Relevant bibliographies by topics / Learning, Psychology Case studies

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Learning, Psychology Case studies'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Learning, Psychology Case studies"

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Lackner, Ksenija A., Gail Moloney, Helen Stain, Ruth C. Ward, and Jay S. Birnbrauer. "Case Studies in Self-management: Valuable Learning Experiences." Behaviour Change 15, no. 3 (September 1998): 178–86. http://dx.doi.org/10.1017/s0813483900003065.

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Four self-management exercises completed by advanced psychology students as part of their course of instruction are summarised. The cases illustrate the level of sophistication of clinical replications that can be attempted in a semester unit. These cases were chosen because they targeted long-standing serious problems which none of the students thought would be responsive to behavioural-cognitive techniques applied by themselves. The problems were nocturnal bruxism, excessive urinary frequency, unassertiveness, and dog phobia. All were successful in meeting the initial therapeutic objectives that had been set, but gains were not maintained in the cases of bruxism and excessive urinary frequency. The value and problems associated with self-management exercises as a teaching tool are discussed.
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Bar-Hillel, Maya, Tom Noah, and Shane Frederick. "Learning psychology from riddles: The case of stumpers." Judgment and Decision Making 13, no. 1 (January 2018): 112–22. http://dx.doi.org/10.1017/s193029750000886x.

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AbstractRiddles can teach us psychology when we stop to consider the psychological principles that make them “work”. This paper studies a particular class of riddles that we call stumpers, and provides analysis of the various principles (some familiar, some novel) that inhibit most people from finding the correct solution – or any solution – even though they find the answers obvious ex post. We restrict our analysis to four stumpers, propose the psychological antecedents of each, and provide experimental support for our conjectures.
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Kass, Alex. "Case Studies in the Design of Learning Environments." Contemporary Psychology: A Journal of Reviews 43, no. 9 (September 1998): 644–45. http://dx.doi.org/10.1037/001781.

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Feathers, Karen M., and Jane H. White. "Learning to learn: Case studies of the process." Reading Research and Instruction 26, no. 4 (June 1987): 264–74. http://dx.doi.org/10.1080/19388078709557915.

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Pedrosa de Jesus *, Helena, Patrı´cia Almeida, and Mike Watts. "Questioning Styles and Students' Learning: Four case studies." Educational Psychology 24, no. 4 (August 2004): 531–48. http://dx.doi.org/10.1080/0144341042000228889.

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Strawn, Brad D., Earl D. Bland, and Paul S. Flores. "Learning Clinical Integration: A Case Study Approach." Journal of Psychology and Theology 46, no. 2 (April 23, 2018): 85–97. http://dx.doi.org/10.1177/0091647118767976.

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The present article identifies three waves in the integration of psychology and theology literature including apologetic, model building, and empirical validation, bringing the discussion to a fourth wave, clinical integration. Rather than a model or destination, clinical integration is an emergent phenomenon of the dynamic complexity of the particular therapeutic configuration and therefore is best learned through supervisory experience, which includes observing, hearing, and reading cases. Subsequently, the articles that make up this special volume are case studies. In addition, the article notes the lack of cultural and theological diversity in the integration literature so invited authors were selected not only for their scholarship, but also for being newer voices in the field and for their personal diversity. The rewards, challenges, and ethics of writing about clinical cases are also explored.
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Grant, Janie Busby, and Tim Grace. "Use of Diverse Case Studies in an Undergraduate Research Methods and Statistics Course." Psychology Learning & Teaching 18, no. 2 (February 12, 2019): 197–211. http://dx.doi.org/10.1177/1475725719828662.

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Psychology graduates are employed in a wide variety of workplace roles. The broad nature of these future workplace requirements can make it difficult for students to learn and apply classroom knowledge and challenging for educators to develop authentic and engaging materials. In research methods and statistics courses in particular it can be difficult to develop specific context exemplars. This article describes the design of a series of case studies and linked learning activities based on the experiences of psychology graduates in their real-world employment roles. These case studies were embedded in an undergraduate research methods and statistics course with the aim of improving engagement by more clearly articulating the link between classroom learning and future workplace roles. Student feedback suggests that the case studies were motivating and supportive of student learning; however, there was no evidence of an improvement in performance. This approach provides a rewarding, flexible template within which students and educators are able to explicitly discuss the relationship between current learning and future real-world roles.
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McFall, Richard M., James Allison, Richard J. Viken, and William Timberlake. "Response-Disequilibrium Therapy: Clinical Case Studies." Clinical Psychological Science 7, no. 5 (July 3, 2019): 982–99. http://dx.doi.org/10.1177/2167702619856343.

