous change on the participants, if so, how do the participants adjust to the phenomenon and how can these adjustments be described? Methodologically, the strategy for this study was designed to allow for the generation of theory since multiple and continuous change has not been examined as a phenomenon. In-depth interviews were conducted with an "n" of five to allow for in-depth exploratory questioning and comparison and analysis of complex divergent data. The study utilized teachers' descriptions of their lived experience to provide working definitions of multiple and continuous change. Change is experienced as planned change, and change is experienced as unplanned change. Teachers also described paradoxes that characterize their work milieu. The paradoxes create unanswerable conundrums such as classroom versus school focus, depth versus breadth, commitment versus letting go and fidelity versus rigor. The phenomenon of multiple and continuous change provokes adjustments that are behavioral and attitudinal. These adjustments impact the instructional domain, professional domain and personal domain. The adjustments teachers made did not resemble targeted outcomes. Rather, the adjustments teachers made served as metaprescriptions to assist in the navigation of multiple and continuous change. The composite suggests that multiple and continuous change is complex, interactive and exponential. The behaviors and attitudes that the participants learn mitigate institutionalization of innovations and favor simple adjustments that make teaching more manageable under the circumstances but not necessarily more effective. The significance of this study is that change has been misunderstood because the perspective of the teacher has been overlooked. The misunderstanding of what comprises change disrupts and alters strategic planning. Change in schools is experienced as a phenomenon that is continuous. Administrators, change agents, and policy makers must readjust their thinking about change and develop a paradigm for school improvement that reflects the real world of schools.
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Bathgate, Jeanne M. "School Closure – A Case Study." Thesis, The University of Sydney, 2005. http://hdl.handle.net/2123/1777.
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This case study looks at the impact of closing an urban secondary school. It considers the experiences of the students, the staff and the parents. It does not argue with the decision to close the school but concentrates on the experience for those most closely involved. The thesis is guided by the main research question which is: “What is the impact of school closure on the various elements of a school community and is there a way to close a school and minimise this impact?” Supplementary questions seek to describe how the closure was undertaken and what factors can be identified which helped ease the transition for those involved. While seeking to develop theory grounded in the research the findings have also been informed by theory associated with grief, place attachment, emotion in the workplace and change. Unpublished primary documents such as transcripts of group interviews, responses to written questionnaires and minutes of meetings are the basic sources of data for this thesis. The researcher was an active participant in the closure and well known to all respondents. The thesis concludes that although keeping the school open for the final year was of benefit to the morale and adjustment of staff it was probably less beneficial for the students involved. It suggests that with proper counselling support and identification of the closure as a critical incident, a quick closure would help student learning outcomes and prevent teacher de-skilling. It also confirms the importance of a school, or probably any institution, in the emotional life of those associated with it. Note: The students in this study range in age from 13 to 18 years of age in Years 7 through to 12.
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Bathgate, Jeanne M. "School Closure – A Case Study." University of Sydney, 2005. http://hdl.handle.net/2123/1777.
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Doctor of EducationThis case study looks at the impact of closing an urban secondary school. It considers the experiences of the students, the staff and the parents. It does not argue with the decision to close the school but concentrates on the experience for those most closely involved. The thesis is guided by the main research question which is: “What is the impact of school closure on the various elements of a school community and is there a way to close a school and minimise this impact?” Supplementary questions seek to describe how the closure was undertaken and what factors can be identified which helped ease the transition for those involved. While seeking to develop theory grounded in the research the findings have also been informed by theory associated with grief, place attachment, emotion in the workplace and change. Unpublished primary documents such as transcripts of group interviews, responses to written questionnaires and minutes of meetings are the basic sources of data for this thesis. The researcher was an active participant in the closure and well known to all respondents. The thesis concludes that although keeping the school open for the final year was of benefit to the morale and adjustment of staff it was probably less beneficial for the students involved. It suggests that with proper counselling support and identification of the closure as a critical incident, a quick closure would help student learning outcomes and prevent teacher de-skilling. It also confirms the importance of a school, or probably any institution, in the emotional life of those associated with it. Note: The students in this study range in age from 13 to 18 years of age in Years 7 through to 12.
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Stevenson, Miriam. "Voices for change : exploring aspects of social citizenship alongside young adults who have down syndrome." Thesis, Faculty of Education and Social Work, 2011. http://hdl.handle.net/2123/13153.
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Olachnovitch, Vonya. "The transtheoretical model of behavior change and social physique anxiety among middle school physical education students." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1217389.
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There is a need to look at the determinants of exercise behavior in adolescents, as there is a large deficit of research concerning this population. The purpose of this study was to examine Social Physique Anxiety (SPA) and the body shape of adolescents participating in a semester of physical education class. A secondary purpose was to create general profiles by combining the SPA information and the Transtheoretical Model (TM) of behavior change. Middle school students (N= 374) participated by completing a regularly scheduled physical education class and completing the Exercise Behavior Change Survey (which assessed Body Shape, SPA and TM) pre and post semester. The study revealed participation in class had no effect on SPA levels or Body Shape scores, nor did the study reveal any gender differences with these two concepts. Concerning the TM, SPA may not be a factor for progressing through the stages of change, although it may effect which processes were utilized and how one identifies the pros and cons of exercising. The Social Physique Anxiety Scale only reached an alpha of .50, possibly contributing to the lack of relationship between SPA and TM.School of Physical Education
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Burger, Corlia. "Onderwyserleer vir die effektiewe implementering van gedifferensieerde onderrig in die grondslagfase." Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86466.
