Academic literature on the topic 'Self-regulation, social and emotional education, educational practices, educational research'
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Journal articles on the topic "Self-regulation, social and emotional education, educational practices, educational research"
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Tsoli, Konstantina. "Exploring the Relation between Teacher Candidates’ Emotional Intelligence and their Educational Practices: A Case Study in Greece." Revista Romaneasca pentru Educatie Multidimensionala 15, no. 1 (March 1, 2023): 575–89. http://dx.doi.org/10.18662/rrem/15.1/712.
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Classroom management is a difficult task for teacher candidates and a significant barrier to being an effective teacher. The aim of this study was twofold: a) to examine the relation between student teachers’ emotional intelligence and their educational practices and b) whether emotional intelligence significantly predicted classroom management. The instruments used for data collection were TEIQue, a self-report questionnaire that measures trait emotional intelligence, and TEP-Q, a self-report questionnaire assessing three dimensions of classroom management: communication, organization, relationship. The sample of the study was comprised of third year undergraduate student teachers in the Department of Pedagogy and Primary Education at the National and Kapodistrian University of Athens, who had their first experience with teaching practice at primary schools. Descriptive statistics and correlational models showed that there is a statistically significant correlation between the factors. In fact, student teachers’ emotional intelligence predicted classroom management. Research results have pedagogical implications, while the impact of the research on practice and policy highlights the urge of social and emotional interventions during teachers’ both initial and ongoing education as well as the need to promote an educational design that embraces the goals of social and emotional learning at schools.
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Somma, Monique, and Zopito Marini. "A Bully and a Victim: The Bullying Experiences of Youth with Emotional and Behavioural Disorders." Exceptionality Education International 30, no. 1 (April 25, 2020): 25–41. http://dx.doi.org/10.5206/eei.v30i1.10913.
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Young people with emotional and behavioural disorders (EBD) comprise a unique group of students involved in school bullying. The present case study examined the bullying experiences of a group of students, aged 10–14 years, identified as having EBD. A total of ten students participated in self-report questionnaires and interview-style journaling. The main research questions were related to type of involvement in bullying and the bullying experiences in this population. Questionnaires and journaling gathered information about involvement in bullying, as well as about psychological risk factors including normative beliefs about anti-social acts, impulsivity, problem solving, and coping strategies. The overall results indicated that all ten students had participated in bullying as either a bully, a victim, or both. They described their experiences involving both external and internal aggression. These personal accounts offer insight into implications for intervention and educational practices.
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O’Leary, Nick, Carl Longmore, and Richard Medcalf. "Factors influencing a physical education teacher’s pedagogical games practices with pupils experiencing social, emotional and mental health issues." European Physical Education Review 26, no. 2 (June 16, 2019): 305–21. http://dx.doi.org/10.1177/1356336x19856386.
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Recognizing the limited research examining physical education teachers’ pedagogical practices for pupils experiencing social, emotional and behavioural issues, this case study sought to examine how a male teacher with a high performing sports background taught games to such pupils and identify those factors that led to such practices. Occupational socialization was used to explore how childhood experiences of physical education and high performance sport, higher education and the workplace influenced his teaching and learning approaches in a special school setting. Data were collected by conducting three semi-structured interviews, eight videoed lesson observations and a self-reflective journal. Inductive data analysis identified that the twin aims of developing life skills and transferability of such skills beyond physical education were said to be achieved by developing pupils’ emotional resilience and encouraging appropriate social behaviour. The influence of the teacher’s family, his high performing sporting background, the needs of the pupils and the school’s policies impacted on developing such resilience and social behaviour. Two suggestions are offered as a result of these findings. Firstly, prior examination of childhood values should be undertaken for those wishing to teach physical education to pupils experiencing social, emotional and mental health issues. Secondly, given this study contradicts research findings that teachers with high performing sport backgrounds emphasize the development of pupils’ practical performance, research examining the impact of such sportspersons on physical education pedagogy in different educational settings appears warranted.
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Hakyemez-Paul, Sevcan. "A Brief Introduction to Parental Involvement in Early Childhood Education in Turkish and Finnish Contexts." Nordic Journal of Comparative and International Education (NJCIE) 4, no. 2 (July 1, 2020): 84–91. http://dx.doi.org/10.7577/njcie.3762.
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Research conducted in recent decades has shown the importance of parental involvement in pupils’ well-being, learning, and future academic success as well as their cognitive, social, and emotional development. In addition to these benefits, parental involvement practices improve parental confidence and satisfaction as well as enriching educational programmes, enhancing the climate of educational institutions, and easing teachers’ work burden through responsibility-sharing and increased information flow. Although the significant role of parental involvement is well-supported by various studies, some research reveals that a gap continues to exist between the recommendations of related research and what is practised in educational institutions in reality. This gap explains in part the persistence of insufficient parental involvement practices. This paper, which is based on my public lektio aims to gain a better understanding of early childhood educators’ self-reported reasons for insufficient practices as well as identifying their parental involvement practices and their views in Finnish and Turkish contexts. The study is reported in four original articles, using the quantitative and qualitative data gathered from a representative sample of 287 early childhood educators from Helsinki and 225 early childhood educators from Ankara. Analysis of the results drew attention to the gap between theory and practice as well as the reasons behind this gap from the educators’ point of view. All the data material were discussed for each context, thus allowing for the highlighting of practical implications, which contributed not only to the research on parental involvement practices in different countries but also to the research on identifying factors affecting sufficient parental involvement. In addition to country-centred interpretations, the comparative aspect of this study contributes to existing research into world culture vs. local culture discussions.
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Ryan, Antoinette M. "Conceptualizing a pedagogy of wellness for rural district leadership: leading, healing and leading self-healing." Journal of Educational Administration 58, no. 4 (June 16, 2020): 453–66. http://dx.doi.org/10.1108/jea-06-2019-0100.
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PurposeThis article considers the integration of aspects of mindfulness, social and emotional learning (SEL) and leadership wellness practice as a structure for a pedagogy of wellness in rural schools. Research has demonstrated positive outcomes for K–12 students and teachers as a result of training in practices such as mindfulness and SEL, but there has been less attention toward wellness practices incorporated by educational leaders in their own work. Support of professional and community learning for mindfulness may begin with district and school-based leaders in many communities, who facilitate programs in their schools.Design/methodology/approachThis article explores an emergent pedagogy of wellness, which was developed in a small rural district that applied wellness programming, including mindfulness, with parallel learning experiences for leaders, staff members, students and families.FindingsThrough engagement with multiple local stakeholder groups in integrating themes of SEL, mindfulness and leadership wellness, the pedagogy of wellness emerged as a potential framework for improved organizational health, new conceptualizations of students’ success and opportunities for engagement of families in systemic organization of practices of care.Originality/valueConsideration of the preparation of leadership in wellness practices such as mindfulness is discussed, in light of the necessity to address the care and wellness needs of rural communities, toward the sustainability of the pedagogy of wellness.
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Papaioannou, Alexandra, Ioanna Papavassiliou-Alexiou, and Sofia Moutiaga. "Career resilience and self-efficacy of Greek primary school leaders in times of socioeconomic crisis." International Journal of Educational Management 36, no. 2 (January 21, 2022): 164–78. http://dx.doi.org/10.1108/ijem-01-2021-0024.
