Journal articles on the topic 'Transformative social and emotional learning'
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Davis, Kimberly K., David D. Christian, Richard Hammett, Gary Low, and Tanya Seagraves-Robinson. "Social Emotional Learning: An Appreciative Approach to Teacher Development." AI Practitioner 23, no. 3 (September 1, 2021): 122–35. http://dx.doi.org/10.12781/978-1-907549-48-9-16.
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This article describes a study of an appreciative approach to support teachers in learning how to support children up to 18 years old in the fields of social emotional learning (SEL) and Transformative Emotional Intelligence (TEI).
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Cullen, Jennifer, Geraldine Bloemker, Jeannette Wyatt, and Michele Walsh. "Teaching a Social and Emotional Learning Curriculum: Transformative Learning through the Parallel Process." International Journal of Higher Education 6, no. 6 (December 18, 2017): 163. http://dx.doi.org/10.5430/ijhe.v6n6p163.
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Social and emotional learning (SEL) curriculum included among freshman seminar content for enhanced academic performance and better overall adjustment, can support freshman in the transition from high school to college. As such, the university participating in this study has increased the number of students taking freshman seminars. To accommodate the increase in SEL sections, several nonclinical faculty members were invited to teach the seminar which required training in the SEL curriculum. The purpose of this study was an exploratory assessment of the process of teaching the SEL curriculum to determine the perceived impact of both the training and teaching experience on the faculty members and their teaching styles. This was a qualitative study, using a systematic thematic content analysis of transcribed interviews. Results indicated the emergence of several themes that highlighted a transformative learning experience for the faculty and indicated that there is a parallel process in teaching and learning.
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Davis, Kimberly, David D. Christian, Richard Hammett, Gary Low, and Tanya Seagraves-Robinson. "Social Emotional Learning: A Case for Appreciative Inquiry to Develop TEI/SEL Skills." AI Practitioner 24, no. 2 (May 25, 2022): 81–100. http://dx.doi.org/10.12781/978-1-907549-51-9-16.
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This article, part three of a project using Appreciative Inquiry (AI) to develop transformative emotional intelligence/social-emotional learning skills (TEI/SEL) in teachers, provides a follow up case study of two teachers.
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Avsec, Stanislav, and Vesna Ferk Savec. "Pre-Service Teachers’ Perceptions of, and Experiences with, Technology-Enhanced Transformative Learning towards Education for Sustainable Development." Sustainability 13, no. 18 (September 18, 2021): 10443. http://dx.doi.org/10.3390/su131810443.
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Teacher education for sustainable development (ESD) is faced with continuing unsustainability trends, which require deep and enduring social transformation. Transformative learning is a possible solution to facilitating reflection on the cognitive and socio-emotional processes underpinning students’ learning towards sustainability. The purpose of this paper is to investigate students’ perceptions of, and experiences with, technology-enhanced self-directed learning and design thinking as possible moderators of transformative learning in order to advance the concept and practice of teacher ESD. These perceptions and experiences are represented by 225 pedagogical and non-pedagogical students from the University of Ljubljana, asked to respond anonymously to three online questionnaires in May and June 2021. Findings indicate that strengthening the transformative aspect of ESD in pre-service teachers requires the consideration of critical reflection, self-awareness, risk propensity, holistic view and openness to diversity, and social support. Moreover, self-directed learning was found to be a moderator for transformative learning among pre-service science teachers, while design thinking was evenly developed among transformative learning for both low- and high-ability students, no matter the study programme. The conditioning factors and explanatory arguments for these results are also discussed.
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De Klerk, Edwin Darrell, June Monica Palmer, and Alfred Modise. "Re-prioritizing Teachers’ Social Emotional Learning in Rural Schools Beyond Covid-19." Journal of Ethnic and Cultural Studies 8, no. 2 (February 17, 2021): 68. http://dx.doi.org/10.29333/ejecs/563.