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Thesis (MEd)--Stellenbosch University, 2014.ENGLISH ABSTRACT: Learners enter the classroom with different academic abilities, learning profiles and interests. Inclusive education is therefore seen as a possible answer to accommodate individual diversity in the classroom and to address the needs of every learner. During South Africa’s era of apartheid education, differences and disabilities were seen as learner-centred, and this led to labelling, marginalising and exclusion of specific learners. In the light of the aforementioned, the implementation of inclusion, which sees difference in learners (and between people in general) as a basic part of human life, is seen as challenging in South Africa. Differentiated instruction can be seen as a teaching strategy to promote inclusive education, as its focus is learner-centred and it is based on the philosophy that all learners can learn provided they are supported in the learning process. Although differentiated teaching is not unknown internationally and nationally and is most probably implemented in the classroom, the effective implementation thereof is not understood fully. This research study made use of the participatory action research design, and the main aim was therefore to effectively implement differentiated teaching in the Foundation Phase through collaborative teacher learning. A qualitative methodology was used, with six teachers as the participants in the natural setting of the school where they teach (in the Foundation Phase). The school is located in a less affluent urban community in the Western Cape province, one of the nine provinces in South Africa. During the first action research cycle it was found that not all aspects of differentiated teaching were internalised for effective implementation in the classroom. The evolving nature of the participatory action research design allowed an additional phase for problem definition and therefore the initiation of another action research cycle. The results will be shared with the participants as well as the relevant district’s office and the learning support educator, who will be employed during 2014, in an effort to ensure the sustainability of the process. Individual interviews were conducted with the participating teachers to formulate a problem definition for the next cycle in the participatory action research process. Although it was found after the first cycle that not all aspects of differentiated teaching were internalised for effective implementation, the teachers acknowledged the approach and initiated differences in their classroom. It is hoped that a longer intervention period may result in valuable outcomes. When the next cycle of the teacher learning process commences, whole-school development should be used as a starting point, where collaborative relationships exist in an inclusive school community and in which all role players are involved.
AFRIKAANSE OPSOMMING: Leerders betree die klaskamer met verskillende akademiese vermoëns, leerprofiele en belangstellings. Inklusiewe onderwys word tans as ’n moontlike antwoord gesien om individuele diversiteit in die klaskamer tegemoet te kom en in elke leerder se behoeftes te voorsien. Tydens Suid-Afrika se era van apartheidsonderwys is verskille en ook gestremdhede as probleme ervaar wat in die leerder gesentreer is, en dit het tot die etikettering, marginalisering en uitsluiting van sodanige leerders gelei. In die lig van voorafgaande word die implementering van inklusiewe onderwys, wat die bestaan van verskille tussen leerders (en tussen mense in die algemeen) as ’n basiese deel van die menslike lewe aanvaar, in Suid-Afrika as uitdagend beleef. Gedifferensieerde onderrig kan as onderrigstrategie gebruik word om inklusiewe onderwys te bevorder, aangesien die fokus van inklusiewe onderwys leerdergesentreerd is en op die filosofie gegrond is dat alle leerders kan leer mits hulle in die leerproses ondersteun word. Alhoewel gedifferensieerde onderrig internasionaal en nasionaal nie onbekend is nie en waarskynlik wel in klaskamers geïmplementeer word, word die effektiewe toepassing daarvan nie altyd ten volle verstaan nie. In hierdie navorsingstudie is van deelnemende aksienavorsing as ontwerp gebruik gemaak met die hoofdoel om deur middel van kollaboratiewe onderwyserleer die effektiewe implementering van gedifferensieerde onderrig in die Grondslagfase te bevorder. Daar is van ’n kwalitatiewe metodologie gebruik gemaak, met ses onderwysers as die deelnemers en die skool waarin hulle onderrig (in die Grondslagfase) die natuurlike omgewing. Die skool is in ’n minder welvarende stedelike gemeenskap in die Wes-Kaap-provinsie, een van die nege provinsies in Suid-Afrika, geleë. Ná afloop van die eerste aksienavorsingsiklus is bevind dat nie alle aspekte van gedifferensieerde onderrig genoegsaam geïnternaliseer is om effektiewe toepassing in die klaskamer te verseker nie. Die ontwikkelende aard van deelnemende aksienavorsing as navorsingsontwerp het egter ruimte gelaat vir ’n addisionele fase van probleemafbakening om ’n verdere aksienavorsingsiklus in die navorsingskool te inisieer. Die resultate van hierdie fase sal met die deelnemers gedeel word en ook aan die betrokke distrikskantoor en die leerondersteuner, wat die posisie gedurende 2014 sal beklee, bekend gemaak word in ’n poging om die volhoubaarheid van die proses te verseker. Individuele onderhoude is met elke deelnemende onderwyser gevoer ten einde ’n probleemstelling vir die volgende siklus in die deelnemende aksienavorsingproses te formuleer. Alhoewel daar ná afloop van die eerste siklus bevind is dat nie alle aspekte van gedifferensieerde onderrig genoegsaam geïnternaliseer is om effektiewe toepassing te verseker nie, het die onderwysers wel van die benadering tot onderrig kennis geneem en reeds veranderinge in hul klaskamers begin inisieer. Die hoop bestaan dus dat ’n langer intervensieperiode waardevolle uitkomste kan meebring Wanneer hierdie studie se volgende siklus van die onderwyserleerproses in aanvang neem, moet geheelskoolontwikkeling, waar daar ’n kollaboratiewe verhouding in die skool as ’n inklusiewe gemeenskap bestaan en waarby alle rolspelers betrek word, as vertrekpunt dien.