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PurposeThis paper investigates the levels of career resilience and self-efficacy of the principals of primary school units, identifies the relationship between them and determines the effect of the demographic elements of the sample on their career resilience and self-efficacy.Design/methodology/approachThe convenient sample of this study was 165 principals from public schools across the prefecture of Central Macedonia. A total of 422 questionnaires were mailed to all principals of kindergarten and elementary schools, accompanied by a personal letter to inform them about the procedure and the purpose of the survey. A pilot survey took place to check the adequacy of and get feedback on the questionnaire. The questionnaire used in the study consisted of three parts: The Career Resilience Scale (CRS) by Kodama (2015), the Principal Self-Efficacy Scale (PSES) by Tschannen-Moran and Gareis (2004) and demographic questions.FindingsThe results of the survey showed that principals have high levels of career resilience and very high levels of self-efficacy. There are four factors that form the levels of career resilience: (a) problem-solving skills (b) social skills (c) interest in innovation and (d) optimism for the future. Demographic factors play a role in shaping career resilience as they affect two of the four factors. There are two factors that shape levels of self-efficacy: (a) self-efficiency in administration and (b) self-efficiency in moral leadership. Demographic factors play a role in shaping the factor of self-efficacy that refers to administration. Finally, there was a high positive correlation and a causal relationship between career resilience and self-efficacy.Research limitations/implicationsThe convenient sample used in the present study is a limiting factor, as it may not be representative of Greek primary school principals. Also, research is based on self-evaluation questionnaires, which may show a lack of objectivity, as the answers may reflect the personal worldviews of leaders and particular needs of educational institutions (Sarid, 2021). This fact may not allow us to generalize the results.Practical implicationsThe present study showed that resilience and self-efficacy have a causal relationship and that one enhances another, making their relation pivotal for a successful educational leadership. Regarding the professional development of school leaders, educational leadership training programs could be designed and offered by the Greek Ministry of Education (Dexter et al., 2020). Coaching programs and practices that help principals develop social skills, coping mechanisms, emotional capacities and confidence in one's knowledge should be widely introduced. Governments have to take the necessary initiative to ensure that, particularly in adverse contexts, education stimulate and nurture resilience and self-efficacy among citizens, by promoting appropriate lifelong learning programs and by ensuring the continuous training of employees (Renko et al., 2020).Social implicationsCareer resilience and self-efficacy ensures economic prosperity in times of crisis, globalization and rapid technology development and may be the best way to create strong and successful leaders. Coaching programs and practices that help principals develop social skills, coping mechanisms, emotional capacities and confidence in one's knowledge should be widely introduced. The results of the present research could prove helpful in developing strategic plans, building networks between organizations to improve communication and flow of information, through employee exchange programs.Originality/valueThis research, which combined career resilience and self-efficacy, took place for the first time in Greece. The CRS by Kodama (2015) was also used for the first time in Greek population.
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Boehmer, Leigh, Krista Nelson, Lorna Lucas, Lisa Townsend, Lori Gardner, and Monique Marino. "National organization addresses multidisciplinary oncology team burnout and resiliency through multifaceted presidential theme education initiative." Journal of Clinical Oncology 40, no. 16_suppl (June 1, 2022): e23017-e23017. http://dx.doi.org/10.1200/jco.2022.40.16_suppl.e23017.
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e23017 Background: The 2021-2022 Association of Community Cancer Centers (ACCC) President’s Theme centered on strengthening a work culture that supports professional well-being and workforce resilience. To support this theme and help ensure sustainable high quality cancer care delivery, ACCC —an education and advocacy organization for the multidisciplinary oncology care team (MDT)—designed a multifaceted professional development initiative. Educational interventions were designed to address team member burnout and building resilience, critical issues facing members of today’s oncology workforce. Methods: ACCC designed a collaborative and bi-directional peer-support educational initiative to drive the mission of the 2021-2022 ACCC President’s Theme. Professional Development opportunities included: 1) Expert-led mindfulness meditation series of 10 guided exercises tailored to help MDT members manage through social, emotional, physical, and mental health challenges. 2) Professional development themed virtual meetings, styled as “Coffee Chat Learning Sessions,” facilitated by the ACCC President, addressing emergent challenges and opportunities facing MDT members. 3) Podcast series featuring timely topics related to MDT well-being and resiliency amid the COVID-19 Pandemic. Podcast topics include a) The Business Case for Hiring Oncology Social Workers. b) Leading with Gratitude. c) Coping with Pandemic Grief. d) A Summer of Disconnect for Cancer Professionals. e) COVID-19 Self-Care. f) Real-World Lessons from COVID-19. Results: The education initiative reached a diverse cohort of oncology care community members. 76 unique professionals participated in the small group “Coffee Chat Learning Sessions” from 25 states and represented 72 unique cancer care programs, practices, and institutions. The meditation series engaged more than 1,100 users and the podcast series garnered 1,870 learners. The podcast episode titled “COVID-19 Self Care” was the third most accessed ACCC Podcast episode of all time with more than 680 views. Over 2,900 learners accessed and engaged with the ACCC President’s Theme resources across the dedicated webpage from March 2021-January 2022. Conclusions: Anecdotal learner feedback has been overwhelmingly positive regarding this professional development educational initiative. In a climate of high burnout and health care worker fatigue, the ACCC 2021-2022 President’s Theme Education program has served as a unique lifeline and resource to members of the oncology community to restore and develop resiliency, enhance well-being, and advance professional connections and peer-to-peer support to meet continued challenges. Lessons learned from these activities will guide and inform future professional development opportunities.
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Mclean, Cheryl A. "Racialized Tensions in the Multimodal Literacies of Black Immigrant Youth." Teachers College Record: The Voice of Scholarship in Education 122, no. 13 (April 2020): 1–22. http://dx.doi.org/10.1177/016146812012201303.