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The inception of lockdowns by governments across the globe to control the spread of the COVID-19 pandemic has exposed many disparities in rural societies, particularly on the African continent. The social, cultural, and psychological processes have elicited variations in teachers’ responses to the devastating pandemic, illuminating African cultural realities in the quest for creating quality delivery of teaching and learning in schools. When teachers regard themselves as transformative change agents and not merely as oppressed people, this confirms their social identities and cultures and afford them opportunities to engage in critical reflection on the messages they convey in their classrooms. This case study employs semiotic analysis to explore some socio-cultural messages and emotional behaviours teachers exchange unwittingly in schools. Interviews were conducted via e-mail, as face-to-face contact with the respondents was not possible. The findings indicate that teachers conceive of themselves as disempowered “lay people” who are ill-equipped to respond adequately to situations such as the coronavirus pandemic, but are, nonetheless, “accountable” to the communities they serve. As its contribution, this paper presents teachers with the Social-Emotional coping skills of individual awareness, social awareness, and self-discovery, to help them thrive during periods of uncertainty. A semiotic reflection on the learning environment may empower teachers with inclusive and transformative strategies for ensuring their own and learners’ emotional well-being in a non-threatening learning environment beyond COVID 19.
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Ojala, Maria. "How Do Young People Deal with Border Tensions When Making Climate-Friendly Food Choices? On the Importance of Critical Emotional Awareness for Learning for Social Change." Climate 10, no. 1 (January 14, 2022): 8. http://dx.doi.org/10.3390/cli10010008.
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If we are going to be able to fight climate change in an effective way there is a need for a profound sustainability transformation of society. The question is how everyday pro-environmental behavior such as climate-friendly food choices should be looked upon in this context: as something that hides the need for structural change, or as a starting point for a profound transformation? The aim is to discuss how emotions related to conflicts encountered when trying to make everyday climate-friendly food choices in a society that is not always sustainable can be used to promote transformational learning. Interviews were performed with 15 adolescents. Emotions felt in relation to conflicts and how the youth cope were explored. The results show that the youth mainly felt individualized emotions of guilt, helplessness, and irritation and that they coped primarily by distancing themselves from emotions felt, but also sometimes in a problem-focused way and through positive reappraisal. Results are discussed in relation to theories about critical emotional awareness and prefigurative politics. It is argued that by taking account of emotional aspects related to everyday conflicts in a critical manner, issues such as justice could be brought to the surface and transformative learning could be enhanced.
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Ciechanowska, Dorota, and Agnieszka Kozerska. "FEELINGS OF LONELINESS OF EDUCATIONALLY ACTIVE WOMEN IN THE CONTEXT OF THE COVID-19 PANDEMIC EXPERIENCE." Zeszyty Naukowe Wyższej Szkoły Humanitas w Sosnowcu. Pedagogika 1(25) (June 30, 2022): 125–36. http://dx.doi.org/10.5604/01.3001.0016.0781.
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The purpose of this study is to: 1. determine changes in levels of loneliness among educationally active women before and during the COVID19 pandemic; 2. examine the relationship between social support, life satisfaction, experience of transformative learning manifestations, and experience of social and emotional loneliness among younger (< 30 years) and older (30+) women. Methods: Data were collected using an online test method. The research sample consists of 258 educationally active women living in northwestern Poland. Age of women surveyed: from 19 to 87 years. Findings: During the pandemic, the emotional loneliness of the surveyed women increased. The level of social loneliness remained unchanged. Social support is a protective factor. The level of loneliness correlates negatively with life satisfaction and positively with perceiving in oneself manifestations of transformative learning. The latter regularity applies only to younger women.
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DeMartino, Linsay, Lisa Fetman, DeAnne Tucker-White, and Amanda Brown. "From freedom dreams to realities: Adopting Transformative Abolitionist Social Emotional Learning (TASEL) in schools." Theory Into Practice 61, no. 2 (February 23, 2022): 156–67. http://dx.doi.org/10.1080/00405841.2022.2036062.
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Mercer, Dave, Heidi Kenworthy, and Ian Pierce-Hayes. "Making rhetoric a reality: inclusion in practice as “transformative learning”." Mental Health and Social Inclusion 20, no. 2 (May 9, 2016): 110–18. http://dx.doi.org/10.1108/mhsi-01-2016-0004.
