Academic literature on the topic 'Social structure – study and teaching'
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Journal articles on the topic "Social structure – study and teaching"
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Mccrory, David L. "A Conceptual Structure and Study Guides for Teaching about Technology." Bulletin of Science, Technology & Society 6, no. 2 (June 1986): 291–93. http://dx.doi.org/10.1177/027046768600600226.
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McCrory, David L. "A Conceptual Structure and Study Guides for Teaching About Technology." Bulletin of Science, Technology & Society 6, no. 3 (June 1986): 291–93. http://dx.doi.org/10.1177/027046768600600326.
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Huda, Khuan. "INTERCONTINENTAL INSIGHT: A COMPARATIVE STUDY OF HIGHER EDUCATION INSTITUTIONS IN MALAYSIA AND INDONESIA." Global Journal of Humanities and Social Sciences 02, no. 08 (August 6, 2023): 01–08. http://dx.doi.org/10.55640/gjhss-social-319.
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Explores the educational landscapes A Comparative Study of Higher Education Institutions in Malaysia and Indonesia of Malaysia and Indonesia, focusing on their higher education institutions. This comparative study investigates various aspects, including educational policies, curriculum structures, teaching methodologies, student demographics, and institutional cultures. By analyzing similarities and differences, the research aims to offer insights into the strengths, challenges, and potential areas for collaboration between Malaysian and Indonesian higher education systems.
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Fien, John. "Understanding the Macro-context of Teaching Environmental Education: A Case Study from Queensland, 1989-1991." Australian Journal of Environmental Education 8 (1992): 77–114. http://dx.doi.org/10.1017/s0814062600003323.
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Any discussion of curriculum should consider the social setting, especially the relationship between schools and society and its influence on curriculum decisions…. Curriculum decisions take place in a complex social setting, through demands that are imposed by society and filter down to schools (Ornstein and Hunkins, 1988: 114).Context is an important element in understanding the nature of the curriculum in any field and its goals. Thus, Cornbleth (1988: 89) describes curriculum as “an ongoing social activity shaped by various contextual influences within and beyond the classroom”. She argues that curriculum is a “contextualized social process” which:… cannot be understood adequately … without attention to its setting or context. Curriculum is contextually shaped…. (C)urriculum emerges from the dynamic interaction of action, reflection and setting (Cornbleth, 1990: 6-7)Similarly, Berlak and Berlak (1981: 24) write of the need to investigate teachers' decision making in terms of “the social, cultural and political forces and structures that are omnipresent in all social situations”. Sharp and Green (1975) argue that comprehensive explanations of teaching require an investigation of the “sociology of situations, their underlying structure and interconnections and the constraints and contingencies they impose” (p. 25).
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Thyer, Bruce A., Geraldine Jackson-White, Richard Sutphen, and Dorothy F. Carrillo. "Structured study questions as a social work teaching method: A controlled experimental study." Innovative Higher Education 16, no. 3 (1992): 235–45. http://dx.doi.org/10.1007/bf00920314.
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Robinson, Kirk S. "The influence of neoliberalism on graduate student teaching preparation: a structural, interactionist study." Studies in Graduate and Postdoctoral Education 11, no. 3 (August 31, 2020): 295–310. http://dx.doi.org/10.1108/sgpe-09-2019-0076.
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Purpose The purpose of this study initially was to explore how graduate teaching assistants’ (GTAs) peer-to-peer interactions in a teaching development seminar (TEAC 530, offered at Midwestern State University) shaped their experiences in the seminar. However, as this study unfolded, the author learned that the neoliberal social structure enveloping TEAC 530 informed how GTAs interacted with their peers. It became necessary to interrogate how the seminar, against a neoliberal backdrop, shaped GTAs’ interactions. Design/methodology/approach Using an ethnographic methodological approach, this inquiry drew from fieldnotes from 21 different TEAC 530 sessions, with collection occurring over the course of 15 months. This project also drew upon 18 semi-structured interviews and analysis of relevant documents. Findings Neoliberalism’s influence on TEAC 530’s structure and learning goals created conditions that did not forge strong GTA peer connections; the extent to which GTAs got to know each other and build relationships was questionable. Fruitful working peer relationships were inconsistent, making it challenging for GTAs to learn and contrast their experiences and understandings about teaching with peers. Originality/value Neoliberalism’s influence on TEAC 530 undermined the seminar’s community of practice design, limiting the scope and depth of GTAs’ peer interactions, which in turn limited the facilitation of GTAs’ teaching preparation.
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Kuzmin, Victor, Mariia Kuzmina, and Svitlana Borysiuk. "PECULIARITIES OF TEACHING THE SUBJECT «METHODS OF SOCIAL RESEARCH» FOR STUDENTS OF THE SPECIALTY «231-SOCIAL WORK»." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 204–10. http://dx.doi.org/10.24144/2524-0609.2021.48.204-210.
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In modern Ukrainian society there is a problem of professional training of students, which depends on the quality and features of methods of teaching professional disciplines. Also in recent years, the specialty of social work is gaining importance and almost no state can do without qualified social workers who not only provide assistance to various groups, but also participate in the development of regulations and legislation. Social work as a branch of social knowledge that is actively developing, covers both global social technologies and certain methods of working with specific types of social problems. The subject «Methods of social research» is based on modern methods of collecting and processing information and sociological data, which will undoubtedly help the sociologist and social worker in solving social problems. The purpose of the article is to identify and study the features of teaching the subject «Methods of Social Research», the material of which is necessary for future social workers in working with different groups and social problems. General scientific and sociological methods of cognition of social phenomena and processes were used, namely: logical-historical, structural-functionalist and comparative analysis − to study the peculiarities of teaching sociological disciplines; analysis and synthesis − to highlight the content of teaching methods; classifications − for typology of methods of teaching disciplines; structural-functional analysis − to clarify the structure of teaching. The following features of teaching the subject «Methods of social researches» can be revealed: studying of the modern SPSS program which is necessary for social workers during research work; the teacher uses different teaching methods depending on the level of knowledge of students and the complexity of the topic; teachers involve students in writing research papers, which are an integral part of training of future bachelors and masters; in addition to the material according to the curriculum, students also study general competencies.
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Ritter, Jason K., Dave Powell, and Todd S. Hawley. "Takin’ It to the Streets: A Collaborative Self-Study into Social Studies Field Instruction." Social Studies Research and Practice 2, no. 3 (November 1, 2007): 341–57. http://dx.doi.org/10.1108/ssrp-03-2007-b0003.
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This paper reports on the processes and outcomes of a collaborative self-study conducted by three beginning teacher educators who sought to examine the efficacy of their teaching practices while working with student teachers in the field. By systematically embracing opportunities to explore mutually pressing issues and concerns manifest across the student teaching semester, the authors found that collaborative self-study provided a useful framework for considering their pedagogical reasoning and decision making as they encouraged student teachers to engage in rationale-based practice. The understandings gleaned from this study provided the authors with a basis upon which to reexamine their developing teacher educator pedagogies, as well as to critique the nature and structure of their teacher education program.