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Background The chapter explores the intersection of multimodal and digital literacies and racial identities of Black Caribbean immigrant youth in the United States (U.S.). Drawing on ethnographic research on the ways in which adolescent students embody their identities online, the chapter details some of the tensions that arise when these adolescents attempt to navigate a new home country that racializes their cultural and national identities and literacy practices. Context The chapter offers a meta-analysis of case studies five Black Caribbean immigrant adolescents’ multimodal and digital literacy practices in response to the racialized category “Black.” Looking across four ethnographic case studies, and through the thematic meta-analysis of data, the chapter presents data snapshots of pivotal events that refect issues of race. These events highlight the dialogic ways that these youth make use of literacy practices to understand what it means to be Black and immigrant, and to challenge these dominant, racialized representations that negate their cultural identities. Purpose The purpose of the chapter is to explore the tensions that arise when these adolescents attempt to navigate a new home country that racializes their cultural and national identities and literacy practices. In the case of Black Caribbean immigrant youth, part of this newcomer experience involves negotiating what “race” and “blackness” mean in terms of their academic, social, and personal lives. Thus, the chapter illustrates how young people use their modally and digitally mediated practices to negotiate racialized positionings across physical and virtual spaces, affinity groups, and the school and social contexts of their adopted U.S. homes. Findings As Black Caribbean immigrants, these young persons engage in emotional identity work in their talk about and/or experiences of race. The adolescents’ emotional response to racialized categories was defined by contesting feelings of pride, shame, and resilience. Two salient themes that characterized these tensions are the conflicting sense of 1) national pride versus the racial prejudice, and 2) deficit versus worthy. Their feelings of self-worth were intrinsically connected to racialized identity labels “Black” and “immigrant.” However, the modal tools and spaces they used and created serve as sites of resilience and identity (re)framing. Conclusions Adolescents developed their own personal and/or public voice that allowed them to reevaluate their self-worth, importance of social status, opportunities for advocacy, and their redefinitions of identity labels. Modal spaces and tools offered these adolescents alternative frames of reference within which they could evaluate and reposition Self. The intentional responses of these Black immigrant youth offered positive ways to see and present themselves while challenging deficit narratives of persons of color. Recommendation Explore immigrant adolescents’ use of modal and digital tools and literacies as spaces for socially reconstructing notions of race and identity. Consider modal and virtual digital spaces and tools (e.g., social networks, blogs, photographs/images, talk/stories) as a way to create opportunities for youth to air and share their experiences and ideas, as well as have their stories and positionalities become a part of the broader educational and societal narrative.
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Powers, Jeanne M., Mary Brown, and Lisa G. Wyatt. "SPARK-ing innovation: a model for elementary classrooms as COVID-19 unfolds." Journal of Professional Capital and Community 5, no. 3/4 (July 13, 2020): 307–20. http://dx.doi.org/10.1108/jpcc-06-2020-0036.
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PurposeThe purpose of this paper is to describe SPARK, an innovative elementary school that highlights the possibilities for elementary education as COVID-19 continues to unfold.Design/methodology/approachThe authors’ analysis is based on a research synthesis of the main features of the SPARK model, as it was operating when schools in Arizona closed because of the coronavirus pandemic: project-based learning, a teaming model, heterogeneously grouped multi-age classes, blended learning, supporting students' development as self-directed learners, mindfulness and looping.FindingsThis paper outlines the empirical grounding for the main features of the model and suggests how they might address elementary students' learning and social emotional needs when schools in Arizona reopen for in-person instruction either as full-service schools or on a staggered or hybrid schedule.Originality/valueEducators from other districts can use this model as a springboard for reimagining their own educational spaces and practices in this new and still uncertain period when schools and school districts consider how to move forward. While many of these practices are not novel, the authors’ research synthesis highlights how SPARK combines them in a way that is unique and particularly relevant for the present moment.
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Balika, Ludmiła, Oksana Petrenko, and Tetiana Tsipan. "Social and pedagogical challenges for the modern family: actualization of the problem." Zeszyty Naukowe Państwowej Wyższej Szkoły Zawodowej im. Witelona w Legnicy 4, no. 41 (December 31, 2021): 83–91. http://dx.doi.org/10.5604/01.3001.0015.7775.
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The article reveals the essence of the social and pedagogical problems of the modern family. The research states that the family is an important institution for the formation, development and upbringing of a child, the main carrier of social and cultural practices, promotes preservation of traditions and values, and develops work skills, moral principles, norms and rules of conduct. The study has characterized positive factors of raising a child in a family: ensuring the inclusion of a child in a specific social group, which includes different age, gender, professional subsystems; promoting the development of children’s primary ideas about life goals and values and assimilation of general cultural norms of behavior in the society; formation in the growing personality of the image of own “I”; laying the foundations of the child’s character and attitude to work, moral and cultural values, formation of a set of habits and behavior stereotypes, and initial preparation to perform in the future the role of a responsible parent. The research has identified and described the negative factors influencing the upbringing of children in the family. They include unfavorable psychological climate in the family; mutual alienation of the older and younger generation; weakening and disruption of family, parental and marital ties; reduction of the authority of parents and importance of family values, which significantly affects the well-being of a child in the family; lack of knowledge of parents about the psychological and pedagogical features of the development of children of different ages; lack of unified requirements for the upbringing of children in the family and undemanding attitude to children; violation of partnership relations with the school or unwillingness to establish them; use of ineffective forms and methods of education and inability or unwillingness to use new, progressive forms, methods and means of education, etc. The article defines functions of family upbringing: reproductive, primary socialization, emotional and psychological support, protective, economic, and educational. These functions are carried out within the family ecosystem, which, in turn, is characterized by the following criteria: resourcefulness; self-esteem; self-actualization; effective functionality; internal self-control and self-regulation; empathy; focus on a positive and effective response to adverse external challenges; emotional and psychological communication of all family members; career and professional sphere; combination or change of family roles; social protection of the family (provided by the interaction with the institutions of labor, education, health, culture, state); health-preserving technologies to ensure sanitary, hygienic and ecological well-being, and culture of interaction with nature. The research highlights the areas of partnership and cooperation between the family and school. They include awareness of the importance of close integration of the family and school to obtain a quality result of interaction; development of the scientific foundations of psychological and pedagogical interaction based on the principles and provisions of modern pedagogical science; development of the theory of effective management of the system of pedagogical interaction of the family and school, etc.
Books on the topic "Self-regulation, social and emotional education, educational practices, educational research"
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Dombo, Eileen A., and Christine Anlauf Sabatino. Creating Trauma-Informed Schools. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190873806.001.0001.
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Creating Trauma-Informed Schools: A Guide for School Social Workers and Educators provides concrete skills and current knowledge about trauma-informed services in school settings. Children at all educational levels, from Early Head Start settings through high school, are vulnerable to abuse, neglect, bullying, violence in their homes and neighborhoods, and other traumatic experiences. Research shows that upward of 70% of children in schools report experiencing at least one traumatic event before age 16. The correlation between high rates of trauma exposure and poor academic performance has been established in the scholarly literature, as has the need for trauma-informed schools and communities. School social workers are on the front lines of service delivery through their work with children who face social and emotional struggles in the pursuit of education. They are in a prime position for preventing and addressing trauma, but there are scant resources for social workers to assist in the creation of trauma-informed schools. This book will provide an overview of the impact of trauma on children and adolescents, as well as interventions for direct practice and collaboration with teachers, families, and communities. Readers of this book will discover valuable resources and distinct examples of how to implement the ten principles of trauma-informed services in their schools to provide trauma-informed care to students grounded in the principles of safety, connection, and emotional regulation. They will also gain beneficial skills for self-care in their work.
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Spencer-Rodgers, Julie, and Kaiping Peng, eds. The Psychological and Cultural Foundations of East Asian Cognition. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199348541.001.0001.