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Purpose – “Inclusivity” and “empowerment” are central concepts in the philosophy of nursing practice and education. Recent professional concern has focused on the need to embed compassion in healthcare cultures where practice contributes to learning. The purpose of this paper is to explore an innovative partnership approach to undergraduate placement provision for adult-general nursing students in the context of learning disability and mental health. Design/methodology/approach – Critical discussion focuses on evaluation of a non-clinical placement centred on the health and social care of individuals with a learning disability or mental health needs. Two projects from practice around healthy living and hate crime illustrated the value of transformative learning as a pedagogic philosophy. Findings – Student feedback offered insight into social and cultural processes that impact on practice-based learning, and factors promoting inclusive engagement. Such included the context of identity formation, narrative as an evidence-base for caring, and personal/emotional growth through critical reflection. Practical implications – Evaluation provided a platform to re-think model(s) of clinical practice learning in healthcare education derived from a non-clinical placement. There are tangible benefits for sustaining value-led practice at a time of political change in the way health services are configured and delivered. Social implications – When engagement with the principles of inclusivity and empowerment become part of the lived-experience of the nursing student, longer-term recognition and retention of caring, and enabling values are more likely to endure. Originality/value – The emotional development and skills acquired by nursing students transfer to all branches of the profession by revitalising core conditions of compassion, respect, dignity, and humanity.
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Murakami, Christopher Daniel, Andrea Hawkman, Crystal Kroner, and Jo Anna O'Neill. "“Follow Through”: Poetic Representation of Action Planning for Social Justice." Art/Research International: A Transdisciplinary Journal 3, no. 1 (March 1, 2018): 69–89. http://dx.doi.org/10.18432/ari29248.
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During an historic semester of student led protests for social justice, the University College of Education (pseudonym) facilitated an action planning session for diversity, inclusion, and social justice. This paper is guided by the question, how can data gathered from an action planning meeting on diversity, inclusion, and social justice be a/r/tographically (Irwin & De Cosson, 2004) represented to support self-awareness and transformative learning experiences? The four co-authors engaged in poetic representation (Ward, 2011) and describe how the data analysis and poem construction yielded opportunities for critical reflection in pursuit of educational equity. This work calls for continued dialogue, action, and emotional commitment to address issues of marginalization in education. The potential of arts-based research to help mediate transformative and lifelong learning regarding diversity and inclusion are discussed.
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Tolutienė, Gitana. "TRANSFORMUOJANČIOS MOKYMOSI APLINKOS IR ANDRAGOGO BENDRŲJŲ KOMPETENCIJŲ POREIKIS: SVEIKATOS PRIEŽIŪROS SPECIALISTŲ POŽIŪRIS." Tiltai 88, no. 1 (June 30, 2022): 80–100. http://dx.doi.org/10.15181/tbb.v88i1.2412.
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With the changing and expanding approach to the creation of a learning environment as one of the essential factors in the quality of the organisation of the learning process, the article reveals the links that underpin the importance of an andragogue’s general competencies for the development of a transformative learning environment. The relevance of the scientific problem is highlighted by the theoretical and empirical search for the general competencies of the andragogue, which creates favourable preconditions for the transformation of the learner’s empowerment personality. The participants in the research were employees of health-care institutions in various regions of Lithuania who have participated in in-service training events at the Centre for Continuing Studies of the Faculty of Social Sciences and Humanities at Klaipėda University. The analysis of the need for health-care professionals due to the importance of an andragogue’s general competencies in creating a transformative learning environment has highlighted the direct impact of age on different needs. The results of the research show that an andragogue’s general competencies help to create a transformative learning environment, in which the totality of intellectual, emotional and practical dynamics enables the learner’s transformation, focusing on personal qualities, abilities, skills, attitudes and positive attitudes, and the development of a mindset for continuous improvement. Suggestions are provided to andragogues on how to streamline changes in adult learning that focus on personality change by creating a transformative learning environment.
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Mälkki, Kaisu, and Larry Green. "Working with Edge Emotions as a means for Uncovering Problematic Assumptions: Developing a practically sound theory." Phronesis 7, no. 3 (December 18, 2018): 26–34. http://dx.doi.org/10.7202/1054406ar.