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Basic learning theorists developed the response-disequilibrium model to resolve the long-standing psychological puzzle of how to specify in advance the circumstances that will yield reinforcement effects. The model explains the behavioral changes in reinforcement effects as predictable adaptations to external constraints on the free-baseline levels of those behaviors. Here we introduce response-disequilibrium therapy (RDx), a clinical intervention based on this model. We present a series of clinical case studies using RDx to treat obsessive-compulsive disorders, report highly favorable results in comparison with the standard therapy, and discuss the implications.
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Akhurst, Jacqueline. "International community–based service learning: Two comparative case studies of benefits and tensions." Psychology Teaching Review 22, no. 2 (2016): 18–29. http://dx.doi.org/10.53841/bpsptr.2016.22.2.18.

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The drives to internationalise the UK curriculum and psychology students’ desires to work in communities are brought together in this paper. International community–based learning (ICBL) links with many psychology students’ motivations to make contributions to others; with the potential to enhance students’ learning and cultural sensitivities. The recently–developed literature on international service learning highlights multiple benefits for students (and sometimes community hosts), as well as the potential tensions that need to be negotiated. With the intentions of creating global citizens interested in social justice, community–based engagement can sometimes reinforce preconceived notions. In addition, benefits to the host communities may only be short–term or questionable, with less research on community partners’ perspectives than on those of the students.This paper describes work with UK psychology students who undertook CBL in four different international settings (2008–2015); illustrating the complexities of setting up, facilitating and supporting students’ CBL. It will then focus on two African settings (South Africa and Tanzania), with data drawn from group discussions with students, post-experience reflections, observations be the accompanying tutor and feedback from community partners. The findings show the richness of students’ learning through CBL in both settings, including deeper insight into applications of psychological theory, the skills they enhanced and the emotional impacts of the work. Students reported changed perspectives, including greater awareness of social issues that impacted on their attitudes. The findings are explored and compared, using tools from Activity Theory, to illustrate points of confluence and tensions in such initiatives, when students, community partners and academic staff members interact. The discussion will reflect on what might guide the integration and optimising of ICBL to benefit both students and community partners.
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Zetlin, Andrea G., and Ashraf Hosseini. "Six Postschool Case Studies of Mildly Learning Handicapped Young Adults." Exceptional Children 55, no. 5 (February 1989): 405–11. http://dx.doi.org/10.1177/001440298905500503.

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Participant observation was conducted for 1 year with six mildly learning handicapped young adults following their graduation from high school Close attention was paid to the ways in which they managed the transition out of school and into more adult roles. During this year, all six floundered from job to job, class to class, and school to school. They expressed discontent and frustration with their present situation. They were at a loss to plan for the future and maintained an unrealistic appraisal of their skills. Their sense of self waxed and waned in keeping with their prospects, and the patience and frustration of family members vacillated as well.
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Dissertations / Theses on the topic "Learning, Psychology Case studies"

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Zelmanow, Ari. "The Learning Pathways of Ironman Triathletes| Case Studies of Age-Group Ironman Triathletes." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3666916.

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The Ironman Triathlon is an epic endurance event consisting of a 2.4-mile swim, a 112-mile bike ride, and a 26.2-mile run. There is paucity in the literature relating to how athletes learn how to negotiate this event. This qualitative study was conducted over a 9 month period, to align with the 2013 Ironman training and racing season. Seven athletes were selected for participation in the study. Utilizing a case study approach, the Ironman athletes' learning pathways were examined through in-depth interviews and audio and video content personally captured by the participants.

The learning pathways revealed the athletes initially learned through cognitive means, i.e. social interaction, reading, Internet sources, and the observation of others. As athletes traversed the learning pathway, they subsequently operationalized the knowledge they learned and constructively made it meaningful to their respective personal training and racing situations. At the terminal end of the learning pathway, the athletes operationalized the learned content in an experiential learning cycle. During the entire learning pathway, the athletes practiced the learned content, which is best characterized as behavioral learning. The audio and video content provided by the athletes empirically validated the interviews.

The interviews with the athletes were coded. Some unifying themes emerged from the data independent of cognitive, constructivist, behavioral, or experiential learning theories; e.g. the importance of mental toughness, the understanding of pain during the training and racing process, how success is measured, the importance of training with a power meter, and motivating factors.

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Koop, Sandra. "A case study in adult participation in learning /." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59878.