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Leavell, Brian K. ""Making the Change": Middle School Band Students' Perspectives on the Learning of Musical-Technical Skills in Jazz Performance." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc277968/.
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Students' perspectives in jazz education have gone largely ignored. A modified analytic inductive design allowed me to look broadly at the students' jazz band experience while specifically investigating their views about playing individualized parts, improvising, and interpreting and articulating swing rhythms. A focus group procedure was altered (Krueger, 1995) and incorporated into my teaching of 19 students. Two 30 minute sessions per week over a 12 week period were video- and audiotaped. Audiotaped exit interviews provided data in a non-social environment. All data were transcribed and coded in order to identify major themes and trends. Conclusions were verified through member checks, several types of triangulation and other qualitative analysis techniques. Trustworthiness was determined through an audit. Cognitively and physically, students had to accommodate musical techniques as these differed from those used in concert band. Some students were confused by the new seating arrangement and the playing of individualized parts. While some students could perform distinctly different swing and straight interpretations of the same song without external cues, others could only perform this task with external cues. Some changes in articulation were well within the students' capabilities while other techniques were more difficult to accommodate. Several students felt 'uptight' while they improvised alone in front of their peers, noting group improvisation and rhythmic embellishment of familiar tunes as being helpful in assuaging these feelings. Students recognized the environmental differences between concert band and jazz band, and reported more freedom of expression in jazz band. Particularly enjoying this freedom, the more willing improvisors banded together as a clique. The students' learning was viewed as being situated in the context of jazz band. 'Musical perturbation' and cognitive apprenticeship described students' physical and cognitive accommodation of the new context. The instructional strategies students found to be most helpful were student-centered and derived from cognitive behavior modification and scaffolding theory.
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Director, Dana L. "The Impacts of Change in Governance on Faculty and Staff at Higher Education Institutions: A Case Study of OHSU." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1490.
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In the early 1990s, Oregon Health and Science University leadership examined the political and economic landscape and determined it needed a new operational model to survive and thrive. In 1995 OHSU separated from the state higher education system and became a public corporation, with goals of increased efficiency, customer-focus, ability to attract world-class researchers and physicians, and salaries commensurate with an urban academic health center.
This research examines the internal impacts when universities undergo significant change, using OHSU's governance change as a case study. Central is the question: what effect(s) did OHSU's decision to become a unique public corporation have on specific employee groups? This study looks at two groups and their perceptions of the change: faculty, and union-represented staff.
The author interviewed the leadership team who led the transition, reviewed historical and organizational documents and archives, and examined quantitative data such as tuition, state funding, research, and salaries. Interviews were then conducted with longtime and former employees to obtain employee perceptions. Finally, the study compares employee perceptions about process, culture, and job satisfaction, to the goals established by the leadership.
The results of this study reveal that, while there were internal and external challenges, the transition to a public corporation was successful according to the perceptions of most employees when compared to the goals. After the transition, OHSU did become more efficient and more nimble for a time, able to recruit world-class employees and pay competitive salaries. Staff felt empowered and some faculty felt it made OHSU a better institution. However, some faculty felt that OHSU's transition to the public corporation eventually led to increased bureaucracy, as well as to the loss of shared governance, tenure practices, and other cultural norms inherent to academic institutions.
By examining OHSU's transition and the impacts on employee groups, this study provides insight to other universities contemplating this type of change. While each institution is unique, understanding the impacts to these key stakeholders can help universities plan for and implement significant governance change.
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Catlett-Newby, Vicki L. "The effects of evacuation and relocation following Hurricane Andrew on children ages two through six." FIU Digital Commons, 1993. http://digitalcommons.fiu.edu/etd/2087.
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The purpose of this study was to describe the effects of evacuation from Hurricane Andrew in August of 1993 and subsequent relocation following the storm on the young children of six families from Homestead Air Force Base, Florida.
Interviews were conducted over a three-month period; these were supplemented with samples of the children's drawings and observations of the children at play.
The resulting case studies illustrate various coping strategies utilized by the six families to deal with the loss of home, goods, and community in the wake of the storm and the ways in which these impacted the young children in each family. Parental coping styles were an influence on the children's ability to make the adjustments necessary during this especially stressful transition.
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Coates, Nicholas Robert. "The psychological adjustment of middle managers after revolutionary organisational change." Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1008554.
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With the accelerated process of political and socio-economic transformation in South Africa, revolutionary organisational change has become a given in contemporary South African business life (Human & Horwitz, 1992). For revolutionary organisational change to succeed in South Africa, middle managers who represent the 'cement' of the organisation, need to adjust at the individual level. However, the literature on organisational change remains curiously silent about individual adjustment (Ashford, 1988). The goals of the research were firstly, to recount the middle manager's perceptions and experiences of revolutionary organisational change. Secondly, to detail the psychological re-Books on the topic "Educational change – Psychological aspects"
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Louden, William. Understanding teaching: Continuity and change in teachers' knowledge. New York: Cassell, 1991.
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Understanding teaching: Continuity and change in teachers' knowledge. London: Cassell, 1991.
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Remiszewska, Zofia. Kryzysy egzystencjalne młodzieży a edukacja szkolna. Opole: Wydawn. Uniwersytetu Opolskiego, 2007.
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Deits, Bob. Life after loss: A personal guide dealing with death, divorce, job change, and relocation. 3rd ed. Tucson, Ariz: Fisher Books, 2000.
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Deits, Bob. Life after loss: A personal guide dealing with death, divorce, job change, and relocation. Tucson, Ariz: Fisher Books, 1988.
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Life after loss: A personal guide dealing with death, divorce, job change, and relocation. Tucson, Ariz: Fisher Books, 1992.