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The connection between cognition and emotion, and between mind and body, has been well documented by neuroscience. The adult education practitioners of critical reflection and transformative learning processes have understood this more holistic understanding of human nature both empirically and intuitively. However, the key theory of the field, Jack Mezirow’s theory of transformative learning, has been given consistent criticism on its focus on rational and cognitive aspects of learning while understating its emotional and social aspects. Similarly, the conceptualization of the processes of reflection appears more appropriate to sophia than for phronesis. This, as is argued in the paper, leaves the theory rather idealistic while lacking understanding of the prerequisites for, and actualities of reflection. This paper presents a recent theoretical development that is both grounded in the analysis of Mezirow’s theory as well as extending and elaborating the theorization of reflection, by utilizing the insights from neuroscience. The presented theory explicates how cognition and emotion are intertwined in the processes of reflection. Further, the theory offers conceptual basis for further research and practice regarding reflection and transformative learning, not only showing the ideals, but offering conceptual tools to work with the challenges of reflection as well.
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Avsec, Stanislav, Magdalena Jagiełło-Kowalczyk, and Agnieszka Żabicka. "Enhancing Transformative Learning and Innovation Skills Using Remote Learning for Sustainable Architecture Design." Sustainability 14, no. 7 (March 26, 2022): 3928. http://dx.doi.org/10.3390/su14073928.
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The currently used educational technology with artificial-intelligence-powered solutions, although rather instrumental, may lead to discontinuity in learning, as it lacks social and emotional value, which is an essential part of education for sustainable development and results in an immersive experience through which higher-order thinking skills can be adopted. This paper aims to explore transformative learning (TL) and innovation skill improvement accommodated by transactional distance theory in a 16-week remote sustainable architecture design course. The analysis identified the following: (a) significant progress in students’ attitudes toward uncertainty and criticality while social support differs due to the influence of classmates, faculty staff, teamwork, writing and reading assignments, promoters from industry and extracurricular activities; (b) significant progress in TL achievement while innovation skill development differs significantly across the groups in which online collaborative learning was found as an influencer in creativity and motivation; (c) self-efficacy influenced by feedback in and on actions, such as essay and other writing assignments, verbal persuasions and positive social comparisons; (d) lack of development of situational awareness, continuity of learning and interactions/situations to empower teammates in handling conflicts to develop leadership ability; (e) decrease in risk-taking ability, especially in a group of students in which social support was limited due to the absence of challenging situations and tasks. The results support the use of remote intervention directed at prosocial motivations and action-focused group goals.
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Rocks, Eddie, and Peter Lavender. "Exploring transformative journeys through a higher education programme in a further education college." Education + Training 60, no. 6 (July 9, 2018): 584–95. http://dx.doi.org/10.1108/et-02-2018-0047.
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Purpose The purpose of this paper is to understand the experiences of students undertaking higher education in a further education setting in the UK. Since the 1960s, there has been a policy commitment in the UK to widen participation in education to social groups previously under-represented (Thompson, 2000; Burke, 2012). The consequence is a discourse in which it is argued that higher education has been “dumbed down” to include non-traditional students frequently ill-prepared for academic challenges (Haggis, 2006). This research explored an alternative discourse, proposing that education should be a catalyst for significant social, emotional and intellectual growth, culminating in a transformative experience (Mezirow, 1978a, 1991; Cranton, 2006). Design/methodology/approach In total, 12 non-traditional graduates from a full-time BA programme at a Scottish College of Further and Higher Education were interviewed to determine if graduates experienced significant social, emotional and intellectual growth as a result of participation; what teaching and learning settings make this possible; can it be proposed that graduates can be transformed by the experience of higher education in further education? Findings The findings of the research indicate that the participants all experienced some significant shift in attributes such as confidence, independence and willingness to try new things. How they experience, conceptualise and participate in their social worlds has become more discriminating. The authors conclude by proposing that higher education in further education (HE in FE) can have the potential to provide transformative