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This case study examines adult participation in learning. Ethnographic methods were employed to document classroom processes and participant perceptions in an adult basic education class. Classroom observations showed that learner participation was for the most part initiated by the teacher rather than by the students. Analysis of the data indicated a close link between the defined teacher and learner roles and the participants' shared perceptions of the teacher as the expert. Analysis also showed that teacher-student interaction was influenced by the teacher's past teaching experience and by her perceptions of the students and their needs. The results of this study demonstrate a need for teacher preparation designed both to increase awareness of appropriate adult education methods, and to provide experience in active learner participation. The study also highlights the importance of dialogue between teachers and learners as a means of involving learners in the learning process.
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Egan, Mairi Douglas. "Case studies of reading processes and strategies of compensated learning disabled adult readers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0021/NQ57038.pdf.

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Allnutt, Susann. "Learning the body voice : body memorywork with women." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0026/MQ50492.pdf.

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Smith, Bryan W. "Thoughts and feelings of a beginning tertiary group of adult learners in a human resource development course." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1379.

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This is a study of a case of adults entering tertiary study for the first time, and their mental life concerning their own self-performance, constructed across four instances. The purposes of the study were to identify some characteristics of the four participants’ covert behaviour during their learning in a course on Human Resource Development (1-IRD), to gain some insight into the conception of self-performance held by the participants and the attributions of this self-performance, to examine the approaches to learning held by each participant, and to contribute to closing the gap between adult education and educational psychology. Three consecutive three-hour learning sessions were videotaped for use with follow-up stimulated recall interviews. Four adult learners reported their interactive thoughts and feelings pertaining to self-performance in HRD. Transcripts of each of the participant's reported thoughts and feelings were prepared. Pre-performance interviews were carried out and the Attribution Style Questionnaire, which reports a person's explanatory style, and the Study Process Questionnaire, which reports a person's approach to learning, were administered. Self-report journals and field notes were also utilised. Data on participant covert behaviour were gathered and categorised according to an adaptation of an established content analysis system. Participant interactive thoughts and feelings were categorised, quantified and described. Other student covert behaviour, including causal explanations of behaviour, was analysed by qualitative means. Thoughts and feelings about self-performance ranked highly for all participants. While such thoughts and feelings were a mixture of positive and negative, quantifiably, positive thoughts and feelings did dominate. As well, thoughts and feelings about fellow students and learning the content also ranked highly amongst the myriad of thoughts and feelings reported by the participants. Qualitatively, common thoughts and feelings reported by the participants concerned group work, beliefs about learning, sell-performance and perceptions of the facilitator. Underlying covert behaviour was found to be quite individualistic with a desire for content relevance to the world of work to be one common thread. As well, all four participants reported external pressures to be an important underlying influence on performance. Post hoc, the study proposed a tentative theory that adult learners attending a tertiary course for the first time undergo two phases of cognitive and affective change during their early time in a substantial learning experience. The first phase was termed an apprehension phase wherein there is a myriad of thoughts and feelings about possible personal inadequacy. As the student gains more exposure to the learning experience, and develops a certain amount of competency, a realisation phase emerges in which confidence grows and learning accelerates. This two-phase process was compared with two other pieces of research that deal with a similar phenomenon suggesting an idea for future research. Implications for facilitators of adult learning as a result of the findings were also presented.
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Chim, Tat-mei Alice, and 詹達美. "An instructional design theory guide for blended learning courses." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30406213.

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Jackson, Christopher. "An Analysis of the Emotional Intelligence and Personality of Principals Leading Professional Learning Communities." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6093/.

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The purpose of this study was to investigate the relationship between a principal's emotional intelligence and personality and his or her ability to implement and develop professional learning communities within the school. The Professional Learning Community Assessment (PLCA) was administered to principals and teachers in 13 schools in Texas ranging from elementary to high school. Based on the strength of the PLCA scores, two elementary schools were selected to participate in case study research. The principals of these two campuses were administered an emotional intelligence instrument (MSCEIT), a personality instrument (DiSC), and were interviewed along with three of their teachers. The findings indicate that both of these principals scored high in the Influential and Conscientiousness subscales and low in the Dominance subscale. The principals also possessed either near-average or above-average emotional intelligence with both principals scoring particularly strong in the Strategic subscale.
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Baeza, Mario Enrique. "The influence of behavior modeling and experience on the acquisition of computer skills." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/588.

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Hulme, Stephen D. "Evaluating the Ethics and Issues in Media Case Studies." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3154.