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Lawrence, Clare. Successful school change and transition for the child with asperger syndrome: A parents guide. Philadelphia: Jessica Kingsley Publishers, 2010.
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Deits, Bob. Vivir después de la pérdida. Tucson, AZ: Fisher Books, 1994.
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Deits, Bob. Life after loss: A practical guide to renewing your life after experiencing major loss. 5th ed. Cambridge, Mass: Lifelong Books, 2009.
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Deits, Bob. Life after loss: A practical guide to renewing your life after experiencing major loss. 4th ed. Cambridge, MA: Da Capo/Lifelong, 2004.
Find full textBook chapters on the topic "Educational change – Psychological aspects"
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Ding, Cody S. "Mean-Level Change vs. Pattern Change." In Fundamentals of Applied Multidimensional Scaling for Educational and Psychological Research, 175–85. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78172-3_13.
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Borovcnik, Manfred. "Risk and Decision Making: Psychological and Educational Aspects." In Encyclopedia of Mathematics Education, 740–54. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_100036.
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Borovcnik, Manfred. "Risk and Decision Making - Psychological and Educational Aspects." In Encyclopedia of Mathematics Education, 1–15. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77487-9_100036-1.
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Yeung, Charlotte Ting Yan, and Raymond Chi Fai Chui. "A Study on the Impact of Involvement in Violent Online Game and Self-Control on Hong Kong Young Adults’ Psychological Well-Being." In New Media for Educational Change, 165–74. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8896-4_14.
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Flader, Dieter. "Depth-psychological aspects of the public debate about climate change." In Psychoanalysis, Culture and Social Action, 94–116. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429345449-3.
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Schnitger, B. "Psychological and educational aspects of spina bifida (from babyhood to adulthood)." In Spina bifida - neural tube defects, edited by P. Gless, J. Lorber, and D. Voth, 299–304. Berlin, Boston: De Gruyter, 1986. http://dx.doi.org/10.1515/9783110850307-039.
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Pietrabissa, Giada, Francesco Borgia, Gian Mauro Manzoni, Riccardo Proietti, Luca Alessandro Gondoni, Mariella Montano, Ferruccio Nibbio, Anna Maria Titon, Gian Andrea Bertone, and Gianluca Castelnuovo. "Psycho-educational Support Interventions for Patients with an Implantable Cardioverter Defibrillator." In Psychological, Emotional, Social and Cognitive Aspects of Implantable Cardiac Devices, 181–98. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55721-2_10.
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Willett, John B., and Judith D. Singer. "How long did it take? Using survival analysis in educational and psychological research." In Best methods for the analysis of change: Recent advances, unanswered questions, future directions., 310–27. Washington: American Psychological Association, 1991. http://dx.doi.org/10.1037/10099-018.
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Wittmann, Erich Christian. "The Mathematical Training of Teachers from the Point of View of Education." In Connecting Mathematics and Mathematics Education, 49–60. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61570-3_4.
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AbstractThe paper describes an approach to integrating the mathematical and educational components in teacher training which is based on elaborating educational and psychological aspects inherent in “good mathematics”.
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Gómez-Parra, María-Elena, and Bashar Daiss. "The Concept of Change and the Teachers’ Role on the Implementing Technological Transformation at School." In Educational Theory in the 21st Century, 79–97. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9640-4_4.
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AbstractThe concept of change includes a variety of topics, situations, disciplines, dimensions, and aspects. Its diversity and impact on individuals and organizations has led to an array of definitions, models, and theories. Thus, changes constitute a response to values, transformations that are interpreted as opportunities to improve an organization’s resilience and increase its achievements. This chapter will further discuss the concept of change, leading to a deep analysis of teachers’ moral and ethical role in one of the most impactful changes in schools: the technological revolution. If teachers believe that change is necessary, they will make great efforts to implement it effectively both in class and at school. International examples will be shown (e.g., Israel, USA, UK, and Turkey), and conclusions will be drawn regarding the need to specifically train teachers to raise their ICT awareness and understand the drawbacks and risks of technology in the twenty-first century. Schools’ transformation in information and communication is not just a technological revolution but also a social and ethical change that involves teachers in a complex weave of technologies, its creators and users, their interactions, and the social context.
Conference papers on the topic "Educational change – Psychological aspects"
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Ochsner, Andrea. "Exploring an Unfamiliar Space Reflections on the Socio-Psychological Aspects of Synchronous Online Teaching." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12909.
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Online technologies provide a myriad of new teaching and learning methods, and while those new technologies have a lot of advantages, the rapid change from face-to-face to online teaching and distance learning during the COVID-19 pandemic has made certain disadvantages visible, too. This paper focuses on the psychological impact of online learning on students, specifically in connection with the move from a well-known place, the university campus, to an unknown space, the online classroom. It explores why uncertainty and anxiety can result in reluctance to engage, a process that is caused by a lack of social information, low peer bonding possibilities and obstacles to create a sense of belonging. The findings are based on a general, theoretical understanding of psychological aspects that impact the virtual classroom, as well as on observations made during the lockdown period and its subsequent months of online teaching, drawing on concepts from social psychology, i.e. social cognition, social perception and conformity. What has become undoubtedly evident is that while the new technologies create new and creative spaces for teaching and learning, they are by no means free of stress and anxiety.
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Alonso-Muñoz, Sara, Rocío González-Sánchez, and María Torrejón-Ramos. "Analysis of the problems generated by the adaptation of teaching caused by Covid-19: Proposal for a new learning framework." In INNODOCT 2021. Valencia: Editorial Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/inn2021.2021.13391.