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Qiu, Zhi, Su Wang, Xiang Chen, Xingwei Xiang, Qingqing Chen, and Junqiao Kong. "Research on the Influence of Nonmorphological Elements’ Cognition on Architectural Design Education in Universities: Third Year Architecture Core Studio in Special Topics “Urban Village Renovation Design”." Buildings 13, no. 9 (September 5, 2023): 2255. http://dx.doi.org/10.3390/buildings13092255.
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This study focuses on the topic of “Urban Village Renovation Design” under the complex and diversified social needs in the third year of the architecture undergraduate program at Zhejiang University, China. Based on the theory and method of “situational teaching,” this study proposes a teaching framework integrating the investigation and cognition of nonmorphological elements, such as historical background, economic structure, social structure, public service, and human needs. The study aims to reveal the analysis and response of site investigation and architectural programming to social needs in the realistic context, and take nonmorphological elements as one of the important factors to promote the rationality and authenticity of architectural design, standardize the teaching process in the form of the teaching framework, and realize the teaching goal of solving social needs by design. Qualitative analyses are used to evaluate whether the proposed teaching framework achieves the expected teaching effects according to Bloom’s Taxonomy. We then use the Kirkpatrick model to quantitatively evaluate the specific effects of the framework, and the differences in the positive effects of nonmorphological elements on teaching are explored. In addition, regression analysis is used to discuss ways of obtaining nonmorphological elements. The results show that the teaching framework is a feasible method to improve students’ understanding of social problems and implement reasonable architectural programming that integrates nonmorphological elements in the architectural design course. To some extent, this teaching framework addresses the neglect of nonmorphological elements in traditional Chinese architectural design teaching, and forms an experience-based teaching methodology that can be used to guide architectural design teaching on other topics. This study is helpful in exploring the value and potential of nonmorphological elements in architectural design and provides a reference for college teachers engaged in architectural programming and design teaching.
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Persson, Christel, Daniel Einarson, and Maria Melén. "Educating the educators to be a driving force in higher education towards sustainable development." International Journal of Sustainability in Higher Education 24, no. 9 (April 26, 2023): 197–212. http://dx.doi.org/10.1108/ijshe-10-2022-0332.
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Purpose This study aims to address how a higher education pedagogical course in sustainable development (SD) for university educators affects their teaching efforts in providing sustainability matters for students. Design/methodology/approach With the aim of improving that course, a case study approach was used to understand how the educators made use of the course in their teaching practice. Data were collected as written and oral feedback reflections and as semi-structured interviews at course completion. Findings Educators clearly express that they understand the concept “about” SD, but there are only vague expressions of a developed teaching repertoire to address education “for” SD in their teaching practice. Research limitations/implications When it comes to the purposes of developing sustainability literacy among students, implications from the study furthermore address the needs for further clarifications on both structure and intent on the course presented in this contribution. Practical implications The educators as well as their students will be exposed to, and trained in concepts, to prepare them to act in alignment with SD. This, in turn, meets requirements from higher education authorities concerning SD at higher education institutions. Social implications A core aim of the covered approach is to support student readiness in SD, and for those to become future agents of positive change. Originality/value This study has a focus on presenting how educators change the structures of courses and learning elements to approach SD in their teachings.
Dissertations / Theses on the topic "Social structure – study and teaching"
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Lai, Yuen-ling, and 黎婉玲. "An investigation into the teaching of argumentative structure to Form 7 students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959465.
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Taylor, Cynthia Lynn. "Scaffolding the Development of Early Self-Regulation: The Role of Structure and Routine in Children's Daily Activities." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/287.
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Learning to self-regulate one's behavior is a core developmental task in early childhood. Regulation of behavior is a challenge for young children largely due to cognitive constraints, specifically in the areas of attention and memory. As such, it has been theorized that both caregivers and a child's environment can support the development of behavioral self-regulation by providing cues as to what constitutes acceptable behavior in any given context. Although much research has been conducted on the role caregivers play in this regard, little is known about how a child's environment may also serve to support emerging self-regulation of behavior. The present study sought to identify differences among children's daily activities in terms of their degree of structure and routine and how they related to changes in patterns of self-regulated behavior over time. Twenty-one children ages 6 to 60 months in three age-graded classrooms at a constructivist child-care center were video-taped at three measurement points over a six-month period as they engaged in a variety of daily activities (i.e., free play, meals and clean-up). Trained observers coded for nine self-regulatory behaviors and the daily activities during which they occurred. It was hypothesized that structured and routine daily activities would scaffold the development of self-regulation and internalization such that these behaviors would occur more frequently during activities high in structure and routine. Over time, practice during activities that are high and low in structure and routine should support self-regulated behavior in the absence of structure and routine as well. Overall, results demonstrated that in the presence of environmental cues for expected behavior (i.e., structure and routine) children tend to engage in more self-regulated behavior than in the absence of such cues.
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Bolton, Reginald. "Why circus works: how the values and structures of circus make it a significant developmental experience for young people." Thesis, Bolton, Reginald (2004) Why circus works: how the values and structures of circus make it a significant developmental experience for young people. PhD thesis, Murdoch University, 2004. https://researchrepository.murdoch.edu.au/id/eprint/401/.
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Circus is increasingly being used as a developmental and remedial activity for children. However, it is in the paradoxical nature of circus that it operates in a way both mysterious and easily accessible. This thesis proposes that circus as education is more effective when both teacher and student have a better understanding of circus as an art form.
To explain this I first introduce six 'elements' of childhood, whose absence often seems to result in an incomplete personal maturity. I then conduct a wide exploration of both the real and the imagined circus, showing how these elements occur or are evoked there, and I establish a correspondence or 'homology' between the two entities - childhood and circus. The discoveries shed light on the aesthetic code of circus itself, leading to the conclusion that circus works as an artform because its essential composition recalls profound experiences of childhood.
I argue that contemporary Western childhood presents unexpected hazards, mostly involving passivity and over-protection. In other parts of the world, and in some Western populations, childhood has other problems, linked to deprivation, exploitation and physical danger. In either case, a child involved in circus activities has a chance to make good some deficits, by experiencing constructive physical risk, aspiration, trust, fun, self-individuation and hard work. My hope is that this dissertation will contribute some strength to the case for well-designed programmes of circus activities for young people, in both formal and informal settings.
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Bolton, Reginald. "Why circus works : how the values and structures of circus make it a significant developmental experience for young people." Murdoch University, 2004. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20060915.142429.
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Circus is increasingly being used as a developmental and remedial activity for children. However, it is in the paradoxical nature of circus that it operates in a way both mysterious and easily accessible. This thesis proposes that circus as education is more effective when both teacher and student have a better understanding of circus as an art form.
To explain this I first introduce six 'elements' of childhood, whose absence often seems to result in an incomplete personal maturity. Ith en conduct a wide exploration of both the real and the imagined circus, showing how these elements occur or are evoked there, and I establish a correspondence or 'homology' between the two entities - childhood and circus. The discoveries shed light on the aesthetic code of circus itself, leading to the conclusion that circus works as an artform because its essentialcomposition recalls profound experiences of childhood.