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Ethics and Issues in Media is an interactive case-study software that allows communications students to make ethical decisions based on real-life case studies. The evaluation of Ethics and Issues in Media focused on whether or not Ethics and Issues in Media 1) was easy to use, 2) allowed students to make real-life ethical decisions in realistic contexts, 3) enabled students to think about ethical issues in new ways, 4) enabled students to think through and determine potential courses of action to realistic ethical issues and 5) enabled students to understand the consequences of others' ethical decisions. A focus group discussion was held with the creator of Ethics and Issues in Media and with the students who had used it. Students' comments regarding Ethics and Issues in Media were generally positive. Ethics and Issues in Media proved to be successful in the ways that it enabled students to think through ethical issues for themselves, understand the consequences of others' ethical decisions, and think about ethical issues in new ways. Some students found Ethics and Issues in Media to be difficult to navigate, and many had trouble trusting that their answers were saved or submitted properly. The students recommended that the instructor expand the number and type of case studies included in Ethics and Issues in Media. Additionally, I recommend a more thorough orientation to Ethics and Issues in Media prior to implementation as a final exam.
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Woodring, Betty Gregory. "The Use of Learning Styles in Teaching Social Studies in 7th and 8th Grade: A Case Study." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332110/.

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This qualitative case study examined the extent to which learning styles were used by teachers in four seventh and eighth grade social studies classrooms in a large suburban north Texas junior high school. The conclusions were as follows: 1) The environment on the junior high level did not afford the flexibility found in the elementary classroom. The changing of students, teachers, and the multi-purpose use of rooms did not afford flexibility of light, temperature, sound, and design preference. 2) The physical and the psychological categories had elements within each category that overlapped. A right brain activity closely aligned to a tactile/kinesthetic activity. A parallel between physical-mobility and psychological-global was noted, as well as a pattern between the global and the tactile/kinesthetic projects. 3) The split lunch period created problems for the global, kinesthetic, impulsive students. The academic environment was interrupted for a thirty minute period; students had to re-acclimate to a more analytic environment after lunch. 4) Each teacher alternated between primary style and secondary and tertiary styles. This mediation ability enabled each teacher to use all styles in lessons the researcher observed. 5) Abstract random and concrete random teachers did more group and team teaching than concrete sequential and abstract sequential teachers. Further, dominant sequential ordering in a teacher limited random activities. Whereas, dominant random ordering in a teacher limited sequential ordering activities. Both groups of teachers experienced teacher burnout when forced out of their primary style. 6) It was easier for those teachers whose primary and secondary ordering were opposite (CS/CR or AS/AR), as opposed to those whose primary and secondary ordering were the same (CS/AS or CR/AR), to align to a different environment. 7) These results suggest that teachers should not be required to stay in any one style. The flexibility of being able to alternate between styles will conserve energy and prevent teacher burnout.
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Books on the topic "Learning, Psychology Case studies"

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Hamilton, Richard J. Learning and instruction. New York: McGraw-Hill, 1994.

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Kilbourn, Brent. Constructive feedback: Learning the art : the story of Oliver and Taylor. Toronto: Ontario Institute for Studies in Education, 1990.

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F, Bowler Rosemary, ed. Learning to learn. New York: Simon & Schuster, 1996.

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A, Ambrose Susan, ed. How learning works: Seven research-based principles for smart teaching. San Francisco: Jossey-Bass, 2010.

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Council, Crafts, ed. Helping students to learn independently in the crafts: A collection of case studies in student learning. London: Crafts Council, 1996.

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Ambrose, Susan A. How Learning Works: Seven Research-Based Principles for Smart Teaching. San Francisco: Jossey-Bass, 2010.

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Changing behaviour in schools: Promoting positive relationships and wellbeing. Los Angeles, Calif: SAGE, 2011.

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Evaluating what good teachers do: Eight research-based standards for assessing teacher excellence. Larchmont, NY: Eye on Education, 2010.

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Cempura, E. Rosalie. Springboards for today's children. Halfway, Or: Hells Canyon Pub., 1993.

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Let me learn. Thousand Oaks, Calif: Corwin Press, 1998.

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Book chapters on the topic "Learning, Psychology Case studies"

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Rahill, Stephanie A., and Lauren T. Kaiser. "Understanding School-Wide Practices to Promote Learning." In Case Studies in School Psychology, 96–113. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003123828-6.

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Fonteijn, Herco, and Arie van der Lugt. "Faculty of Psychology and Neuroscience: The Psychology Student as Researcher." In Research-Based Learning: Case Studies from Maastricht University, 45–57. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50993-8_4.

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Field, Miranda. "Decolonizing Healing Through Indigenous Ways of Knowing." In Palgrave Studies in Education and the Environment, 121–34. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79622-8_8.

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AbstractThe field of psychology is embarking on a process to interrupt the historical, colonial cycle of harm and beginning to work with and alongside Indigenous communities to understand the healing journey. From an Indigenous lens, healing incorporates more than the physical recovery; physical, emotional, mental, and spiritual healing exists through learning, which occurs along the healing journey. This healing journey has no definite beginning or end, and as we begin to move away from pathologizing healing to a strength-based healing process, the focus shifts to relationships—relationships with self, community, more-than-human, and the land. This chapter proposes that to decolonize Western healing processes, as a field, we must acknowledge the coexistence of learning during the healing journey. Building healing capacity through learning elucidates the understanding of the past, the needs of the present, and lays foundations for the future to work towards restoring integrity and prompting balanced care.
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Angelini, M. Laura. "Case Studies." In Learning Through Simulations, 49–60. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65540-2_4.