experiences for non-traditional students. Research limitations/implications The implications of this study lie as much in the nature of the transformative learning experience as in the structures in which education is provided. Additionally, it is proposed that transformative teaching and learning theory may be as significant now as it ever was in understanding the changes which learners experience in higher education study. Limitations of the study include the small number of interviewees who were interviewed more than once in some depth, and the particular setting of one further education college. As in all such research generalisation might be difficult. Practical implications Practically, the research suggests that the authors can learn from how students like the ones featured in the transformation stories experience learning in HE in FE. Despite being seen as “non-traditional” students who return to education with weak learning histories and fragile learner identities, the research has shown that if a nurturing, student-centred approach is adopted by teaching staff, a significant shift in how students see themselves and their place in the world can be achieved. This has significant implications for teaching practice. The findings could be an inspiration and guiding principle for other HE in FE tutors and help them find commonalities in their own work. Social implications The authors argue that education should not be regarded only as an economic-driven activity insofar as most HE in FE programmes are vocational and are geared towards preparation for the workplace. The authors’ key proposition is that education can be a life changing experience that might be considered a transformation. The social implication is that participating in HE in FE could be a catalyst for the development of confident and engaged citizens, ready to make a real contribution to the social world beyond and out-with only the workplace. Within a Freirean framework, this might be transformative education’s most significant contribution to society. Originality/value Transformative learning theory research has mostly been undertaken in informal learning contexts and higher education institutions. There has also been research undertaken on diverse contexts not immediately related to education. In terms of empirical research, however, transformation learning theory in HE in FE is yet unexplored. Yet, it is an ideal learning site to promote transformation because of the relatively small, intimate milieu, typical of colleges. The originality lies in the paucity of other research focused on transformation in an FE context. The value lies in its showing that particular teaching approaches can transform students in this context.
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Jagers, Robert J., Deborah Rivas-Drake, and Brittney Williams. "Transformative Social and Emotional Learning (SEL): Toward SEL in Service of Educational Equity and Excellence." Educational Psychologist 54, no. 3 (July 3, 2019): 162–84. http://dx.doi.org/10.1080/00461520.2019.1623032.
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Yin Yung, CHIU. "Emotions as an Accelerator: Case Studies on the Effects of Emotions on Teachers’ Perception and Learning when being in Conflicts with School leaders." European Journal of Teaching and Education 4, no. 1 (April 20, 2022): 48–60. http://dx.doi.org/10.33422/ejte.v4i1.725.
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Teachers’ emotions are critical to positive student-teacher relationships and quality teaching in the classroom, though the importance of teachers’ effective management of emotions has been recognized (Chen, 2020), the reverse effects of teachers’ emotions on teachers’ learning have been underplayed in the field. Teachers are expected to be professional learners (Locke; Jarvis, 2009; Magill, 2021), meanwhile, emotions are often framed as a dichromatic disturbance to their professional learning, hence the effect of emotions is often downplayed, if not neglected. Emotions, however, are innate and inseparable from one’s perception of their own lived experience, it affects how one perceives his/her identity and relationship with the world, thereby playing an important role in learning per se (Jarvis, 2006). Through narrative analysis, the teaching trajectories of three Hong Kong Secondary school teachers are studied. The life stories of these three cases have revealed in this research that emotions indeed serve as an accelerator to critical reflection, reflective learning and perspective transformation, thereby leading to transformative learning on both personal and professional levels during disjuncture triggered by conflicts with school leaders. By employing Chen’s (2020) Teacher Emotion Model and Liu & Hallinger’s (2020) partial mediation model, this research provides empirical evidence to the indispensable effects of emotions on teachers’ perception of power distance orientation; how the interactive, dynamic process affects their response; the way emotions act as an accelerator in transformative learning; and how teachers reharmonize disjuncture that are embedded in emotionally charged relationships in the social world in their learning trajectories.
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Niemandt, Cornelius Johannes Petrus. "Transformative Spirituality and Missional Leadership." Mission Studies 33, no. 1 (March 2, 2016): 85–103. http://dx.doi.org/10.1163/15733831-12341435.