I argue that contemporary Western childhood presents unexpected hazards, mostly involving passivity and over-protection. I n other parts of the world, and in some Western populations, childhood has other problems, linked to deprivation, exploitation and physical danger. I n either case, a child involved in circus activities has a chance to make good some deficits, by experiencing constructive physical risk, aspiration, trust, fun, self-individuation and hard work. My hope is that this dissertation will contribute some strength to the case for well-designed programmes of circus activities for young
people,in both formal and informal settings.
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McComb, Bonnie Jean. "The effect of pictures in a visually structured lesson on the comprehension and recall of grade 5 and grade 7 social studies text." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26870.
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The effects of instruction integrating pictorial and textual components in a fifth and a seventh grade Social Studies lesson were investigated. Measures of recall were examined both immediately after the lesson and after a two week delay. Experimental instruction focusing on the integration of illustrations with the expository text was compared to the more conventional classroom procedure of focusing on the written text through guided silent reading. The fifth grade experimental group outperformed the conventional group on all measures of immediate and delayed recall. The seventh grade experimental group had higher scores than the conventional group on one delayed measure of recall, a short answer test. No particular reading ability level was benefited more than another by the experimental treatment in either grade. An examination of gender differences revealed that fifth grade females in the experimental group outscored males on one immediate measure of recall, a short answer test. Implications for instruction and further research are discussed.Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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Booker, Standra Nicole. "Leaving the Classroom: A Multiple Case Study on the Experiences of Black Women who Transitioned from Teaching to a Non-Teaching Role." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157654/.
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This qualitative multiple case study aims to describe the experiences of two Black women who chose to leave the classroom and transition to other roles within the field of education. Using metaphorical analysis, this study employed the four-capital theoretical framework. This framework connects human capital, structural capital, social capital, and positive psychological capital as factors related to teacher attrition and retention. This study illustrates how the participants' experiences fit into the four-capital theoretical framework and highlights the metaphors the participants use to describe their transition. The researcher conducted two semi-structured open-ended interviews in which the participants were asked to describe their experiences in the classroom as well as their experiences in their new positions. The researcher analyzed the metaphors used by the participants and categorized their responses based on the four capitals. The identified metaphors offered a vivid description of the participants' experiences. The results indicated that although the experiences of the participants are similar to those found throughout the literature, the four-capital theory helps describe their experiences more holistically. Rather than having isolated reasons for leaving the classroom, the attrition of the participants can be explained by examining the interconnectedness of the various capitals. These findings suggest that teacher retention and attrition be studied by looking at a variety of causes as opposed to isolated factors.
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Kim, Backyoung. "Autonomous elementary English learning in Korea using mediated structures." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2449.
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Didlick-Davis, Celeste Renee'. "The LEGACY Project: A Case Study of Civic Capacity Building and Transformative Educational Leadership in a Community-based Academic Enrichment Program." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1460994613.
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Onsongo, Evans N. "Self-efficacy, Academic Engagement, and Student-teacher Relationships for Ninth-grade African American Male Students’ Algebra I Achievement: a Structural Equation Model." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822785/.
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The purpose of the current study was to discern the effects of three latent constructs – self-efficacy, academic engagement, and student-teacher relationships on Algebra I achievement among ninth-grade African American male students. A nationally representative sample from the High School Longitudinal Study of 2009 (HSLS09) was used in the study. Study participants were 697 African American males enrolled in ninth grade in the fall of 2009 across the United States. Structural Equation Modeling (SEM) analytical procedures were performed to test the hypothesized relationships of Bandura’s social cognitive theory (SCT) theoretical assumptions. The results indicate that the three latent variables directly or indirectly were related to Algebra I achievement among ninth grade African American male students. Moreover, the results revealed that self-efficacy and student-teacher relationships constructs had direct significant impact on Algebra I academic performance; nonetheless, the relationships were not strong. These two latent variables had small effect sizes of 5% and 1%, respectively. Combined, self-efficacy, academic engagement, and student-teacher relationships explained only 8% of the variance in the Algebra I achievement among African American males across the United States (R2=.08). The magnitude effect of these factors on Algebra I achievement was minimal. Overall, these findings suggest that the self-efficacy and student-teacher relationships latent variables had a negligible effect as predictors of Algebra I academic success among ninth grade African American male students. A summary of the results are presented and future research is recommended.
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Lacey, Jacqueline Marie. "Teaching social skills through environmental education." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1765.
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This project was designed to address the need for a curriculum that links environmental education and social skills. All of the social skills units were created to improve the students' understanding of social skills and important environmental concepts.
Books on the topic "Social structure – study and teaching"
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London, Herbert Ira. Social science theory: Structure and application. New Brunswick, N.J., U.S.A: Transaction Publishers, 1989.
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Dam, C. van. El laboratorio experimental de Clodimir Santos de Morais: Una pedagogia para la organización social. Chapingo, México: LISPOC, 2002.
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Ṭāhā, Ṭāhā ʻAbd al-ʻAlīm. Taṭawwur al-binyah al-ijtimāʻīyah lil-buldān al-nāmiyah fī ḍawʼ al-istishrāq al-Sūfyittī wa-al-māddīyah al-tārīkhīyah. al-Qāhirah: al-Markaz al-Qawmī lil-Buḥūth al-Ijtimāʻīyah wa-al-Jināʼīyah, 1988.
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Alaev, L. B. L.B. Alaev--obshchina v ego zhizni: Istorii︠a︡ neskolʹkikh nauchnykh ideĭ v dokumentakh i materialakh. Moskva: Vostochnai︠a︡ literatura RAN, 2000.
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Mills, Albert J. Reading organization theory: A critical approach to the study of organizational behaviour and structure. 2nd ed. Toronto: Garamond Press, 1999.
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Netherlands), SEPHIS (Programme :., and Asian Development Research Institute (Patna, India), eds. Academic dependency in the social sciences: Structural reality and intellectual challenges. New Delhi: Manohar, 2010.
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Sinha-Kerkhoff, Kathinka. Academic dependency in the social sciences: Structural reality and intellectual challenges. New Delhi: Manohar, 2010.
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Rosenko, S. I. Sot︠s︡ialʹno-poloticheskai︠a︡ sistema sovremennoĭ Rossii: Uchebnoe posobie. Sankt-Peterburg: 7 Studii︠a︡ RIK, 2014.
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Y, Oyeneye O., ed. Nigerian culture and citizenship education. Lagos: Maokus Publishers, 1993.
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Vernin, Lenna Carolina Solé. Educação patrimonial no Campo de Santana: História, memória e diversão. Curitiba, PR: Appris Editora, 2021.
Find full textBook chapters on the topic "Social structure – study and teaching"
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Volk-Schor, Carina, and Antje Wild. "Design Sprints: A New Tool for Social Entrepreneurship Education." In FGF Studies in Small Business and Entrepreneurship, 431–48. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-28559-2_28.