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The unprecedented economic growth in many East Asian societies in the few past decades have placed the region center stage, and increasing globalization have made East-West cultural understanding of even greater importance today. This book is the most comprehensive on East Asian cognition and thinking styles to date, and is the first to bring together a large body of empirical research on “naïve dialecticism” (Peng & Nisbett, 1999; Peng, Spencer-Rodgers, & Nian, 2006) and “analytic/holistic thinking” (Nisbett, 2003), theories in cultural psychology that stem from Richard Nisbett’s (2003) highly influential and successful book on The Geography of Thought: How Asians and Westerners Think Differently … and Why. More specifically, the current book examines the psychological, philosophical, and cultural underpinnings and consequences of “dialectical thinking” (Peng & Nisbett, 1999) and cognitive holism (Nisbett, 2003) for human thought, emotion, and behaviour. Since the publication of Peng and Nisbett’s (1999) seminal article, research on this topic has flourished, and East-West cultural differences have been documented in almost all aspects of the human condition and life, from the manner in which people reason and make decisions, conceptualize themselves and others, to how they cope with stress and mental illness, and interact with others, including romantic partners and social groups. Twenty-one chapters written by leading experts in psychology and related fields cover such diverse topics as cultural neuroscience and the brain, lifespan development, attitudes and group perception, romantic relationships, extracultural cognition (the adoption of foreign mind-sets and perspectives), creativity, emotion, the self-concept, racial/ethnic identity, psychopathology, and coping processes and wellbeing. This research has practical implications for business and organizational management, international relations and politics, education, and clinical and counselling psychology, and may be of particular interest to business professionals, managers in government and non-profit sectors, as well as educators and clinicians working with East Asians and Americans of East Asian descent.
Book chapters on the topic "Self-regulation, social and emotional education, educational practices, educational research"
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Edwards-Groves, Christine. "The Sand Through My Fingers: Finding Aboriginal Cultural Voice, Identity and Agency on Country." In Living Well in a World Worth Living in for All, 87–114. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-7985-9_6.
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AbstractConcerns about supporting Aboriginal and Torres Strait Islander learners to reach their potential endure in contemporary Australian education and society. Moreover, supporting these Aboriginal learners to have a sense of self-worth, self-awareness and personal identity that enables them to manage their emotional, mental, cultural, spiritual and physical wellbeing was identified as a key goal of the “Alice Springs (Mparntwe) Education Declaration”. This declaration sets out the national vision for education and the commitment of Australian Governments to improve educational outcomes for Aboriginal peoples across Australia (Commonwealth of Australia, 2019). This is a critical responsibility for the practices of Australian educators, policymakers and researchers alike. This chapter presents a unique on-Country approach to research with young Aboriginal people seeking to understand what a world worth living in means to them as individuals and for the communities they live in. The approach involved multimodal research methods that included poetry composition and photography, as media that revealed their Aboriginal youth voices, cultural sensitivities, identity and agency. For these young Aboriginal people, sitting on their own Country with sand from their Wiradjuri land sifting through their fingers, their words and images emerged as powerful resources for connecting to culture and to self as their Aboriginal identities flourished despite previously being demeaned by racism, ignorance, injustice and inequity. The poetry and photographs produced by these young Aboriginal males serve as a window into how cultural voice and vision expose ways identity and agency are socially-culturally-politically configured—both in their production and deployment. Their words and images demonstrate the kind of resilience needed for these Aboriginal youth to take their place in the world—one that they, too, see as worth living in.
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Schleiff, Afton. "Social-Emotional Learning in Secondary ELA Classrooms." In Handbook of Research on Supporting Social and Emotional Development Through Literacy Education, 390–405. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7464-5.ch018.
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The author discusses the use of social-emotional learning practices, specifically Conscious Discipline and the RULER approach, in a secondary English language arts classroom. Also discussed are the implications and positive results that can come from an educator implementing practices that enable students to develop emotional literacy, executive functioning skills, and self-regulation. Educators can help to create environments that support social-emotional learning and cultivate positive relationships among students and with the teacher, which provide students the confidence and skills to be resilient, innovative learners. The author also provides some structures and activities for embedding social and emotional practices within academic curriculum and instruction.
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Mihić, Sanja Skočić, Kimberly Maich, Christina Belcher, Susan Perrow, Ana Barišić, and Nadia Novak Ramić. "The Role of Bibliotherapy and Therapeutic Storytelling in Creating Inclusive Classroom Communities." In Handbook of Research on Classroom Diversity and Inclusive Education Practice, 375–98. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2520-2.ch016.
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This chapter reviews the literature of using the bibliotherapy as a strategy to provide empathy and understanding for diverse behaviors and emotions. Since diverse learners may have difficulties in developing social skills and emotional regulation, the development of a positive and respectful social climate is critical in encouraging all students to be more accepting of individual differences and challenges. Using the Lessac bio-dynamic approach and verbal intonation and dynamic articulation of the text, enriches students' experience and allows students with difficulties to recognize the intention of the character and to interactively participate with movements. The unique model of therapeutic storytelling with Lessac Kinestetis is presented as a teaching strategy for the development of the skills of diverse learners, as well all students in the inclusive classroom.
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Parlakkilic, Alaattin. "Bridging the Gap with Distance Education Students." In Handbook of Research on Emerging Priorities and Trends in Distance Education, 294–307. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5162-3.ch020.
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Presence, a sense of “being there,” is critical to the success of designing, teaching, and learning at a distance using both synchronous and asynchronous (blended) technologies. Until recently, presence has been defined and discussed in terms of behavioral or cognitive theory. Emotional aspects of presence have been largely ignored. A theory of presence must incorporate emotions and take into consideration their interaction with behavior and cognition. In order to create, convey, and/or experience a sense of presence, it is necessary to become familiar with and take into consideration the types, modes, determinants, and dimensions of presence. In addition, it is important to recognize that when others sense your existence, it may enhance your individual sense of presence and your differentiation of self and experience of self. Further, continuing to experience and practice with technologies, in groups and sharing with others, a sense of presence will most likely increase. Presence will also be affected by expectations based on prior experience; as expectations rise, it refines ways in which presence can be experienced. Throughout this process, trust and support are critical. The concept of presence has been conceptualized differently across various theoretical models. Different dimensions of the presence in the literature can be grouped in three main categories as (place) presence, social presence, and co-presence. Presence is explored in this chapter.
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Johnson, Christen DeAnne. "Cultivating Wellness and Cultural Humility Through Self-Awareness and Self-Reflection." In Advances in Medical Education, Research, and Ethics, 270–88. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-5493-0.ch016.
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When caring for patients of disenfranchised identities, healthcare professionals must be prepared for the complicated emotions they will face in providing equitable care. Through the practice of Physician Cultural Responsibility, one can learn to provide inclusive care and the skills to prevent burnout in doing so. The cases enclosed encourage learners to utilize cultural humility and intercultural communication skills to strengthen the healthcare professional's relationship with, ability to care for, and ability to advocate for the patient. Through discussions of intersectionality, the social determinants of health, and available resources, learners will explore both structural and individual barriers to health equity in two patients of diverse identities. A self-reflection technique is then displayed for the learner to increase their awareness of knowledge gaps, limitations, and both personal and professional biases, as well as protect themselves from burnout through unpacking difficult patient situations.
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Boivin, Jacquelynne Anne, and Theresa Melito-Conners. "Mindful Self-Care for Earlier Schooling." In Research Anthology on Early Childhood Development and School Transition in the Digital Era, 594–614. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-7468-6.ch030.