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Akhilesh, K. B. "Case Studies." In Co-Creation and Learning, 55–81. New Delhi: Springer India, 2017. http://dx.doi.org/10.1007/978-81-322-3679-5_3.

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Lall, Sanjaya. "Special Case Studies." In Learning to Industrialize, 144–92. London: Palgrave Macmillan UK, 1987. http://dx.doi.org/10.1007/978-1-349-18798-0_7.

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Panesar, Arjun. "Case Studies." In Machine Learning and AI for Healthcare, 305–34. Berkeley, CA: Apress, 2019. http://dx.doi.org/10.1007/978-1-4842-3799-1_8.

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Toft, Brian, and Simon Reynolds. "Case studies." In Learning from Disasters: A Management Approach, 115–25. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-1-349-27902-9_8.

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Panesar, Arjun. "Case Studies." In Machine Learning and AI for Healthcare, 293–349. Berkeley, CA: Apress, 2020. http://dx.doi.org/10.1007/978-1-4842-6537-6_10.

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Stanley, Todd. "Case Studies in Social Studies." In Case Studies and Case-Based Learning, 135–45. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233428-14.

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Conference papers on the topic "Learning, Psychology Case studies"

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Kröll, Martin, and Kristina Burova-Keßler. "Use of AI tools in learning platforms and the role of feedback for learning." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001504.

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The digital transformation in the world of work has profound effects on the processes of career orientation and the transition between school and work. Together with international partners from Bulgaria, Germany, Greece, Spain, Italy and Hungary, a digital mentoring concept to secure the employability of young people has been or is being investigated in the three-year EU project "Career 4.0". The focus is on the further development of a personal development plan with the help of which the young people can reflect on their future employment opportunities. Compared to other teaching-learning situations, this is a learning process that is open to development without a predetermined true or false, as is usually the case with mathematical tasks, for example. This places special demands on the mentors when it comes to assessing which forms of feedback are particularly beneficial for the young people and which prove to be less beneficial.Within the framework of the EU project, empirical studies were carried out which came to the conclusion that the quality of the feedback that mentors give to mentees is assessed very dif-ferently by these groups of participants. The mentees see considerable potential for improve-ment when it comes to the quality of the feedback from the mentors. In contrast, the mentors themselves are not as critical of their activities in giving feedback. Over 60 mentees and over 30 mentors have participated in the empirical study so far.The starting point for the study is the meta-analysis of the research team around Hattie et al. (2016). They differentiate between the following forms of feedback: (1) task-related, (2) pro-cess-related, (3) self-regulation-related and (4) person- or self-related feedback. According to the evaluation of their meta-analysis, the second and third forms of feedback have the greatest effect on learning outcomes.Furthermore, scientific studies have shown that the acceptance of feedback depends on numerous influencing factors, which can be assigned to four areas: Characteristics of (1) the feedback message, (2) the feedback source, (3) the feedback recipient and (4) the feedback context. The effect of feedback can be related to three levels, following the psychology of lear-ning: (1) cognitive (e.g. closing competence gaps), (2) metacognitive (e.g. supporting self-assessment and self-awareness) and (3) motivational level (e.g. promoting readiness). How the feedback recipients (here: the young people) ultimately deal with the feedback also depends on their causal attribution, i.e. which reasons they see as causal for their progress or the failure of their actions. If, for example, they attribute their inadequate task performance to environmental factors, e.g. difficult and unfair tasks or disproportionate time pressure, or if they see the reasons in themselves, e.g. in their lack of commitment or insufficient skills, this has very different effects on the effects of the feedback. Among other things, this can lead to a "self-esteem distortion" if, for example, negative results are primarily attributed to external circumstances. The research project is also investigating the extent to which AI tools can help to make feed-back even more effective and efficient for learners. In order to provide IT and AI solutions (such as adaptive learning systems, learning analytics, intelligent CBR recommendation sys-tems) to support the giving of feedback, e.g. with the help of a learning platform, it is advantageous and necessary to make the feedback process transparent by using a process mo-delling approach and to work out individual process steps.Hattie, J. & Timperley, H. (2007): The Power of Feedback, in: Review of Educational Research Vol. 77, No. 1, 81-112.London, M. & McFarland, L. (2010): Assessment Feedback. In J. Farr & N. Tippins (Hrsg.), Employee Selection (S. 417-436). New York, London: Routledge.Narciss, S. (2013). Designing and Evaluating Tutoring Feedback Strategies for digital learning environments on the basis of the Interactive Tutoring Feedback Model. Digital Education Review, (23), 7–26.
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Ferreira, Isabel, Paula Loureiro, and Teresa Dieguez. "Active Learning Successful Case Studies." In 2nd International Scientific Conference »Teaching Methods for Economics and Business Sciences«. University of Maribor Press, 2019. http://dx.doi.org/10.18690/978-961-286-285-5.6.