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AbstractThe subject of social entrepreneurship has considerably gained traction in recent years. There is significant debate about the optimal teaching concepts for this subject, providing sufficient structure to students, supporting collaborative group work, and encouraging the students to follow up their respective projects after the course or even after graduation.This study analyzes how the method “design sprint” can positively impact social entrepreneurship education. Design sprints combine several design thinking and lean start-up practices into a structured multiday format. For this study the authors created a university course in the field of social entrepreneurship. To evaluate the impact of the course, a variety of qualitative data sources was collected, ranging from learning diaries to surveys, interviews, and observations. Results indicate that design sprints provide much-needed structure to students, especially if supported by the right digital tools. They also support collaborative group work by reducing free-riding behavior and providing valuable practical skills to students.
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Omeihe, Kingsley Obi, and Ibiyemi Omeihe. "Transformative Action and the Structure of Reflexivity: Aspects of Enterprise Teaching and Quality Pedagogy." In FGF Studies in Small Business and Entrepreneurship, 317–35. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-28559-2_21.
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AbstractThis chapter suggests that the key to quality entrepreneurship education lies in reflective action learning. In elaborating this perspective, this study draws on the reflective experiences of third-year entrepreneurship students and educators in providing interpretations of the learning and teaching process. The concept of transformative reflexivity, which presupposes an introspection of entrepreneurship teaching and learning methods located within social contexts, is introduced. At the centre, we contend that entrepreneurship education demands an approach to developing student and educator competence, with a rich emphasis on reflexive practice. This we believe creates a unique climate for quality experiential experience. Our main results facilitate a rich understanding of the positive effects of enabling greater student ownership of the learning process. The theoretical import of the study is in part a plea to solidify and interpret, in the face of scholarly differences, a unified stance that challenges and extends existing entrepreneurship knowledge within the limits of critical bounding assumptions.
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Yang, Xuexue, and Byungeun Pak. "Pedagogical Challenges of Immigrant Minority Teacher Educators: A Collaborative Autoethnography Study." In To Be a Minority Teacher in a Foreign Culture, 285–300. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25584-7_18.
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AbstractOftentimes, novice teacher educators need to navigate social and institutional context when they transitioned from teachers to teacher educators. This is particularly true for minority teacher educators. To date, studies on pedagogical challenges that minority teacher educators encountered when teaching in a dominating foreign culture are understudied. This paper concerns pedagogical challenges of two novice teacher educators teaching in a transcultural context where their home languages and cultures are marginalized relative to the U.S. mainstream culture. Using collaborative autoethnography, we investigated our own pedagogical challenges related to language, culture, and power structure through the notion of third space. In a teacher preparation program at a mid-western university, we as doctoral students taught white teacher candidates in courses of world language and elementary mathematics methods, respectively. We position ourselves as immigrant MTEs from China and South Korea. The study focuses our reflection on teaching practices as novice teacher educators in the U.S. and the relationships of these practices to personal and professional life experiences in home countries. We collected the data by interviewing each other with topics, such as our teaching practices and pedagogical challenges. We analyzed the data by coding inductively and deductively. To increase the reliability and creditability of our analysis process, we did a cross check by examining each other’s selected interview excerpts and codes that we labeled. We presented three findings on pedagogical challenges pertaining to language, culture, and sociopolitical dimensions and how we negotiated our perspectives of teaching and learning. This study has implications on supporting minority teacher educators and the pedagogy of teacher education.
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Li, Chengchen, and Jean-Marc Dewaele. "Chapter 3. Understanding, measuring, and differentiating task enjoyment from foreign language enjoyment." In Individual Differences and Task-Based Language Teaching, 84–110. Amsterdam: John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/tblt.16.03lic.
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This study aims to conceptualize and measure task-specific enjoyment and examine its links with general foreign language enjoyment. A 23-item Task Enjoyment Scale was developed based on interview data obtained after the completion of an L2 oral task. The scale was subsequently validated with two cohorts of Chinese university EFL learners. Exploratory factor analysis revealed three dimensions: task enjoyment-self, task enjoyment-task characteristics, and task enjoyment-social. Further confirmatory factor analyses confirmed a 10-item Task Enjoyment Scale representing the three-factor structure. Correlation analyses revealed varying positive relationships between task enjoyment, foreign language enjoyment, and their dimensions. We highlight that task enjoyment may be the foundation of foreign language enjoyment, and that learners may also bring enduring foreign language enjoyment to a specific task, contributing to the temporary experience of task enjoyment, which may be linked to task performance. We conclude that enjoyment, whether task-specific or general, is vital, and a primary non-linguistic goal for L2 teachers is to make L2 tasks/learning as enjoyable as possible.
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Carabal-Montagud, María Ángeles, Guillem Escorihuela-Carbonell, Virginia Santamarina-Campos, and Javier Pérez-Catalá. "The Impact of the COVID-19 Pandemic on Musical Societies in the Valencian Region, Spain." In Music as Intangible Cultural Heritage, 119–37. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76882-9_8.
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AbstractThe aim of this study is to analyse the impact of the COVID-19 pandemic on musical societies in the Valencian Region, which were declared as an Asset of Intangible Cultural Interest in 2018. These cultural societies, which include over 1,100 bands, have had to make changes to adapt to the global pandemic. They are made up of symphonic bands, music schools, choirs, orchestras and other musical groups. Their social structure involves a large part of the Valencian Region’s population which, to some extent, becomes part of the creative process and transfer of musical languages, such as cultural transmission and historical content. This teaching model includes a variety of strategies, such as generating community ties that go beyond the social dimension. Moreover, the process of transformation, adaptation and resilience followed by these musical societies in order to maintain their training routines and other tasks will be analysed through an ethnographic study. This aims to focus on the extent of the economic, social and pedagogical impact of COVID-19 on these organisations.
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Armbrüster, Christian, and Matthias D. Witte. "Outdoor School in Germany. Theoretical Considerations and Empirical Findings." In High-Quality Outdoor Learning, 335–47. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04108-2_19.
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AbstractThis article presents for the first time in a systematic summary the key theoretical considerations and empirical findings from a three-year-long longitudinal research project which examined ‘outdoor school’ in Germany from multiple perspectives. The study uses the following four parameters to discuss the merits and shortcomings of outdoor school: the structural characteristics of the approach (1), social, material and temporal changes (2), pedagogical thought and action (3), and children’s agency (4). The findings indicate that outdoor school deserves to occupy a rightful place among teaching and learning methods in schools—provided that the challenges posed by dissolving the children’s socio-material and real-world boundaries between school and learning are given sufficient consideration in teaching methodology.
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Rietig, Katharina. "Study Groups." In Innovative Social Sciences Teaching and Learning, 109–25. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-41452-7_6.
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Djigunović, Jelena Mihaljević. "1. Context and Structure of the Study." In Early Learning and Teaching of English, edited by Jelena Mihaljević Djigunović and Marta Medved Krajnović, 1–9. Bristol, Blue Ridge Summit: Multilingual Matters, 2015. http://dx.doi.org/10.21832/9781783093397-003.
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Do, Hoa. "Language Ideology and Its Educational Impact: Insights from Vietnamese Community Language Schools." In Vietnamese Language, Education and Change In and Outside Vietnam, 83–105. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-9093-1_5.