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This chapter explores the role that mindful self-care practices play in helping students transition into attending school for the first time. Self-care practices are described in this chapter based on a thorough review of the literature focusing on the benefits for young students in early childhood educational settings. A thorough review of the literature has provided insight into five areas that address the following topics: (1) defining the concept of mindful self-care, (2) the impact of mindfulness practices on self-care, (3) the significance of modeling in learning to be self-cared, (4) benefits of self-care in the early childhood transitionary period, (5) long-term benefits of implementing self-care skills as socio-emotional competencies in early childhood, (6) implications for earlier public schooling, (7) educating starting at birth.
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Davis, Jason P., Kevin Oh, and Natalie Nussli. "Using Video-Aided Self-Reflection to Prepare Novice Special Education Teachers." In Research Anthology on Inclusive Practices for Educators and Administrators in Special Education, 1060–76. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3670-7.ch057.
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The growing diversity of America's public schools has created pressure for universities and teacher preparation programs to develop strategies to aid novice teachers in meeting a variety of student needs. In addition to cultural and linguistic differences, special education teachers must also be prepared to meet the variety of academic, social, and emotional needs of students identified with disabilities. To accomplish this, studies investigating the potential of video based reflection to impact novice and preservice teachers' ability to implement pedagogical theory into practice have increased. This chapter examines the use of video as a tool to engage novice special education teachers' reflection on the implementation of culturally responsive pedagogy (CRP), differentiated instruction (DI), and universal design for learning (UDL).
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Duckworth, Mindy Louise, and Jennifer Putnam. "The Importance of Supporting the Social-Emotional Skills of Teacher Educators in the Post-COVID Era." In Redefining Teacher Education and Teacher Preparation Programs in the Post-COVID-19 Era, 79–98. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8298-5.ch005.
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The COVID-19 pandemic affected education on all fronts. Most troubling was the effect on students' social emotional learning (SEL) across all education sectors. The implications are yet to be fully understood; however, ongoing research points to further exploration. This chapter supports the redesigning of educator preparation programs (EPPs) to include courses dedicated to exploring SEL. In a post-COVID-19 era, it will be essential to integrate SEL in the EPP curriculum to build awareness of these needed skills in future educators, to build capacity to support students during challenging times. This chapter also encourages universities to consider the addition of SEL development for their EPPs. The authors developed specific action steps for EPPs to use in incorporating SEL within their curriculum. These steps include integrating SEL across coursework, recognizing challenges and stressors, practicing collaboration, encouraging independent practice and critical thinking, using pre and post-assessments to measure SEL improvement, and incorporating mindfulness and emotional regulation.
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Martynova, Ivetta. "PROBLEMS AND PECULIARITIES OF TEACHING UKRANIAN AS A FOREIGN LANGUAGE." In European vector of development of the modern scientific researches. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-077-3-17.
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The purpose of the paper is to summarize and present teaching Ukrainian as a foreign language in higher educational institutions of Ukraine. The main focus lies in the most modern methods of teaching Ukrainian for foreign students of different nationalities who attain higher education in Ukraine. The author reviewed the development of the concepts of emotional intelligence and modern approaches to the determination of the nature and forms of manifestation of empathy in individuals. Empathy is a principal social emotion; in its most general form it is defined as the individual's ability to react emotionally and to respond to other people's experiences. The author emphasizes the feasibility of accounting empathy as part of emotional intelligence, which is key to successful study of the Ukrainian language for foreigners. The value of socio-psychological training as a means to enhance students’ empathy is proven. Emotional intelligence techniques for the formation and development of empathy culture are presented. The formation of students’ emphatically culture promotes social and psychological training, thus enhancing competence in the field of communication and interpersonal skills to acquire. Socio-psychological training covers various methods, such as business and role-playing, discussions and more. It involves the acquisition of psychological and pedagogical knowledge in communication, effective communication skills, for example, to get in touch, listen, persuade others and to form attitudes necessary for successful communication, such as readiness to consider the problem from another point of view; development of abilities of self-examination, to understand other students, and correction system of relations with the outside world. Other techniques appropriate to apply during the stimulation of student culture are widely known such as self-disclosure, emotional response, personal contact (physical, visual, verbal, plastic, object-efficient) jokes, humor and others. The latter are very effective in removing emotional stress, eliminating aggressive or sad states of stress in relationships, and help enhance mental activity. Jokes activate distraction and relax empathy. The development of emotional intelligence in the student regulates that individual’s abilities and traits that are responsible whether the impact of emotional phenomena will be constructive or destructive behavior for the student. Developing emotional intelligence is inextricably linked to the communicative approach to language learning. The teacher should provide comfortable and effective communication between students in class, using the methods above, techniques and creating a positive atmosphere that promotes cooperation and helps develop confidence in students. Holistic education must involve the unity of intellectual and emotional areas. Also, this work is devoted to the analysis of existing classifications of dialogues, consideration of advantages and disadvantages of some of their types, to the coverage of methods of extracurricular work with students, their detailed analysis, and identification of their pluses and minuses. The model of the use of more appropriate combinations of types of dialogues is presented in order to achieve the most productive result in language learning. A model of formation of foreign communicative competence is offered. The practice of the proposed methods should allow students to unleash their potential, break language barriers, expand vocabulary, improve pronunciation, and most importantly – increase self-confidence.
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Linder, Roberta. "Promoting Self-Awareness and Social Awareness in Middle School Students Through Literature Featuring Diverse Characters." In Handbook of Research on Supporting Social and Emotional Development Through Literacy Education, 112–33. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7464-5.ch006.
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High-quality narrative and informational texts can provide young adolescents with mirrors which reflect their lived experiences and windows into the lives of those with whom they are less familiar. These texts can connect with the social-emotional learning (SEL) competencies of self-awareness and social awareness. Connections between SEL programs and integration with literacy practices are described. Literacy approaches grounded in reader response theory and critical literacy theory provide the basis for reading and understanding diverse texts and support the development of SEL competencies. The chapter presents criteria for selecting high-quality literature, 13 text recommendations for self-awareness and social awareness, and ideas for activities and discussion.
Conference papers on the topic "Self-regulation, social and emotional education, educational practices, educational research"
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Gunness, Sandhya, Rubina Devi Rampersad, Thanasis Daradoumis, and Reena Ittea. "Co-Creating for Resilience – Development of Transdisciplinary Skills and Competencies in Higher Education." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5478.