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Duarte, Ana Filipa, Pedro Silva, and Cristina Peixoto dos Santos. "Reinforcement learning: Solving two case studies." In NUMERICAL ANALYSIS AND APPLIED MATHEMATICS ICNAAM 2012: International Conference of Numerical Analysis and Applied Mathematics. AIP, 2012. http://dx.doi.org/10.1063/1.4756176.

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Swanpitak, Ruttapond. "The Psychology of Sexuality: the Case Study of Wang Anyi’s Three Loves." In Annual International Conference on Contemporary Cultural Studies (CCS 2016). Global Science & Technology Forum (GSTF), 2016. http://dx.doi.org/10.5176/2382-5650_ccs16.7.

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Coric, Ana, Igor Balaban, and Goran Bubas. "Case studies of assessment ePortfolios." In 2011 14th International Conference on Interactive Collaborative Learning (ICL). IEEE, 2011. http://dx.doi.org/10.1109/icl.2011.6059552.

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Andone, Diana, Carmen Holotescu, and Gabriela Grosseck. "Learning communities in smart cities. Case studies." In 2014 International Conference on Web & Open Access to Learning (ICWOAL). IEEE, 2014. http://dx.doi.org/10.1109/icwoal.2014.7009244.

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"Applications and case studies in e-learning." In 2013 Fourth International Conference on E-Learning and E-Teaching (ICELET). IEEE, 2013. http://dx.doi.org/10.1109/icelet.2013.6681660.

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Pihir, Igor. "EDUCATIONAL CASE STUDIES FOR DIGITAL TRANSFORMATION." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.1815.

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Neto, Augusto, Liliane da Silva, Renan Moioli, Fabricio Brasil, and Joel J. P. C. Rodrigues. "Predicting Epileptic Seizures: Case Studies Harnessing Machine Learning." In ICC 2020 - 2020 IEEE International Conference on Communications (ICC). IEEE, 2020. http://dx.doi.org/10.1109/icc40277.2020.9148967.

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Wong, Billy T. M., and Kam Cheong Li. "Learning Analytics Intervention: A Review of Case Studies." In 2018 International Symposium on Educational Technology (ISET). IEEE, 2018. http://dx.doi.org/10.1109/iset.2018.00047.

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Reports on the topic "Learning, Psychology Case studies"

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Kriegel, Francesco. Learning General Concept Inclusions in Probabilistic Description Logics. Technische Universität Dresden, 2015. http://dx.doi.org/10.25368/2022.220.

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Probabilistic interpretations consist of a set of interpretations with a shared domain and a measure assigning a probability to each interpretation. Such structures can be obtained as results of repeated experiments, e.g., in biology, psychology, medicine, etc. A translation between probabilistic and crisp description logics is introduced and then utilised to reduce the construction of a base of general concept inclusions of a probabilistic interpretation to the crisp case for which a method for the axiomatisation of a base of GCIs is well-known.
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Chainey, Jennie, Debbie Wong, Elizabeth Cassity, and Hilary Hollingsworth. Teacher development multi-year studies. Using case studies to investigate and understand teaching quality and student learning: Initial lessons learned. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-679-6.

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This paper presents some initial lessons learned about the use of case studies as a key form of evidence regarding teaching quality and student learning in a multi-year teacher development study series. This study series, commissioned by the Australian Government’s Department of Foreign Affairs and Trade (DFAT), involves the investigation of teacher development initiatives in Lao People’s Democratic Republic (Laos), Timor-Leste and Vanuatu. The overall aim of the study series is to understand the extent to which the Australian investment has improved teaching quality and student learning. This paper discusses the processes used to design, implement, analyse and report case study data, and key lessons learned about these that could be applied to other contexts and programs. These processes include: design, implementation, and analysis and reporting.
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Popel, Maiia V., and Mariya P. Shyshkina. The areas of educational studies of the cloud-based learning systems. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3245.