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AbstractDrawing on Gal and Irvine’s (1995), (Signs of difference: Language and ideology in social life. Cambridge University Press, 2019) concept of linguistic differentiation, this chapter examines if and how teachers, principals and stakeholders at Vietnamese community language schools (CLSs) in Australia were engaged in linguistic differentiation and the extent to which their engagement influenced their decision-making and classroom practices. Thematic analysis of semi-structured interviews demonstrates that the participants were actively engaged in noticing and justifying linguistic differences. Language-in-education planning wise, it is argued that the teaching of Vietnamese at the CLSs under study was, to some extent, politicized, evidenced by the participants’ language standardization and low interest in resources developed inside Vietnam.
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Collentine, Karina, and Joseph Collentine. "Chapter 8. Promoting Spanish L2 pragmatic competence in a virtual environment." In Innovative Approaches to Research in Hispanic Linguistics, 173–95. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/ihll.38.08col.
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Virtual Environments (VE) can mimic the myriad dimensions that native speakers take into account in authentic social interactions and are one of the instructional conditions (e.g., methodological approaches, learning affordances) that can be used to promote pragmatic competence. The present study employs big-data techniques to provide a parsimonious and quantifiable model of affordance usage in VEs fostering L2 Spanish learners’ pragmatic abilities. We employ data-reduction analyses to synthesize tracking data that recorded learners’ use of software features within consciousness-raising and structured-input, both involving task-based language teaching (TBLT). The analysis suggests that three macro variables can significantly classify different learning conditions: (i) movement through the VE, (ii) type of interaction with affordances providing input, (iii) time on task.
Conference papers on the topic "Social structure – study and teaching"
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Xu, Yidan. "The Application and Study of PBL Teaching Mode in Data Structure Course." In 2018 4th International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/essaeme-18.2018.21.
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Vevere, Velga, Aija Sannikova, and Iveta Linina. "BUSINESS STUDENTS’ PERCEPTION OF SOCIAL ENTERPRENEURSHIP IN LATVIA AND STUDY CURRICULUM DEVELOPMENT." In 12th International Scientific Conference „Business and Management 2022“. Vilnius Gediminas Technical University, 2022. http://dx.doi.org/10.3846/bm.2022.731.
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Social entrepreneurs play an important role in the economic and social development of the communities in which they operate. The career aspiration of social entrepreneurs can be encouraged if youths are given early educa-tional exposure when they are young. The purpose of this paper is to work out the proposal for study curriculum in order to include a subject of social entrepreneurship. To attain this aim, the following tasks were put forward: (1) to research literature regarding social entrepreneurship and social entrepreneurship education; (2) to describe the empiri-cal research methodology; (3) to discuss research results; (4) to propose a module for teaching social entrepreneurship to business students. These tasks account for the structure of the article: introduction, literature review, methodology, results and discussion, conclusions and recommendations. The theoretical basis of the current article consists of recent literature on the social entrepreneurship (taking into account Covid-19 circumstances), social entrepreneurship educa-tion, as well as of the legal documents of the Republic of Latvia. The empirical research is bipartite – first, a survey of business students, applying the snowball sampling method, using 5-point Likert scale questionnaire, second, a survey of business school lecturers. The results are interpreted using methods of descriptive and inferential statistics – mean ranking and Kruskal Wallis test. The results of the research have a practical value, as they identify the problematic areas of business education in regard to social entrepreneurship and make it possible to offer a practical solution – an insert module of social entrepreneurship.
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Hosseini, Zahra. "ACADEMIC AND SOCIAL CHALLENGES ENCOUNTERED BY IRANIAN STUDENTS IN FINLAND: A PHENOMENOGRAPHIC STUDY." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end064.
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"This study aims to examine the experience of international students studying in Finland based on a phenomenographical approach. Due to the nationality of the researcher Iranian students were selected as the research sample and 25 tertiary-level students from various Finnish universities were interviewed through semi-structured interviews. The collected data were assessed and interpreted based on the theory of Anxiety-Uncertainty Management (AUM). The results showed that the Finnish academic system, such as teaching/ learning strategies, assessment methods, and university facilities, reduces participants’ anxiety/uncertainty. The participants noted fundamental differences between characteristics and teaching style of Finnish and Iranian teachers in universities. However, this unexpected situation not only did not make them anxious, but also made them feel more comfortable than when they were studying in Iranian universities. In contrast, Finnish culture, and communication issue associated with language barriers and lack of job opportunities increase participants' anxiety/uncertainty. Many participants did not consider themselves members of Finnish society, and some felt they were strangers. The findings highlighted the important role of communication as an AUM thematic principle and propose a set of axioms to AUM theory that focuses more on the different dimensions of communication in an intercultural context. Given the importance of context in the study of communication issues, further studies are recommended to understand the intercultural issues of students of other nationalities in different contexts."
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Васильевна, Синелёва Марина. "ГЕНДЕРНЫЙ ДИСБАЛАНС В СФЕРЕ СРЕДНЕГО ОБРАЗОВАНИЯ." In GOALS OF SUSTAINABLE DEVELOPMENT IN THE INTEGRATION OF SCIENCE AND EDUCATION. International Scientific and Current Research Conferences, 2023. http://dx.doi.org/10.37547/goal-19.
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Analysis of official statistical data has shown a significant predominance of women in the teaching staff of general education institutions in the Republic of Belarus. Feminization of the structure of teaching staff makes it relevant to study the economic and social consequences of this phenomenon
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Pribeanu, Costin, Dragos daniel Iordache, and Alexandru Balog. "EDUCATIONAL OPPORTUNITIES PROVIDED BY THE SOCIAL NETWORKING SITES: A MULTIDIMENSIONAL MODEL." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-245.
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In the last decade, the teaching and learning processes have evolved and adapted in order to take into account the societal changes. The fast proliferation of online social networks creates new possibilities to get and share information as well as new opportunities for education. The powerful capabilities of the social media technologies make it possible to expand the context of the classroom, which is no longer the only place where teaching and learning takes place: pupils and students have access at home or anywhere to the teacher-supported courses and the support provided by their own colleagues. The social networking sites can bring something new to teaching and learning, not only in terms of transferring knowledge, but also in terms of increased motivation to learn with more familiar and attractive tools. The paradigm shift towards social learning brings in front new educational targets, such as increased engagement, personal and professional development. The aim of this research is to take a multidimensional approach in order to explore the new educational opportunities provided by the online social networks in the context of the social learning paradigm. The educational opportunities have been specified as a global factor that manifests along four dimensions: information opportunities, collaboration opportunities, personal development opportunities, and professional development opportunities. The multidimensional model has been tested and empirically validated on two samples of Romanian university students by using the SEM (Structural Equation Modeling) methodology. The results of this study show that the multidimensional model is a better conceptualization having a higher explanatory power.
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Chávez, Jorge, and Claudia Jaramillo. "Analysis of a teacher training process through the study of educational interaction." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2520.