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The importance of transformative spirituality for missional leadership is explored. Missional leadership is defined as the transformation of people and institutions to participate, through meaningful relations and in the power of the Spirit, in God’s mission. Missional spirituality is discussed in the context of the missional church, focusing on what the churchis, does, how the churchorganizeswhat it does, theappropriate leadership, andmissional spirituality. This article brings together ideas from the missional church movement and the World Council of Churches (Together Towards Life: Mission and Evangelism in Changing Landscapes), with its emphasis on a ‘transformative spirituality’ an approach that states that ‘mission spirituality is always transformative’. These ideas are applied to missional leadership.The research applies the following dimensions of personal leadership virtues to transformative missional spirituality and missional leadership: transcendence (which includes appreciation of beauty, gratitude, hope, humor, and religiousness), humanity (which includes the social competencies of kindness, love, and social intelligence), wisdom and knowledge (which include the cognitive competencies of creativity, curiosity, open-mindedness, and love of learning), justice (associated with fairness, leadership, and teamwork), courage (including the personal and emotional competencies of bravery, persistence, and zest), and finally temperance (which includes the competencies of forgiveness, modesty, prudence, and self-regulation).
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Owens, Chastity L., Annette H. Johnson, and Aubrey Thornton. "Addressing Equity in Schools: Youth Participatory Action Research and Transformative Social and Emotional Learning during COVID-19." Children & Schools 44, no. 1 (December 6, 2021): 48–54. http://dx.doi.org/10.1093/cs/cdab029.
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Abstract In 2020, the COVID-19 pandemic and rise in racial injustices signaled the need to engage students in macro-level interventions to maximize their contributions to their schools, communities, and society. School social workers are uniquely positioned to elevate student voices, hone their critical thinking skills, and capitalize on their strengths and assets. Critical thinking skills can help students analyze the world around them by engaging them in addressing equity issues in their schools and communities. This article introduces the concept of transformative social and emotional learning (TSEL) within the context of youth-led participatory action research (YPAR) and a critical service learning (CSL) framework for school social workers to promote student empowerment. Through CSL, students cultivate advocacy skills by identifying, investigating, and taking action to address concerns. Authors include a case example demonstrating TSEL and YPAR, using CSL as a school social work intervention that recognizes and promotes students’ strengths and assets.
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Lozano, Alba, Roberto López, Fernando J. Pereira, and Carolina Blanco Fontao. "Impact of Cooperative Learning and Project-Based Learning through Emotional Intelligence: A Comparison of Methodologies for Implementing SDGs." International Journal of Environmental Research and Public Health 19, no. 24 (December 17, 2022): 16977. http://dx.doi.org/10.3390/ijerph192416977.
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Education for sustainable development (ESD) is a holistic and transformative form of education that seeks action-oriented pedagogy using self-directed learning, participation, and collaboration, among other aspects, and is suitable for developing active methodologies. Since affective-emotional aspects can contribute in the teaching-learning process, this work studies, through a case study, the comparison of the influence of two active methodologies: Cooperative Learning (CL) and Project-Based Learning (PBL) in student emotions and learning processes, as well as their awareness of ESD. For that purpose, a survey was conducted at the fourth secondary level in the science laboratory, subjected to the innovation project e-WORLD, which developed the content of the 7 and 13 Sustainable Development Goals (SDGs) from the 2030 Agenda. Results of ANOVA and Tukey’s tests carried out showed that both methodologies improved skills and knowledge related to climate change and energy, and triggered major positive emotions in students. Furthermore, CL allowed students to acquire more individual and group responsibility than communication skills developed with PBL. It is necessary to continue working on the involvement of students in these methodologies in order to improve their social skills and to reveal life changes towards more socio-sustainable ones.
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Tett, Lyn. "Transforming Learning Identities in Literacy Programmes." Journal of Transformative Education 17, no. 2 (January 1, 2018): 154–72. http://dx.doi.org/10.1177/1541344617750277.
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This article draws on the theories of Mezirow, Foucault, and Holland and colleagues to investigate how students were positioned in relation to their own experiences, what opportunities they had to overcome their negative positioning in relation to the power structures that inform the worlds in which they move, and how their changed practices impacted on their positional and figured worlds. Data from community- and prison-based participants in Scottish adult literacy projects are used to interrogate the factors that contributed to overcoming the negative discourses that students had been embedded in. This article concludes that by the end of their programs, the students had experienced transformative changes in their learning identities, and these changes encompassed cognitive, emotional, and social dimensions.