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After the pandemic crisis caused by Covid-19, we can affirm that the future will increasingly rely on remote methodologies and will most likely continue with hybrid or blended teaching, combining online and face-to-face classes. Article 9 of Spanish Royal Decree 463/2020 ordered the suspension of presential educational activity at all levels in Spanish territory, as it was recommended that distance and online teaching be used whenever possible. Due to these quarantines, education authorities have been forced to modify teaching methods and methodologies in a short period, using existing technological and human resources. Students and teachers have found themselves in a new educational scenario very quickly and traumatically, without being prepared on most occasions. This paper presents a systematic literature review of the main national and international journals in the Web of Sciences, with the aim of finding out the main problems that the academic community has faced with the rapid adaptation of presential teaching to online or blended teaching. We can conclude that this expeditious change has caused problems that can be derived from (1) technical or infraestructure, (2) psychological and/or (3) formative and normative aspects. We are talking about a new learning framework that involves changes in the knowledge to be applied -pedagogical and technological-, in the didactics used -more collaborative and active- and in the context in which it is carried out -virtualisation of the environment and use of social networks-.
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Suero Montero, Calkin, Naska Goagoses, Heike Winschiers-Theophilus, Nicolas Pope, Tomi Suovuo, Erkki Rötkönen, and Erkki Sutinen. "SUPPORTING ACADEMIC ENGAGEMENT THROUGH IMMERSIVE TECHNOLOGIES." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end022.
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"Academic engagement refers to the overall quality of students’ involvement with schooling, including their activities and goals, as well as their connections with peers and educators. Much research has examined the facilitation and support of students’ academic engagement within physical classroom settings. However, the field of education has been experiencing a shift from the status quo modus operandi of face-to-face instruction to online synchronous/asynchronous instruction, which has impacted students’ engagement. This change has increased the demand to develop and adapt digital technologies that can support the engagement of students throughout online learning processes and their adjustment to the new educational norm. Fundamental research on the development and implementation of immersive technologies could provide a way forward, however we maintain that the development of such technologies needs to be guided by current pedagogical and psychological theories. Hence, in this paper, first we examine empirically substantiated frameworks of engagement and identify aspects that require consideration when developing new immersive technologies. Then, we present a succinct review of the technology-enhanced learning environments literature to determine how engagement has (or has not) been supported through immersive technologies, i.e., virtual reality (VR), augmented reality (AR), and 3D volumetric video. Finally, having embarked on the development of our in-house technology, an immersive 3D video prototype, we present the technology setup alongside the co-creation process that we are implementing to guide its development. Based on pedagogical and psychological research, we highlight several vital factors substantiating students’ engagement, including the significance of the teacher’s role and the importance of teacher-student and student-student interactions. These factors serve to guide our qualitative data collection during co-creation sessions to uncover students’ and teachers’ new perspectives of engagement in relation to the affordances that immersive technologies should offer. Our work presents insights to educators, technology designers and researchers about important educational frameworks and considerations directing our development of immersive technologies in support of academic engagement."
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Merlin, Silvia, Maira Oliveira, Luciana Cassimiro, Isabella Avolio, Eduardo Tres, Ricardo Nitrini, and Sonia Brucki. "FOLLOW UP OF THE PERSONALITY CHARACTERISTICS AND COGNITIVE EVOLUTION OF ELDERLY PEOPLE IN LONGITUDINAL FOLLOW-UP." In XIII Meeting of Researchers on Alzheimer's Disease and Related Disorders. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1980-5764.rpda068.
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Background: Some psychological and personality characteristics of individuals, seem to determine behavioral patterns that are associated with better health throughout life and, consequently, prevent the progression of early cognitive changes to dementia. Objective: Identify factors that interfere in the evolution of cognitive disorders. Methods: Volunteers were evaluated clinically and for personality characteristics and neuropsychological testing. Follow-up occurred over two years from the initial assessment, and participants’ cognitive categories were re-analyzed every six months to observe variation in the same. Results: Of the 102 subjects, 65 remained at follow-up. The sample was composed predominantly of women (65%), white (74%), with a mean age of 78 (±7.5) years and 12 (±4.8) years of education. Throughout the process, 23% of cognitively normal 15% of subjective cognitive decline, and 27% of non-amnestic mild cognitive impairment individuals worsened cognitively. In the same period, 15% of the non-amnestic mild cognitive impairment and 31% of the amnestic mild cognitive impairment improved in cognitive ratings. Observed that older ages present greater cognitive worsening, and that very low indices of the personality trait Openness present associations with cognitive worsening. Conclusion: The factors most associated with cognitive change in this group of elderly people were age and aspects of openness of personality that are associated with cognitive reserve.
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Ziakkas, Dimitrios, Abner Del Cid Flores, and Michael W Suckow. "The Implementation of Competency-Based Training and Assessment (CBTA) Framework in Aviation Intelligence Human Systems." In Intelligent Human Systems Integration (IHSI 2023) Integrating People and Intelligent Systems. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1002911.