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The purpose of the study is to describe and analyse the configuration of joint activity in a teacher’s training process from a teaching and learning sociocultural perspective. From this theoretical perspective, formal learning is conceived as a mediated social construction process of meanings around learning content, and teaching as a process of planned, systematic and sustained support for that construction process. Taking this into consideration, an assessment course was video recorded to analyse the interaction between teachers and students undertaking this course. The findings describe how mechanisms of educational influence emerge in the form of assessment situations, specifically as instances of correction and feedback of the assessment results. The findings make it possible to visualise the way in which these training processes of university teachers are structured and the need to expand the research to the analysis of the interaction. This raises the need to consider the teaching of assessment as a complex process that acknowledges different situations that could be favouring self-regulation, beyond teaching a set of criteria, techniques and strategies to assess learning.
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Masari, Gianinaana. "MOODLE PLATFORM: AN E-LEARNING EXPERIENCE TO ENHANCE TEACHING PROFESSIONAL COMPETENCES OF FUTURE KINDERGARTEN AND PRIMARY SCHOOL TEACHERS." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-024.
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This research study presents students' behavior characteristics regarding the impact of e-learning experience on teaching professional competences. It started from the main question if e-tools can have training values for pre-service teacher education? Therefore, this case-study is about a concrete experience by virtual world technology into the student's learning environment of 126 students, with ages between 19 to 50 years old, from second year of university studies, future kindergarten and primary school teachers from Alexandru Ioan Cuza University of Iasi. This research is focused on development of eight teaching professional aspects by interaction with a Moodle platform, such as: values and professional identity, social relationships, learning process, contents, planning capacity, organising capacity, communication and teaching skills. There were used two types of intruments: a qualitative one through personal reflection and a quantitative questionnaire (Likert scale) about all eight teaching professional competences mentioned above and reflected into all activities developed during a semester by using a moodle platform. The results of in-depth survey of this case-study are structured on categories of teaching professional competences developed through an e-learning experience. Because a review on impact of e-learning platform on students' teaching professional competences of future kindergarten and primary school teachers still remains difficult to measure (looking only at the diversity of inputs on social aspects), some areas for further investigation and research could consist into: an analyze of the students' learning styles, gender, or what are the advantages and disadvantages on teaching process hold by female and male learners by the exposure to e-learning experiences.
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CÂmara, NaiÁ. "Transmedia literacy in professional training practices: a case study." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.108.
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The changes the digital age brought in communicative practices produced under transmedia logic allow the structure of increasingly complex texts, produced by open, polyphonic, simultaneous, accelerated, and hybrid archenunciations, which expand into different genres, formats, languages , and media, determining new forms of production, reception, and circulation of content. New ethics and aesthetics shape cultural productions in all spheres, especially in the area of entertainment and the arts. Virtual reality, metaverses, among other modifications, demand new communicative skills and abilities – that is to say, a new literacy to the persons. In addition, the COVID-19 era inserted the processes and practices of professional training in the Internet's digital ecosystem, also demanding from its actors new interaction regimes with the educational practices that arise in this context. Digital platforms start to mediate the relationships of these actors with knowledge, configuring new ways of life for the learner. To identify the characteristics of the profile of these students and how they are relating to these emerging educational practices, we are developing a project entitled “Transmedia literacy in the era of education platform”, whose objective is to identify and analyze the produced and circulated transmedia literacy by students enrolled in professional training courses and inserted in educational practices mediated by digital technologies. We understand Transmedia Literacy as a communicative competence carried out in the universe of cultural and media convergence of the digital age, and as a theoretical-methodological proposal for research, teaching, and learning of transmedia communicative practices of reading, interpreting, producing, and disseminating texts. This proposal is based on transdisciplinary relationships from cross-relationships between the assumptions of the area of Social Communication, Linguistics, and discursive Semiotics. It is part of a context of cultural and transmedia convergence to which subjects migrate their social practices in an ever-accelerating manner. Assuming that literacy problems directly impact the teaching and learning processes of students in professional training processes, we propose to carry out a comparative study between the literacy skills of students in educational practices mediated by the digital platforms of formal education and their literacy daily life produced in the digital spaces through which they transit. We aim to identify the interaction regimes, types, and degrees of literacy and, therefore, the relationship of students with the knowledge offered by institutions. With Castells (2007), we consider that there is a great cultural and technological gap between today's youth and a school system that did not evolve along with society and the digital environment. Thus, it is intended that the results of this research have a direct impact on formal educational practices, offering data and a methodological proposal that allows institutions and professors to adapt their practices to the profile of their students, improving their relationship with the processes and practices of teaching and learning, thus ensuring excellence in the processes and practices of professional training in the areas of Art and Design.
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Jursova zacharova, Zlatica, Lenka Sokolova, and Miroslava Lemesova. "INTERACTIVE TEACHING OF PSYCHOLOGY: USING DESIGN-BASED RESEARCH IN DEVELOPING AN INTERACTIVE PSYCHOLOGY COURSE." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-118.
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In many European countries psychology is taught as an optional secondary school subject and as an introductory course in variety of university programmes for "non-psychologists" (e.g. teachers, social workers etc.). It might be challenging to teach psychology in an innovative way (using digital content within technology-rich learning environment) and to reach the objectives of developing student?s personality and psychological literacy at the same time. We applied the design-based research to design an innovative course of psychology for the secondary education. In the first phase quasi-experiment design was used (n=33). Eight lessons of psychology were taught in an experimental group in the technology-rich learning environment (using variety of online exercises, experiments, presentations and tests) and in a control group using traditional materials. Based on the students? feedback (didactic tests (n=73) and individual semi-structured interviews (n=11) we got an image of students? perception of the implementation of technology into psychology teaching and learning. Secondarily we analysed written narratives on the outcomes and the pitfalls of an introductory psychology course in the university teacher training (n=46). Content analyses revealed that both groups of students find psychology rather abstract and they need visualisations, practical interconnections, and learning in the context to enhance understanding psychology. On the other hand students prefer experiential social learning, social interactions, discussions and group work within psychology courses. Based on these data we designed an interactive course combining both digital and traditional materials and recommended methods of instructions. Such a course design allows teachers to implement various teaching scenarios with interactions among students, teacher, technology and visually attractive digital content. The course covers four areas included in general psychology curriculum in the secondary education and in the most of introductory psychology courses for non-psychologists in Slovakia: history of psychology, cognitive processes, personality and inter-individual differences, and social psychology. The study is a part of project KEGA 021UK-4/2013 "Teaching of psychology and the subjects of personal and social development - set of teaching materials".
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Strenger, Natascha, and Nilgün Ulbrich. "Internationalization @ home in Engineering Education: Enhancing Social Capital in English-taught Master´s Programmes." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9391.
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German higher education institutions attract students from all over the word for degree mobility, especially after the Bologna reform has led to an increase in internationally-oriented, English-taught study programmes. With such programmes, universities serve the politically intended purpose of attracting highly qualified talent in the form of international graduates that might potentially stay for the German job market. But for the transition from studies to the work market to be successful, it is essential for international students to acquire social capital in the form of contacts to people from the host country. This paper firstly presents results of a study on the situation of students who come to study in international engineering programmes at the Ruhr-Universität Bochum in Germany, focusing on the unsatisfactory contact situation of international and German students revealed in the study. Secondly, measures of the project ELLI2 – Excellent Teaching and Learning in Engineering Sciences – are introduced that aim at improving this situation, fascilitating contact between German and international engineering students. The set-up of a tandem-programme is presented, as well as participation structure and evaluation results of the first two runs of this programm in 2017/18. In addition, an international student council network will be introduced.