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This paper presents the co-creation of a University-wide Open Educational Resource (OER) on Transdisciplinary Skills and Competencies for enhancing graduate employment with the necessary knowledge, values, and attitudes for building a more resilient workforce in an increasingly uncertain future. The four Key Pillars underlying education and life from the highly influential, and increasingly relevant, Delor’s report (1996) underpinned the development of future-thinking stances for the first-year students as they engaged with learning activities that enabled them to: 1. Learn to know: Investigate their own learning and courses with more agency and depth through metacognitive strategies. 2. Learn to do: Relate theoretical knowledge to more relevant, practical, transdisciplinary applications through collaboration on working towards solution-oriented and challenge-based learning. 3. Learn to live together: This entails the cross-fertilization and respect of each-others’ ideas to bring about innovation through a learning environment that is conducive for thriving together. 4. Learning to be: Developing the human potential to its fullest, especially the skills, competencies and attitudes required to work in an increasingly connected world with greater responsibility for the attainment of common goals. // The objective of the action research was to co-create the OER with the input of both academics and students from different faculties. The collaboratively designed learning activities were adapted to different disciplines and educational contexts to enable learners to be assessed for four main value-laden skills and competencies: a) Collaborative Networking (comprising Cultural awareness, Acknowledging differences, Personal branding, Team playing and trust building, Virtuous circles). b) Communication Networking (comprising Social and Emotional Intelligence, Technology-enhanced Communications, verbal and non-verbal communication, conflict management). c) Growth Mindsets (comprising Solution Orientedness, Grit and determination, Opportunity seeking, creative and critical thinking, design thinking. d) Professional and Ethical Practices (comprising case studies and role plays to demonstrate Social responsibility, Sustainable development, Managing ethical dilemmas and transformational leadership). // 9 faculty members and their respective students formed part of the action research and while co-creation is perhaps too innovative and disruptive for certain academics, the students were appreciative of the opportunity of having a voice and participating in the co-creation of the learning activities that would develop their full potential. This study demonstrates the need for engaging with learners so that they are aware of the active role they play in the learning environment and to build resilience and self-efficacy from within.
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Dreimane, Lana Frančeska, and Elīna Vītola. "Development of Emotion Regulation by Integrating Mindfulness Praxis in Early Childhood Education." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.53.
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Rapid technological development and information overload has shaped the identity of the 21st century and has had an immense impact on many social aspects of human life including education systems and children across the world. In their early years, children experience rapid flows of information and a vast range of emotional stimuli every day which, without the ability to effectively self-regulate the emotional responses to these stimuli, can cause anxiety, cognitive overload, socialisation problems and uncontrollable emotional release, resulting in psychological distress for everyone involved – children, parents, and educators. Furthermore, in early childhood education long-term implications must always be considered as, during such overwhelming moments, a child is not able to effectively engage in socialisation or learning processes and subsequently, this can have a negative effect on overall long-term development and the life of a child. This research confirms that, in the past decade, social emotional learning has, for many education institutions across the world and systems worldwide, become an integral part of learning. Nevertheless, in early childhood education research, there remains a notable knowledge gap concerning the lack of systematized knowledge and practical tools to support the development of emotion regulation skills in early childhood education. This paper presents a theoretical and qualitative multi-method study, including a pedagogical intervention, providing scientifically grounded answers and practical advice for educators and early childhood education institutions on how to integrate mindfulness praxis to promote emotion regulation skills of children aged five to six. The results of the research show that meaningful and qualitative support of emotion regulation skills development are provided, through the inclusion of mindfulness praxis as a purposeful and systematic part of early childhood education.
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Romanovska, Diana. "Preservation of mental health of participants of educational process in а COVID-19 pandemic by means of applied psychology." In National Events on WMHD in Ukraine. N-DSA-N, 2021. http://dx.doi.org/10.32437/nmhdup2021.5.
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The article examines the results of the study of the socio-psychological consequences of the COVID-19 pandemic, which are felt by participants in the educational process, conducted as part of the research «Overcoming the effects of the COVID-19 pandemic in the psychological service of education.» The rating list of social and psychological problems of the participants of the educational process, which are formed by the participants of the online focused interview from Chernivtsi region, is presented. An anonymous online survey of teachers has identified four main features that create a high level of personal anxiety and worsen the state of mental health, and hence the quality of professional teaching: fear of infection; difficulties with the organization of time in terms of distance learning; inability to perform professional tasks in full; emotional exhaustion. The consequences of the pandemic, quarantine, COVID-19 disease on the emotional burnout of teachers are analyzed. The article specifies the tasks of professional activity of specialists of the psychological service of the education system to overcome the consequences of the pandemic. Strategies strategies and means of psychological assistance to pedagogical workers, parents, students are offered for the purpose of prevention of emotional burnout and overcoming of psych emotional exhaustion after illness in the conditions of distance learning: practical-orientation strategy of preservation of mental health, formation of skills of psych hygiene; practical and constructive strategy of achieving emotional balance and mastering new trajectories of emotional response; personality-facilitative as an emotional support of the teacher in the personal-professional transformation to online learning, self-development. Keywords. mental health, socio-psychological consequences, emotional exhaustion, anxiety, strategies and means of psychological assistance
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Volkova, Olga, Anastasia Bembena, and Yuliya Artyomova. "DISTANCE LEARNING TECHNOLOGIES WITH MENTALLY DISABLED PEOPLE." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-089.
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The article presents both results of research and practical socio-pedagogical work, carried out jointly by the staff of Laboratory of Social Projects of Belgorod State University, Borisovsky Psychoneurological Boarding School and Non-governmental Organization of Social Initiatives "Vera". The project was being implemented from March until November 2018 in the Western region of Russia (Belgorod region). There were used methods of collecting primary sociological data such as (1) interviews with experts from the staff of the psychoneurological boarding school; (2) monitoring educational and social activities of people with mental health problems living in a psychoneurological boarding school. Training of people with mental health problems is an urgent social problem nowadays. This is the most vulnerable group of people of the educational process, studying in the classrooms. The results of research work demonstrates that there is a number of psychological and pedagogical problems in full-time training of people with mental health disorders. Among them are: (1) vivid emotional feedback in response to the actions of a teacher and other students due to the specifics of their diseases, decreasing of motivation for learning and inadequate level of self-esteem; (2) contravention in behavior caused by external conditions of the educational process and the surrounding environment. Distance education enable this category of people to avert above-mentioned problems. Under appropriate conditions, a person with mental health disorders is able to get a professional education and provide themselves financially, being a useful member of a society. As a result of scientific research and practical activities, there were established the most effective methods of distance learning for people with mental health disorders. They are as follows: (1) information and receptive method, involving the transmitting of information by means of various electronic didactic training tools, including different training facilities (textbooks, audio, video files); (2) reproductive method based on an algorithmic nature of the students' activities. This method assumes the implementation of various exercises and tasks in accordance with recommendations, the purpose of which is formation of practical skills and abilities; (3) method of cognitive visualization of cases from practical professional activities. The method assumes a positive color, sound and emotional background, since visibility in learning has not only illustrative, but also cognitive function; (4) research method, which demonstrates both independence of students and creative practical application of knowledge in unusual situations.
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Wizel, Maya. "BUILDING BRIDGES: BRINGING NONFORMAL PEDAGOGIES INTO THE CLASSROOM." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end021.