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At the current stage, one of the most critical aspects of workforce planning in Human Resources Management (HRM) entails ensuring that employees possess the appropriate skills and competencies to fulfill the organization's job description requirements. The global competitiveness in the modern aviation business has undergone a profound change (Intelligence Human Systems Integration) and the proliferation of a diverse network of low-cost and traditional carriers that has increased the reach, breadth, and frequency of traditional passenger-carrying services. As a result of the constantly expanding gap between demand and supply for qualified and highly competent experts in Intelligence Human Systems Integration, airline recruiters are under increasing pressure to find novel techniques for attracting and communicating with potential employees.This study aims to develop a strategy for incorporating the Competency-Based Training and Assessment (CBTA) framework into aviation personnel planning, training and management of the Intelligence Human Systems Integration - change. Research objectives include a theoretical study of the CBTA framework, an examination of the existing state of human resources planning, training and operations; the identification of the pilot performance gaps and the function of quality training; and a recommendation for adopting the CBTA framework in aviation human resources framework and Intelligence Human Systems Integration. When establishing the worldwide CBTA framework for the aviation industry, the authors analyzed the controlling elements and trends in the industry, proposing a global approach of managing the Intelligence Human Systems Integration - change.The components of putting the CBTA framework into action were considered in light of the pandemic repercussions. According to the findings of the subsequent study, aviation programs should encourage learning beyond the minimum knowledge requirements during the ab initio phase of the training, as well as provide opportunities for ongoing education and emphasize the quality of education rather than the quantity (building hours), implementing new aspects of technology (AI). As a result of the research, several conclusions have been formed, and one of them is that the demand for human factors is a top priority in the aviation business. This demand is affected by organizational culture, resistance to technological change, and legislative employment constraints.In the following study, a synthesis of the Lean Six Sigma (L6) strategy and implementation of the CBTA framework is proposed as an alternative to the existing method in many countries, which restricts management of change and causes unneeded organizational pressure. Additional recommendations include implementing validated CBTA – EBT / psychological applications during the implementation process and management of change to assist airlines in becoming an employer of choice in the sector and expedite the Intelligence Human Systems Integration .
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Wai Michael Siu, Kin, Kwok Yin Angelina Lo, Yi Lin Wong, and Chi Hang Lo. "Playful Public Design by Children." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002044.
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The design of public space and facilities in a country park aims to serve a wide scope of people with diverse needs and interests. Research on human factors should include users of different ages and capabilities. Children are often a forgotten category of users for collecting views and preferences in public design. Their voices and ideas are seldom heard and heeded. It is crucial to involve children in the design process to optimise outdoor recreational and educational experience in a country park. Playful Public Design by Children is a design research project which involved 1,023 children aged 3 to 18. They were guided to use a human factors (or ergonomics) approach to identify and solve problems in the real-life setting of Shing Mun Country Park in Hong Kong. The design research, spanning from 2019 to 2020, was conceived and co-led by a public design lab of a university and a group of art and design studios for children and teenagers. This paper reports an investigation of children’s perception of, observations on and concerns about the country park and the values underlying these concerns. Different phases engaged children in site research and visual-based design projects. For clarity and more in-depth discussion, this paper focuses specifically on children aged 8 -12. The projects allowed children to participate in observing the inadequacies of current park features such as space and facilities design. Research findings reveal children’s ability to embrace complexity in different design situations as they adopted the role as researcher, designer and change-maker. The common problem-solving strategies among their proposed design ideas reflect their concern for fun, fulfilment, adventure, action and harmony of different users (animals included) in the shared outdoor environment. Their proposed design solutions go beyond existing park design that covers only functional and physical aspects. Children’s perspective addresses other human factors such as psychological, emotional and social needs of different users resulting in an array of whimsical designs, such as zoomorphic gazebos, tree houses and observation towers for star-gazing, bird-watching, daydreaming and quiet reading. The significance of the research project is in the pedagogical practice that reveals children’s inherent creativity, design ability and potential as contributing citizens. The project changes urban children’s perception of nature, design and problem-solving strategies, and parents’ perception of design education in children’s creative development. Through the lens of children, designers can find a more well-rounded view inclusive of different human factors that can optimise users' interaction with the country park environment.
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"PSYCHOLOGICAL AND PEDAGOGICAL ASPECTS OF THE EDUCATIONAL PROCESS IN RUSSIA." In SOCIOINT 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.46529/socioint.202122.
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Sarı, Selahattin, Ahmet Ay, and Melike Köksal. "The Relationship Between Unemployment and Immigration: The Case of OECD Countries (2008-2018)." In International Conference on Eurasian Economies. Eurasian Economists Association, 2019. http://dx.doi.org/10.36880/c11.02340.
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In the broadest sense, immigration is defined as the change of places where people live, and it becomes a more complicated phenomenon when analyzed from the socio-economic, political and psychological aspects. The extent of the impact of migration in this context varies according to the conditions of each country, but it is also related to the number of migrants received and the many personal characteristics of immigrants, such as age, education level. Therefore, there is no unanimity on the subject in the literature. The total number of settled migrations of the 25 OECD countries in the last 10 years has been used. The effects of the migrants employed in the labor markets (registered) on the unemployment rates of the selected countries were investigated. The study period was selected as 2008-2018 years. The data was obtained from the OECD and World Bank databases. In this context, panel causality analysis was applied to investigate the short-term effects of the employed migrants on the unemployment rates of the selected countries. As a result of the analysis, in the short-term, no double or one-way relationship between unemployment and immigration was found. However, in the long run, the cointegration relationship between the variables was determined and the panel cointegration analysis revealed that long-term migration would affect unemployment in the same direction. So, according to the results of the analysis; for the countries examined, there is a long-term and similar relationship between unemployment and settled migrants who participate in labor force in the selected period.
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Kovalenko, O., and D. Kovalenko. "Psychological aspects of engineers' training in a technical higher educational institution." In 2015 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2015. http://dx.doi.org/10.1109/icl.2015.7318035.
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Shayakhmetova, L. A., A. I. Pevneva, and А. V. Chernov. "Socio-psychological aspects of self-regulation of cognitive states in educational activity." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.326.337.