Reports on the topic "Social structure – study and teaching"
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Shabelnyk, Tetiana V., Serhii V. Krivenko, Nataliia Yu Rotanova, Oksana F. Diachenko, Iryna B. Tymofieieva, and Arnold E. Kiv. Integration of chatbots into the system of professional training of Masters. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4439.
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The article presents and describes innovative technologies of training in the professional training of Masters. For high-quality training of students of technical specialties, it becomes necessary to rethink the purpose, results of studying and means of teaching professional disciplines in modern educational conditions. The experience of implementing the chatbot tool in teaching the discipline “Mathematical modeling of socio-economic systems” in the educational and professional program 124 System Analysis is described. The characteristics of the generalized structure of the chatbot information system for investment analysis are presented and given: input information, information processing system, output information, which creates a closed cycle (system) of direct and feedback interaction. The information processing system is represented by accounting and analytical data management blocks. The investment analysis chatbot will help masters of the specialty system analysis to manage the investment process efficiently based on making the right decisions, understanding investment analysis in the extensive structure of financial management and optimizing risks in these systems using a working mobile application. Also, the chatbot will allow you to systematically assess the disadvantages and advantages of investment projects or the direction of activity of a system analyst, while increasing interest in performing practical tasks. A set of software for developing a chatbot integrated into training is installed: Kotlin programming, a library for network interaction Retrofit, receiving and transmitting data, linking processes using the HTTP API. Based on the results of the study, it is noted that the impact of integrating a chatbot into the training of Masters ensures the development of their professional activities, which gives them the opportunity to be competent specialists and contributes to the organization of high-quality training.
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Pererva, Victoria V., Olena O. Lavrentieva, Olena I. Lakomova, Olena S. Zavalniuk, and Stanislav T. Tolmachev. The technique of the use of Virtual Learning Environment in the process of organizing the future teachers' terminological work by specialty. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3868.
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This paper studies the concept related to E-learning and the Virtual Learning Environment (VLE) and their role in organizing future teachers’ terminological work by specialty. It is shown the creation and use of the VLE is a promising approach in qualitative restructuring of future specialists’ vocation training, a suitable complement rather than a complete replacement of traditional learning. The concept of VLE has been disclosed; its structure has been presented as a set of components, such as: the Data-based component, the Communication-based, the Management-and-Guiding ones, and the virtual environments. Some VLE’s potential contributions to the organization of terminological work of future biology teachers’ throughout a traditional classroom teaching, an independent work, and during the field practices has been considered. The content of professionally oriented e-courses “Botany with Basis of Geobotany” and “Latin. Botany Terminology” has been revealed; the ways of working with online definer (guide), with UkrBIN National Biodiversity Information Network, with mobile apps for determining the plant species, with digital virtual herbarium, with free software have been shown. The content of students’ activity in virtual biological laboratories and during virtual tours into natural environment has been demonstrated. The explanations about the potential of biological societies in social networks in view of students’ terminology work have been given. According to the results of empirical research, the expediency of using VLEs in the study of professional terminology by future biology teachers has been confirmed.
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Abera, Mikyas, Jean Claude Byungura, Raymond Ndikumana, Solomon Mekonnen Abebe, Pierre Celestin Bimenyimana, Rediet Gizaw, and Mustofa Worku Jemal. Implementing e-Learning in low-resourced university settings: A policy and institutional perspectives at the University of Gondar and University of Rwanda. Mary Lou Fulton Teachers College, December 2023. http://dx.doi.org/10.14507/mcf-eli.j11.
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The COVID-19 pandemic outbreak affected most universities, and it severely disrupted their face-to-face teaching and learning processes. The University of Gondar (UoG) and the University of Rwanda (UR) were no exceptions. Before the pandemic, E-learning was not an education norm in both institutions. Education was mainly face-to-face, inside a four-wall classroom experience. As COVID-19 restricted such experience, the two universities adopted a range of online platforms to support teaching, learning, and access to learning resources. Across the globe, E-learning solutions promise institutional resilience and innovative teaching and learning activities in tertiary education – but only if their development is embedded within enabling institutional culture, structure, policy, and processes. Against this backdrop, we designed a study to explore leadership and policy perspectives, institutional contexts, potentials/prospects, challenges, and best practices of educational digital solutions. In this exploratory study, we used accessibility and inclusivity as key motifs to frame discussions of results. We used a cross-sectional design and employed qualitative methods to collect data, i.e., document reviews, key informant interviews, and focus group discussions. We adopted a descriptive thematic analysis procedure to organize, analyze, and interpret the data. Overall, the results indicate that education leaders, faculty, and students were not equipped to smoothly transition from face-to-face learning to e-learning in the aftermath of the COVID-19 pandemic. Not only meeting technological requirements, the accelerated deployment of E-learning tools implied a change in pedagogy. We found that institutional policies were not designed to fully accommodate the change (except for some guidelines proposed during COVID-19). The lack of an e-learning strategy and resource limitations have hindered and continue to impact e-learning uptake in both institutions. We also found that poor internet connectivity, lack of tech devices and software, inadequate leadership commitment, power interruptions or outages, inadequate pedagogical training, low community perception, and poor administrative and technical skills are the challenges of the two institutions to effectively manage full-fledged e-learning programs. These challenges were usually amplified by the nature of national, local, and institutional contexts (e.g., a multi-campus, multi-college setting of UR and a war outbreak in northern Ethiopia). Noting that face-to-face education is still seen as premium, there is a need for a blended approach to e-learning and policies that would improve accessibility to and affordability of E-resources to diverse groups of staff and students. With varying degrees, we found that the two institutions are engaging in activities to promote e-learning. For instance, groups of e-learning Champions are advocating in both institutions for engagements in accelerated change efforts (be it on an e-learning platform, capacity building, access devices, and strategy). Both institutions have units that coordinate e-learning uptake and ensure its inclusivity. Both institutions could also benefit from increased governmental and development partners’ attention to the possibility and support of digital education. However, the issue of social equity and e-learning ecosystem management remains paramount in launching e-learning programs. In sum, we observed that e-learning is still in its nascent stages at both institutions although not at the same level. Their respective e-learning initiatives must integrate global best practices and specific local contexts and priorities. This requires that state and institutional leaders embrace and encourage co-creation, knowledge, and expertise sharing among institutions in low-resource and similar settings.
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Panchenko, Liubov, and Andrii Khomiak. Education Statistics: Looking for Case-Study for Modeling. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4461.