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The article analyzes the current stage of educational studies of the cloud-based learning systems. The relationship between the notions of the cloud-based learning system and the cloud-based learning environment are investigated. It was found that the researchers paid most attention to the design of a cloud-based learning environment. However, in the process of a cloud-based environment design, the researchers consider a cloud-based system as a component within the cloud-based learning environment of as a stage in the process of design. It is shown that in the research literature there is no single interpretation of the concept of a cloud-based system for educational purposes. Still the number of basic approaches to the interpretation of the concept under investigation are revealed. The first approach is based on the understanding of the system, as a set of cloud services or cloud-based technologies. The second approach is to consider a separate cloud service as a cloud-based learning system. In this case, the cloud service tools should include such components that cover the content, the tools, the forms and the methods of learning. The structure of the cloud-based learning system within the interpretation of the latest works of Ukrainian researchers is considered.
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Peters, Vanessa, Deblina Pakhira, Latia White, Rita Fennelly-Atkinson, and Barbara Means. Designing Gateway Statistics and Chemistry Courses for Today’s Students: Case Studies of Postsecondary Course Innovations. Digital Promise, August 2022. http://dx.doi.org/10.51388/20.500.12265/162.

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Scholars of teaching and learning examine the impacts of pedagogical decisions on students’ learning and course success. In this report, we describes findings from case studies of eight innovative postsecondary introductory statistics and general chemistry courses that have evidence of improving student completion rates for minoritized and low-income students. The goal of the case studies was to identify the course design elements and pedagogical practices that were implemented by faculty. To identify courses, Digital Promise sought nominations from experts in statistics and chemistry education and reviewed National Science Foundation project abstracts in the Improving Undergraduate STEM Education (IUSE) program. The case studies courses were drawn from 2- and 4-year colleges and were implemented at the level of individual instructors or were part of a department or college-wide intervention. Among the selected courses, both introductory statistics (n = 5) and general chemistry (n = 3) involved changes to the curriculum and pedagogy. Curricular changes involved a shift away from teaching formal mathematical and chemical equations towards teaching that emphasizes conceptual understanding and critical thinking. Pedagogical changes included the implementation of peer-based active learning, formative practice, and supports for students’ metacognitive and self-regulation practices.
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El-Ahmed, Nabila. A Model for Women-Led Value Chains in Market Systems Development in a Fragile Context: Programme learning case studies from the Occupied Palestinian Territory. Oxfam, November 2019. http://dx.doi.org/10.21201/2019.5334.

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Araya, Mesele, Caine Rolleston, Pauline Rose, Ricardo Sabates, Dawit Tibebu Tiruneh, and Tassew Woldehanna. Understanding the Impact of Large-Scale Educational Reform on Students’ Learning Outcomes in Ethiopia: The GEQIP-II Case. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/125.

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The Ethiopian education system has been very dynamic over recent years, with a series of large-scale education program interventions, such as the Second Phase of General Education Quality Improvement Project (GEQIP-II) that aimed to improve student learning outcomes. Despite the large-scale programs, empirical studies assessing how such interventions have worked and who benefited from the reforms are limited. This study aims to understand the impact of the reform on Grade 4 students’ maths learning outcomes over a school year using two comparable Grade 4 cohort students from 33 common schools in the Young Lives (YL, 2012-13) and RISE (2018-19) surveys. We employ matching techniques to estimate the effects of the reform by accounting for baseline observable characteristics of the two cohorts matched within the same schools. Results show that the RISE cohort started the school year with a lower average test score than the YL cohort. At the start of Grade 4, the Average Treatment Effect on the Treated (ATT) is lower by 0.36 SD (p<0.01). In terms of learning gain over the school year, however, the RISE cohort has shown a modestly higher value-added than the YL cohort, with ATT of 0.074 SD (p<0.05). The learning gain particularly is higher for students in rural schools (0.125 SD & p<0.05), which is also stronger among rural boys (0.184 SD & p<0.05) than among rural girls. We consider the implications of our results from a system dynamic perspective; in that the GEQIP-II reform induced unprecedented access to primary education, where the national Net Enrolment Rate (NER) rose from 85.7 percent in 2012-13 to 95.3 percent in 2019-20, which is equivalent to nearly 3 million additional learners to the primary education at a national level. This shows that learning levels have not increased in tandem with enrolment, and the unprecedented access for nearly all children might create pressure on the school system. Current policy efforts should therefore focus on sustaining learning gains for all children while creating better access.
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Kwizera, Maurice, Kwizera, Maurice, Lambert Karangwa, Jeannette Murekatete, Gilbert Rukundo Mutabaruka, Jean Paul Mbarushimana, Tariya Yusuf, Inbar Hanna Yaffe, et al. Making Sanitation and Hygiene a Human Security Issue: The case of Nyamagabe District, Rwanda. Institute of Development Studies (IDS), September 2021. http://dx.doi.org/10.19088/slh.2021.017.