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The article considers the problem of the effectiveness of self-regulation of cognitive states, due to various socio-psychological factors. The theoretical and methodological basis of the study is the concept of self-regulation of mental states A. O. Prokhorov. In previous studies, various aspects of the self-regulation of cognitive states were touched, however, the socio-psychological factors of self-regulation of cognitive states remain practically unstudied. The purpose of the study: to identify the role of the psychological climate in determining the effectiveness of self-regulation of cognitive conditions of students in everyday learning activities. In the course of the study, the following methods were used: 1. Test for determining the index of group cohesion K. E. Sisora. 2. Methodology for assessing the microclimate of a student group V. M. Zavyalova. 3. Methodology for the effectiveness of self-regulation of mental states A. O. Prokhorova and A. N. Nazarova. In addition, to determine the effectiveness of self-regulation of mental states, students were asked to identify and evaluate cognitive states that occurred at the beginning, in the middle, and at the end of the lecture. As a result of the study, it was revealed that in groups with an average level of favorable psychological climate prevailed interest and reflection. Students studying in groups with a low-favorable level of psychological climate are more likely to experience states of immunity and boredom. The greatest impact of the psychological climate in the group is affected by such aspects of self-regulation of conditions as physiological processes and behavior: their indicators were higher in groups with a higher level of psychological climate. Further, for a greater differentiation of data using factor analysis, various indicators of the psychological climate were identified: «mutual assistance and support», «security» and «business activity of the group». It has been established that the greatest influence among the identified factors on the effectiveness of self-regulation is exerted by the indicator «group business activity».
Reports on the topic "Educational change – Psychological aspects"
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NELYUBINA, E., and L. PANFILOVA. ASSESSMENT OF THE QUALITY OF EDUCATIONAL ELECTRONIC PUBLICATIONS AND RESOURCES. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-85-97.
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Now the whole life of a person has switched to online mode. These changes also affected the education system. This means the need to introduce new technologies into the educational process. Books, manuals, printed publications are being replaced by electronic educational resources. Providing up-to-date, verified information to students has always been and remains one of the most important functions of the teacher. Unfortunately, with the transition of training to the online mode, the teacher cannot use his literature when conducting classes. In this regard, there is a need to use electronic resources. On the one hand, the development of the global network implies the presence of a large number of a wide variety of sites, which cannot but be a positive aspect, because both the teacher and the student can independently choose a resource that will be most understandable. But on the other hand, the variety of Internet resources implies the presence of unverified, false information, which can negatively affect the quality of education. That is why it is necessary to analyze new information systems. The problem is the presence of a large number of information technologies and resources used in education. Purpose. The goal is to conduct a comparative analysis of educational electronic publications and resources most often used by teachers of the natural science cycle in terms of their fullness, accessibility and use in the educational process. Method or methodology of the work. The requirements for the organization of a comprehensive examination suggest an approach that includes an examination of technical and technological, psychological, pedagogical and design-ergonomic aspects of the creation and use of educational electronic publications and resources, in our work we were based precisely on generalized research methods: 1) Technical and technological expertise (technical component of the site, its position in the network). 2) Psychological and pedagogical expertise (component by the type of educational electronic publication or resource, level of education, type and form of the educational process, assessment of the content and scenario of the informatization tool). 3) Design-ergonomic expertise (assessment of the quality of interface components of educational electronic publications and resources, their compliance with uniform ergonomic, aesthetic and health-saving requirements; assessment of the quality of interface components of educational electronic editions and resources, their compliance with uniform ergonomic, aesthetic and health-saving requirements). Results. The main sites that are frequently used by teachers of the natural science cycle of disciplines are the Russian Textbook corporation, the Enlightenment group of companies, the Binom publishing house, the Digital Age School, the practical significance of the study is determined by the high level of readiness of the results obtained, during the study it was found that it is advisable to introduce an information-electronic educational site - the Russian textbook corporation - into the pedagogical practice of the implementation of natural science subjects. The advantages of this server were established and recommendations for its use in the educational process were developed. Practical implications: the results obtained are expedient to be applied in educational institutions of the Russian Federation.
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VASYUKOV, O. G., V. M. BOLSHAKOVA, and P. YU NAUMOV. THEORETICAL AND PRACTICAL ASPECTS OF FORMING SOCIAL RESPONSIBILITY OF STATE CIVIL EMPLOYEES. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/978-0-615-67324-0-4-12.
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Target. Currently, the development of professional values and official behavior of civil servants are relevant for training personnel for the public authority system. One of the ways to form the personality of a civil servant who is a professional is to increase the real level of his social responsibility. The article is devoted to the study of the phenomenon of social responsibility of civil servants. Method or methodology of the work. The systematic, activity-based and axiological approaches were used as methodological principles in the work. The research methods were analysis and synthesis, movement from the general to the particular, comparison and analogy, movement from the abstract to the concrete, complex generalization and classification. Results. The main results of the study include the concretization of the concept of «social responsibility of civil servants», the identification of the essential properties of social responsibility, the determination of the features of its functioning, the formulation of urgent problems for further research in this aspect. Scope of the results. The scientific results of the article can be applied when conducting psychological and pedagogical research and organizing classes in educational institutions of higher education.
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Haider, Huma. Fostering a Democratic Culture: Lessons for the Eastern Neighbourhood. Institute of Development Studies, August 2022. http://dx.doi.org/10.19088/k4d.2022.131.