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Education systems worldwide have long sought ways to engage and support learners to become self-directed and develop 21st-century skills. This became even more relevant—and crucial—with the COVID-19 pandemic restrictions. Solutions to help formal education systems establish innovative pedagogies and methods to organize learning can be found in places as unpredictable as nonformal education settings. In this study, I interviewed educators with backgrounds in nonformal education to better understand that system’s qualities and how they can be transferred into formal settings. Findings regarding practices include teachers prioritizing instructional choice (voluntarism); addressing social-emotional aspects through diverse teaching methods that emphasize students’ active learning and real-life experiences (classroom as a social group); and excelling in dialogue and teamwork to sustain solid interpersonal relationships with students and colleagues (relationships and dialogue). Educators working in nonformal settings often know they have a unique collection of difficult-to-articulate abilities. This research presents the voices of youth movement leaders in Israel, who nonformally have been doing what formal educators worldwide are trying to figure out; defines some of their skills; and explores how those skills can be applied in formal settings. This study has been published as a book in Hebrew in 2020. This paper embodies a few aspects of the study and will benefit formal education leaders and practitioners who seek to incorporate methods from nonformal pedagogies.
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Kharisov, Firaz, and Chulpan Kharisova. "INNOVATIONS IN NON-NATIVE LANGUAGE EDUCATION." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-096.
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INNOVATION IN NON-NATIVE LANGUAGE EDUCATION Education system both in Russia and abroad has its own traditions and customs established throughout the centuries. In some educational institutions there were used non-conventional teaching methods along with traditional ones. However we are aware of the fact that both in those old times and now educational and pedagogic work was founded on the Jan Amos Comenius teaching, that was published in Didactica Magna (1638) that contains 'universal art of teaching everyone everything...'. Despite the fact that every country establishes specific educational systems which capture the peculiarities of socio-political framework and national and cultural differences, there is a certain degree of commonality among them. We understand 'innovation' as a certain novelty that was specifically developed or accidentally discovered through the pedagogical practice. Authors give different meanings to 'novelty' and 'innovation'. Novelty is a new means (new method, new methodology, technology etc.), while Innovation is the process of adopting that means. Innovational teaching is focused on developing an individual who is adaptable to constant changes in society, living conditions, to effective and durable acquisition of science basics by means of developing creative capabilities, thinking, and communication skills through new technology. When using innovation technologies, there occurs transition from lesson (task) systems as a teaching process to a lesson as 'a leading form of living' (lesson-creation, lesson-labor, lesson-communication, lesson-friendship, lesson-meeting, lesson-concerto, lesson-conversation, integrated lesson, lesson-roundtable, lesson-craft, etc.), Innovative approaches when teaching non-native language can be considered from the point of view of innovation-modernization of the teaching process, whereby the result is guaranteed as in traditional reproductive orientation. Technological approach to teaching concerns communicating certain knowledge to a student, forming a certain set of actions based on an example offered by a teacher; innovation-transformation which changes traditional understanding of the educational process and supports the research nature of the cognitive activity. Exploratory approach has an ability to transform traditional learning based on productive activity, which guarantees meeting certain goals and results. Teaching languages by using innovative technologies implies organizing the teaching process in a new, oriented at foreseeing the end results, stimulating students to dynamic communicative activities dialogue which fully leverages the emotional and intellectual potential. By 'technology' we mean a set of methods and techniques, which are used by teachers, as well as educational materials that are used when teaching Tatar language (educational-methodical system, computer technologies, video and audio, etc.). Educational-methodological systems that have been developed in recent years are communication-oriented and contain multiple tests that allow for self-control and teacher-control. Essentially, they bring communication in a non-native language close to natural environment. There are several goals of using modern technologies for teaching non-native languages, o Increasing motivation and interest in studying; o Strengthening cognitive activity; o Creating comfortable environment, the atmosphere of mutual understanding and support when communicating in non-native language; o Developing creative potential and skills, developing initiative. Using new educational technologies implies that the teacher should act in numerous roles: be a producer, a teacher, a student, an organizer of certain type of activity (e.g. games), a consultant, etc. Dr. Firaz F. Kharisov, Professor, Doctor of Pedagogical Sciences, Kazan Federal University Chulpan M. Kharisova, Professor, Doctor of Pedagogical Sciences, Kazan Federal University
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Sunnatova, R. I., M. O. Mdivani, and E. V. Lidskaya. "Personal resource as a factor of deviant behaviour prevention among students of digital generation." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.264.276.
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The history of students’ deviant behavior problem and studying different aspects of this phenomenon is defined by ambiguous understanding of the phenomenon occurrence nature. Widespread digitalization of educational environment and social life introduces new factors determining the behavior of modern adolescents. A promising approach to solving a number of research and practical problems in preventing deviant behavior among adolescents may consider the possibility of identifying a personal resource as a factor of preventing violations in adolescent behavior. The study involved 402 students from Moscow school. It revealed negative connotations in self-confidence and obsession with computer games, browsing social networks (Spearman’s correlation coefficient — .583), as well as with volitional control of emotional reactions — .598. A significant correlation was also found between teenagers’ dissatisfaction with significant adults’ attitude and obsession with computer games, browsing social networks: problems with teachers — Spearman’s correlation coefficient .458 and, accordingly, dissatisfaction with family relationship .431. All correlations are significant at the level of 0.01. Generally, the analysis results allow us to state that the questionnaire being developed can be useful both to identify the adolescent’s personal resource that enforce normative behavior and to identify deviant behavior risk predictors for students in grades 7–11. It can also be used as a tool for targeted planning in psychological and pedagogical support aimed at leveling various behavior violations and intrapersonal destructive states of adolescents.
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Aizenberg, Merav, and Gila Cohen Zilka. "E-Readiness of Preservice Kindergarten Teachers for Teaching Practices During the COVID-19 Lockdown Period [Abstract]." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4969.
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Aim/Purpose: This study examined the distance teaching practices that early childhood pre-service teachers chose for working with kindergarten students during the COVID-19 lockdown. Background: The spread of the coronavirus resulted in a state of emergency, lockdowns, isolations, and social distancing in Israel. As a result of the lockdown, kindergartens were closed, and learning continued distance teaching. Methodology: In this study, we examine the perception of the role of the coaching kindergarten teacher in the process of integrating and coaching students at the be-ginning of their practicum in kindergarten, during the COVID period, from the perspective of the students. The study involved 32 female preservice teachers studying at teacher training institutions in Israel. The study used the qualitative research method. Contribution: Imparting knowledge, tools, and skills for working in this environment could have led to more significant teaching during the COVID-19 lockdown period by some of the participants in the study. Findings: The data analysis revealed that preservice teachers could be divided into three categories: (a) those who adopted distance teaching (12.5%), (b) those who sent asynchronous messages (21.8%), and (c) those who initiated distance learning activities (65.6%). Participants raised three issues: (a) communication and interactions, (b) characteristics of the preservice teachers, and (c) attitudes, tools, and technological skills of the preservice teachers. The findings revealed differences in the resilience and efficacy of the preservice teachers, including creativity, endurance, independence, flexibility, and the degree of e-readiness for teaching in a digital environment. These differences affected the choice of distance teaching practices. Recommendations for Practitioners: Knowledge strengthens the sense of mental resilience; therefore, it is necessary to enhance the digital readiness of students in early education teaching programs. The process of training preservice teachers must include teaching practices in a digital environment, thereby expanding the students’ “toolbox” and increasing their e-readiness for effective integration of the digital environment. Recommendations for Researchers: The findings of the study can be applied in periods when it is not possible to meet face-to-face, with remote populations in the periphery, and in joint learning of kindergarten teachers, parents, and children within the framework of homeschooling in geographically distant areas, carried out remotely and not face to face. All the preservice teachers who participated in the study and all the parents of the children in the kindergartens had full access to the Internet and application's; therefore, the findings of the present study can be applied only to populations that have access to the Internet. For populations that have partial access, the data may be applied only partially. Impact on Society: It is important that kindergarten teachers initiate distance learning with the children and parents on an ongoing basis, not only during emergencies and crises, on various topics, for example, the online activities program focusing on the seasons of the year. Parents can write texts with their children and all kindergarten children can see them; they can document trees in various situations—the falling of leaves and blossoming—and share with all the kindergarten children and their parents in a dedicated forum; watch a show online with the all the children and their parents; send videos and allow responses on the common forum to the kindergarten staff, children, and parents. In addition, in the process of preservice teacher training, students must acquire social-emotional skills and cultivate a sense of resilience, empathy, self-efficacy, growth mindset patterns, decision-making ability, self-awareness, self-management, social awareness, interaction management, and responsibility. Future Research: The sample included 32 preservice teachers in early education, in the final year of their training, and examined the practices chosen by the preservice teachers during the first COVID-19 lockdown. Further studies, following subsequent closures, may show a better adaptation to distance teaching because of the experience gained in the meantime. Future studies should examine the distance teaching practices that teachers have used in practice during the closure periods, and what factors advanced and hindered distance learning.