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This case study was developed to inform subsequent research and analysis of local government leadership and prioritisation of sanitation and hygiene (S&H) in East Africa. Consolidated learning from across the three countries involved can be found in the Sanitation Learning Hub (SLH) Learning Brief: Strengthening sub-national systems for area-wide sanitation and hygiene. From late 2020 to early 2021, the SLH collaborated with local government actors and development partners from three sub-national areas to explore ways of increasing local government leadership and prioritisation of S&H to drive progress towards area-wide S&H. For some time, local government leadership has been recognised as key to ensuring sustainability and scale, it is an important component of the emerging use of systems strengthening approaches in the sanitation sector. It is hoped that this work will provide practical experiences to contribute to this thinking. Three case studies were developed to capture local government and development partners’ experiences supporting sub-national governments increase their leadership and prioritisation of S&H in Siaya County (Kenya), Nyamagabe District (Rwanda), and Moyo District (Uganda), all of which have seen progress in recent years. The development partners involved were UNICEF in Kenya, WaterAid in Rwanda, and WSSCC/ Uganda Sanitation Fund in Uganda. The cases were then analysed through three online workshops facilitated with staff from the local governments, central government ministries and development partners involved to explore them in further detail, review experiences and identify levers and blockages to change. Lessons from the workshops are documented in the SLH learning brief mentioned above. This is the case study developed by Nyamagabe District and WaterAid documenting their experiences and reflections from working together to increase prioritisation of S&H in Nyamagabe District, Rwanda.
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BAGIYAN, A., and A. VARTANOV. SYSTEMS ACQUISITION IN MULTILINGUAL EDUCATION: THE CASE OF AXIOLOGICALLY CHARGED LEXIS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-3-48-61.

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The process of mastering, systematizing and automatizing systems language skills occupies a key place in the theory and practice of teaching foreign languages and cultures. Following the main trends of modern applied linguistics in the field of multilingual research, we hypothesize the advisability of using the lexical approach in mastering the entire complex of systems skills (grammar, vocabulary, phonology, functions, discourse) in students receiving multilingual education at higher educational institutions. In order to theoretically substantiate the hypothesis, the authors carry out structural, semantic, and phonological analysis of the main lexical units (collocations). After this, linguodidactic analysis of students’ hypothetical problems and, as a result, problems related to the teaching of relevant linguistic and axiological features is carried out. At the final stage of the paper, a list of possible outcomes from the indicated linguistic and methodological problematic situations is given. This article is the first in the cycle of linguodidactic studies of the features of learning and teaching systems language skills in a multilingual educational space.
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Johnson, Vicky, Tessa Lewin, and Mariah Cannon. Learning from a Living Archive: Rejuvenating Child and Youth Rights and Participation. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/rejuvenate.2020.001.

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This paper reflects the findings of the first phase of the REJUVENATE project, which set out to understand and map approaches to integrating children, youth, and community participation in child rights initiatives. We did this through a scoping of existing practitioner and academic literature (developing a project-based literature review matrix), a mapping of key actors, and the development of a typology of existing approaches. All three of these elements were brought together into a ‘living archive’, which is an evolving database that currently comprises 100 matrices, and a ‘collection’ of key field practitioners (many of whom we have interviewed for this project). In this paper we: (1) present a user-friendly summary of the existing tradition of substantive children’s participation in social change work; (2) share case studies across various sectors and regions of the world; (3) highlight ongoing challenges and evidence gaps; and (4) showcase expert opinions on the inclusion of child rights and, in particular, child/youth-led approaches in project-based work.
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Romero Molina, Paola Ximena. Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.19.

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Preparing English as a Foreign Language (EFL) preservice teachers for lesson planning has a been a concern among teacher educators globally. Research has shown that preservice teachers encounter difficulties in aspects such as objective setting, considering their learners’ needs, and matching assessment and objectives, among others. Similarly, preservice teachers still need to be presented with ample opportunities for reflective teaching. These concerns have been addressed by teacher educators in systematic ways. Hence, guided by two sets of research questions, this literature review aims at exploring the procedures that educators in diverse contexts have used to aid their student teachers in preparing for lesson planning. The first set seeks to identify the procedures used as well as their outcomes. The second set of questions aims to inquire on the methodologies adopted. Twelve studies were selected for the final review, which were found using the Educational Resources Information Center (ERIC) and Google scholar databases as well as the academia.edu platform. A matrix was created to analyze the papers selected together with a coding process. The analysis revealed that collaborative procedures such as mentoring and lesson study combined with reflective teaching seem to render optimal learning experiences for preservice teachers. A special mention is given to plan lessons using authentic materials. Furthermore, types of methodologies that promote rich description such as case studies appear to be appropriate to frame these studies.
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