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The article deals with the problem of using modeling in social statistics courses. It allows the student-researcher to build one-dimensional and multidimensional models of the phenomena and processes that are being studied. Social Statistics course programs from foreign universities (University of Arkansas; Athabasca University; HSE University, Russia; McMaster University, Canada) are analyzed. The article provides an example using the education data set – Guardian UK universities ranking in Social Statistics course. Examples of research questions are given, data analysis for these questions is performed (correlation, hypothesis testing, discriminant analysis). During the research the discriminant model with group variable – modified Guardian score – and 9 predictors: course satisfaction, teaching quality, feedback, staff-student ratio, money spent on each student and other) was built. Lower student’s satisfaction with feedback was found to be significantly different from the satisfaction with teaching. The article notes the modeling and statistical analysis should be accompanied by a meaningful interpretation of the results. In this example, we discussed the essence of university ratings, the purpose of Guardian rating, the operationalization and measurement of such concepts as satisfaction with teaching, feedback; ways to use statistics in education, data sources etc. with students. Ways of using this education data in group and individual work of students are suggested.
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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.
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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
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Пахомова, О. В. Using Scaffolding Strategy for Teaching Creative Writing. Маріупольський державний університет, 2018. http://dx.doi.org/10.31812/0564/2145.
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The article deals with scaffolding strategy for teaching creative writing in the English classroom. The importance of using the creative writing technique, which is an effective means of optimization and intensification of the process of foreign language study, for forming students' communicative competence in writing is highlighted. It is supposed that an elaborated scaffolding strategy might help lecturers to organize the educational process with maximum capacity and successful results. A variety of techniques such as intensive usage of graphic organizers ("Plan Think Sheet", "Mind-map", "Concept Map", "Clustering", "Spider Map", "Cycle", "Chain of Events", "Web"), "Teaching by Example", "Sentence Stem Completion" / "Close procedures", “Stream of Consciousness”, Genre scaffolding techniques are recommended to empower learners' creative abilities to write and express themselves on any topic using the wide range of writing techniques with the relevant structure and vocabulary.
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Chioda, Laura, Paul Gertler, and Nicole Perales. Empowering Women: Teaching Leadership Skills to Youth in Uganda. Centre for Excellence and Development Impact and Learning (CEDIL), April 2023. http://dx.doi.org/10.51744/crpp10.
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Empowering adolescent girls through education has become a priority among numerous stakeholder. However, recent evidence suggests that education alone may not be suffcient if women remain in a low-empowerment equilibrium and face internal constraints as they relate to aspirations, self-efficacy, leadership, and other life (soft) skills. We study the long-term impacts of a school-based upper-secondary intervention, the Educate! Experience, designed to enhance adolescents’ leadership and social entrepreneurship skills in Uganda. The program was implemented as a cluster randomized controlled trial (RCT) in 48 schools. Four years post-intervention, we document lasting impacts on a wide array of leadership and soft skills. Overall, Educate! graduates developed skills that are traditionally associated with greater focus on long-term goals; they reported being more in control of aspects of their lives (self-efficacy and grit) and more empowered to implement actions towards their plans. Young women in the treatment group are also more likely to complete secondary education, delay family formation, enroll in tertiary education, and pursue STEM and Business majors relative to their counterparts in the control group. The program yielded socially desirable and gender relevant spillovers, including expansions in women’s agency. Both male and female Educate! graduates embraced more progressive views concerning women’s standing in the society and women’s ability to exercise their agency to engage in the labor market and refuse sex. The incidence of intimate partner violence (IPV) also improved among Educate! graduates, as did their attitudes toward IPV social acceptability.
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Jiménez-Parra, José Francisco, Sixto González-Víllora, and Alfonso Valero-Valenzuela. The evolution of the Teaching Personal and Social Responsibility from a contextual to a transcontextual model. A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0031.
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Review question / Objective: The aim of this research was to identify and analyze the advances produced during the last 6 years in intervention studies based on the Model of Personal and Social Responsibility (TPSR) both in the subject of physical education and in any other area of knowledge within the school context. To conduct this study, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed (Moher et al., 2015) and the question was elaborated in the PICO format: (P) Participants or Problem (eg children, adolescents, Elementary, secondary, country), (I) Intervention (eg units, lessons, quantitative, qualitative or mixed research), (C) Comparators (“Teaching Personal and Social Responsibility”, “Education”), and (O) Outcomes (eg personal and social responsibility, motivation, prosocial behaviors, basic psychological needs, perception of students and teachers).
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Nash, Richard, Cheyanne Scharbatke-Church, Zita Toribio, Peter Woodrow, and Derick W. Brinkerhoff. Understanding Corruption and Social Norms: A Case Study in Natural Resource Management. RTI Press, September 2023. http://dx.doi.org/10.3768/rtipress.2023.op.0089.2309.
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Corruption undermines many outcomes across development sectors, yet little is known about how social norms drive corruption or undermine anticorruption efforts in sector work. The conservation sector is no exception. The current study examined corruption and social norms related to infrastructure investments and site planning decisions and their subsequent effect on conservation outcomes. The study focused on the Puerto Princesa Subterranean River National Park, one of four protected areas under the United States Agency for International Development (USAID) Sustainable Interventions for Biodiversity, Oceans and Landscapes (SIBOL) project in the Philippines, implemented by RTI International. Based on a site visit, key informant interviews, and extensive document analysis, our findings elucidate a unique governance structure that enabled project partners to navigate the significant corruption risks present. Direct social norms were not found to be driving corrupt decision making. However, indirect norms played a role by dictating inaction or silence—powerful behaviors—in the face of abuse of entrusted power for personal gain. Our analysis highlights the challenges and importance of having practitioners clearly define and understand what they mean by “corruption” as well as the importance of undertaking a systems analysis that incorporates the influence of social norms on behaviors within that system.
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Ayallo, Irene, Nadia Mary Akbar, Faith Burgess, Ben Francis Celebrin, Melissa Jane Colmore, Jon-Teen Shaunessy Rae Davis, Manuel De Veyra Saso Jr, et al. A Report on Teaching and Modelling Research Skills in a Classroom Setting: Social Work Students Using Their Learning and Experiences to Investigate the Link Between Modes of Learning Delivery and Social Work Core Competencies. Unitec ePress, July 2024. http://dx.doi.org/10.34074/rsrp.107.
Full textAbstract:
In Semester 2 (July–November) 2022, Dr Irene Ayallo collaborated with the students in the Research Methods course in Unitec’s Bachelor of Social Practice to investigate the link between learning delivery modes and students’ ability to demonstrate the Aotearoa New Zealand Social Workers Registration Board (SWRB) core competencies (see Appendix 1). The aim of the project was to teach research skills and, simultaneously, critically analyse whether the shift in learning delivery due to the Covid-19 pandemic could impact the students’ future competencies as social workers in the Aotearoa New Zealand context. The report describes the research design process and presents a literature review, findings from data, and a discussion of the findings. Findings from this research show that the learning environment within which social work education is delivered has changed significantly, provoked by the events during and after the Covid-19 pandemic. Rethinking social work education delivery models is inevitable and required in this new environment. Carefully designed flexible delivery models, such as a mix of in-person and online (blended), would be most effective in safeguarding against and minimising learning disruptions without compromising quality. The most impactful delivery model for social work students is characterised by engaging and interactive content, practical activities and group work, increasing and checking retention, clear structure and guidelines, consistency, flexibility, and capability building for staff and students. The extent to which these can be achieved depends on addressing individual student and staff factors, and broader institutional resources, guidelines and policies.