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Political culture is the values, beliefs, and emotions that members of a society express about the political regime and their role in it (Pickering, 2022, p. 5). Norms, values, attitudes and practices considered integral to a “culture of democracy”, according to the Council of Europe, include: a commitment to public deliberation, discussion, and the free expression of opinions; a commitment to electoral rules; the rule of law; and the protection of minority rights; peaceful conflict resolution. The consolidation of democracy involves not only institutional change, but also instilling a democratic culture in a society (Balčytienė, 2021). Research on democratic consolidation in various countries in Central and Eastern Europe (CEE) finds that a key impediment to consolidation is the persistence of old, authoritarian political culture that undermines political and civic participation. This rapid review looks at aspects of democratic culture and potential ways to foster it, focusing on educational initiatives and opportunities for civic action — which comprise much of the literature on developing the values, attitudes and behaviours of democracy. Discussion on the strengthening of democratic institutions or assistance to electoral processes is outside the scope of the report.
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Saptsin, Vladimir, and Володимир Миколайович Соловйов. Relativistic quantum econophysics – new paradigms in complex systems modelling. [б.в.], July 2009. http://dx.doi.org/10.31812/0564/1134.
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This work deals with the new, relativistic direction in quantum econophysics, within the bounds of which a change of the classical paradigms in mathematical modelling of socio-economic system is offered. Classical physics proceeds from the hypothesis that immediate values of all the physical quantities, characterizing system’s state, exist and can be accurately measured in principle. Non-relativistic quantum mechanics does not reject the existence of the immediate values of the classical physical quantities, nevertheless not each of them can be simultaneously measured (the uncertainty principle). Relativistic quantum mechanics rejects the existence of the immediate values of any physical quantity in principle, and consequently the notion of the system state, including the notion of the wave function, which becomes rigorously nondefinable. The task of this work consists in econophysical analysis of the conceptual fundamentals and mathematical apparatus of the classical physics, relativity theory, non-relativistic and relativistic quantum mechanics, subject to the historical, psychological and philosophical aspects and modern state of the socio-economic modeling problem. We have shown that actually and, virtually, a long time ago, new paradigms of modeling were accepted in the quantum theory, within the bounds of which the notion of the physical quantity operator becomes the primary fundamental conception(operator is a mathematical image of the procedure, the action), description of the system dynamics becomes discrete and approximate in its essence, prediction of the future, even in the rough, is actually impossible when setting aside the aftereffect i.e. the memory. In consideration of the analysis conducted in the work we suggest new paradigms of the economical-mathematical modeling.
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Skelly, Andrea C., Roger Chou, Joseph R. Dettori, Erika D. Brodt, Andrea Diulio-Nakamura, Kim Mauer, Rongwei Fu, et al. Integrated and Comprehensive Pain Management Programs: Effectiveness and Harms. Agency for Healthcare Research and Quality (AHRQ), October 2021. http://dx.doi.org/10.23970/ahrqepccer251.
Full textAbstract:
Objectives. To evaluate the effectiveness and harms of pain management programs that are based on the biopsychosocial model of care, particularly in the Medicare population. Data sources. Electronic databases (Ovid® MEDLINE®, PsycINFO®, CINAHL®, Cochrane Central Register of Controlled Trials, and Cochrane Database of Systematic Reviews) from 1989 to May 24, 2021; reference lists; and a Federal Register notice. Review methods. Given lack of consensus on terminology and program definition for pain management, we defined programs as integrated (based in and integrated with primary care) and comprehensive (referral based and separate from primary care) pain management programs (IPMPs and CPMPs). Using predefined criteria and dual review, we selected randomized controlled trials (RCTs) comparing IPMPs and CPMPs with usual care or waitlist, physical activity, pharmacologic therapy, and psychological therapy in patients with complex acute/subacute pain or chronic nonactive cancer pain. Patients needed to have access to medication support/review, psychological support, and physical function support in programs. Meta-analyses were conducted to improve estimate precision. We classified the magnitude of effects as small, moderate, or large based on predefined criteria. Strength of evidence (SOE) was assessed for the primary outcomes of pain, function, and change in opioid use. Results. We included 57 RCTs; 8 evaluated IPMPs and 49 evaluated CPMPs. Compared with usual care or waitlist, IPMPs were associated with small improvements in pain in the short and intermediate term (SOE: low) and in function in the short term (SOE: moderate), but there were no clear differences at other time points. CPMPs were associated with small improvements in pain immediately postintervention (SOE: moderate) but no differences in the short, intermediate, and long term (SOE: low); for function, improvements were moderate immediately postintervention and in the short term; there were no differences in the intermediate or long term (SOE: low at all time points). CPMPs were associated with small to moderate improvements in function and pain versus pharmacologic treatment alone at multiple time frames (SOE: moderate for function intermediate term; low for pain and function at all other times), and with small improvements in function but no improvements in pain in the short term when compared with physical activity alone (SOE: moderate). There were no differences between CPMPs and psychological therapy alone at any time (SOE: low). Serious harms were not reported, although evidence on harms was insufficient. The mean age was 57 years across IPMP RCTs and 45 years across CPMP RCTs. None of the trials specifically enrolled Medicare beneficiaries. Evidence on factors related to program structure, delivery, coordination, and components that may impact outcomes is sparse and there was substantial variability across studies on these factors. Conclusions. IPMPs and CPMPs may provide small to moderate improvements in function and small improvements in pain in patients with chronic pain compared with usual care. Formal pain management programs have not been widely implemented in the United States for general populations or the Medicare population. To the extent that programs are tailored to patients’ needs, our findings are potentially applicable to the Medicare population. Programs that address a range of biopsychosocial aspects of pain, tailor components to patient need, and coordinate care may be of particular importance in this population.