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Līce, Anita, and Biruta Sloka. "Which skills, competencies and attitudes are employers looking for in recruitment process in Latvia?" In Contemporary Issues in Business, Management and Economics Engineering. Vilnius Gediminas Technical University, 2019. http://dx.doi.org/10.3846/cibmee.2019.058.
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Purpose – the purpose of the study is to evaluate the opinion of employers on the importance of employability competencies in recruitment in Latvia, considering increasingly global and changing labour market. Research methodology – total of 750 companies participated in this research. A list of 17 skills, competencies and attitudes, important for individual employability in changing labour markets, was rated using a four-point Likert scale. Findings – the research results show that employers value attitudes, emotional and self-management competencies the most when hiring potential employees, which are followed by social competencies. Although academic skills were assessed as the least important in the list of all competencies, the majority of employers consider academic skills important in the recruitment process. Research limitations – as this research is not sector-specific, it is limited only to those competencies that can be equally applicable to all occupations. Practical implications – research provides valuable, easily acquirable information for various stakeholders in the area of human resource planning and development, including educational institutions which aim to update programmes to facilitate graduate employability. Originality/Value – research offers three complex factors explaining the elements of individual employability, based on empirical analysis
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Cohen Zilka, Gila. "The Tutor’s Role in the Online Training of Preservice Teachers: Tutor and Tutee Perspectives." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4946.
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Aim / Purpose This study examined the perception of the role of tutors in online training of preservice teachers during the COVID period, from the perspective of pre-service teachers and their tutors. Background Because of the COVID pandemic, learning in schools was conducted online, therefore preservice teachers’ practicum also took place online, as did the tutoring process. Methodology The research question was: How did preservice teachers and their tutors perceive the experience of teaching during the COVID period perceived by them; specifically, what was their sense of self-efficacy and satisfaction, and what difficulties did they encounter? This was a quantitative study. The sample included 221 participants comprising 111 tutors and 110 preservice teachers. Data were collected in Israel in 2021. Contribution This study sheds light on the process of online tutoring of preservice teachers by their tutors. Findings The study found that preservice teachers and their tutors perceived the practicum during the COVID period to be helpful, answering preservice teachers’ needs and providing professional assistance in their training. This was more so in the professional aspects of teaching, in the emotional aspects of the tutoring process, and in the process of shaping the preservice teachers’ professional identity, and less so in the organizational aspects of the school. In both groups (tutors and preservice teachers), it emerged that during a com-plex period of social isolation, maintaining contact reinforces the sense of self-efficacy. Tutors who encountered fewer technical difficulties and thought the tutoring process was enjoyable expressed more satisfaction with the tutoring process. Tutors felt that they were able to get better acquainted personally with the preservice teachers they taught, and vice versa, and preservice teachers were able to get to know their tutors personally. Tutors thought that their interpersonal communication benefitted the preservice teachers, that they listened to their mentees, and understood them. Preservice teachers felt that tutors allowed them to voice their expectations and concerns about their teaching experiences. Recommendations for Practitioners One of the main goals of practicum in studies toward a teaching certificate is to prepare the students for their role as teachers. In the online tutoring process, emphasis should be placed on professional aspects (such as instruction and classroom management, identifying points for improvement and setting them as goals and challenges for the future) and on emotional aspects (such as promoting growth and personal development of preservice teachers in the process of shaping their professional identity). Recommendations for Researchers One of the findings of the study is that the tutor-mentee relationship should be preserved in remote tutoring. The findings showed a positive correlation between maintaining such contact and high self-efficacy for both tutors and preservice teachers. It was found that tutors who reported high self-efficacy felt that interpersonal communication benefitted the teachers they were guiding. Impact on Society Information collected in this study indicates that the tutors made a great effort to provide preservice teachers with meaningful coaching during the COVID period. In certain aspects, the tutoring was more successful and in other aspects less so, given the characteristics of the period, such as social distancing, no attendance of regular classes at school, and so forth. Future Research It is recommended to continue investigating the online tutoring process, both from the perspective of preservice teachers and of tutors, to explore in-depth the correlation between self-efficacy and interpersonal communication, with emphasis on feedback between the tutors and preservice teachers.
Reports on the topic "Self-regulation, social and emotional education, educational practices, educational research"
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Bayley, Stephen, Darge Wole Meshesha, Paul Ramchandani, Pauline Rose, Tassew Woldehanna, and Louise Yorke. Socio-Emotional and Academic Learning Before and After COVID-19 School Closures: Evidence from Ethiopia. Research on Improving Systems of Education (RISE), November 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/082.
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This paper presents the findings of research undertaken in Ethiopia to examine the effects of COVID-19 school closures on children’s holistic learning, including both socio-emotional and academic learning. It draws on data collected in 2019 (prior to the pandemic) and 2021 (after schools reopened) to compare primary pupils’ learning before and after the school closures. In particular, the study adapts self-reporting scales that have been used in related contexts to measure Grade 3 and 6 children’s social skills, self-efficacy, emotional regulation and mental health and wellbeing, along with literacy and numeracy. Lesson observations were also undertaken to explore teachers’ behaviours to foster socio-emotional learning (SEL) in the classroom. The findings advance current knowledge in several respects. First, they quantify the decline in Ethiopian pupils’ social skills over the period of the school closures. Second, they identify a significant and strong relationship between learners’ social skills and their numeracy, even after taking other factors into account. Third, they reveal a significant association between children’s social skills and their mental health and wellbeing, highlighting the importance of interpersonal interactions to safeguard children’s holistic welfare. The paper concludes by proposing a model for understanding the relationship between learners’ SEL and academic outcomes, and with recommendations for education planning and practice, in Ethiopia and elsewhere.
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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.
Full textAbstract:
The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.