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Slashchinina, A. P. "Transformation of education in the perspective of secular ethics." Professional education in the modern world 11, no. 3 (October 15, 2021): 54–62. http://dx.doi.org/10.20913/2224-1841-2021-3-06.
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The article analyzes the preconditions for the transformation of the higher education system to the trinity of social, emotional, and ethical learning. The author considers the formation of education system with the use of secular Buddhist ethics on the example of Emory University (Emory, USA). The article pays great attention to the speeches of Dalai Lama and the influence of Buddhist philosophy of education on the system of socio-emotional and ethical education. The theoretical analysis of the curriculum of social-emotional-ethical training presents the methodology and the methods of the study. The object of the research is the Buddhist philosophy of education. The subject of the study is SEE Learning program (social-emotional-ethical learning) as a way of reception of the Buddhist philosophy of education in the higher education system. The author considers the implementation of SEE Learning program – social-emotional-ethical learning at Emory University (Atlanta, Georgia). This program is the result of the university’s collaboration with Dalai Lama XVI and the Tibetan Exile Community. The author concludes that the change of value orientations and the decolonization of education are factors that influence the development of educational systems. Social-emotional-ethical learning can solve the problem of lack of ethical education at universities. The introduction of ethics education will enable higher education institutions to produce not only practically and theoretically competent professionals, but also individuals who are able to understand the consequences of their decisions.
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Abdigapbarova, U., and N. Zhienbaeva. "Social activity of the future teacher's personality in the process of SCL transformation." Bulletin of the Karaganda University. Pedagogy series 102, no. 2 (June 29, 2021): 112–18. http://dx.doi.org/10.31489/2021ped2/112-118.
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This article reveals the transformation of student-centered learning (SCL) in the process of forming the social activity of Kazakhstani students, which is a fundamental aspect that has an effective impact on the professional training of future teachers. The author substantiates the fact of the importance of the social activity of the modern student, the success factor of student-centered learning: emotional support and psychological support of teachers to improve the educational potential of student-centered learning. The conceptual provisions of the features of the introduction of student-centered learning in the educational process of higher educational institutions of the Republic of Kazakhstan are argued. Based on a comprehensive analysis it is proved that the distinctive feature of a high-quality university is the success of the process of implementing student-centered learning, where the most important role belongs to teachers and students. A personalized form of student-centered learning in a digital environment is presented. The content aspects of the personalized development of the student's personality and the orientation of the tutor-facilitator functionality of the higher school teacher are developed.
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Svinth, Lone. "Being touched – the transformative potential of nurturing touch practices in relation to toddlers’ learning and emotional well-being." Early Child Development and Care 188, no. 7 (March 2018): 924–36. http://dx.doi.org/10.1080/03004430.2018.1446428.
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Váradi, Judit. "A Review of the Literature on the Relationship of Music Education to the Development of Socio-Emotional Learning." SAGE Open 12, no. 1 (January 2022): 215824402110685. http://dx.doi.org/10.1177/21582440211068501.
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Social-emotional learning (SEL) is a topic of increasing focus in the education sector. SEL is the process by which children acquire the knowledge, skills, and attitudes to effectively recognize and manage emotions, to formulate positive goals, to feel empathy for others, to establish and maintain functioning social relationships. It develops to take responsible decisions, determine students’ successful academic performance, transformation into adulthood, useful work, a good quality of life, and well-being. By the end of the 20th century the educational role of music has come into the spotlight, and in addition to the impact of music on the development of general skills, its social and emotional effects are also the subject of research. This paper undertakes to explore the literature about the connections between music education and social-emotional skill development. For the collection and analysis of information, online sources of peer-reviewed scientific journals in addition to the university library were used. The study also examined the relationship between social-emotional learning and the world-wide well-known Kodály Concept and the effect of Kodály’s vision of music education as a forerunner of socio-emotional skills development. The relationship between social-emotional skills and music was explored by reviewing the international music-specific literature from music psychology, music education, music therapy, and music for health and wellbeing. In order to illuminate the problem and to develop a holistic approach, the 100 studies presented here summarize research findings made and presented in different countries around the world.
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Cherewick, Megan, Sarah Lebu, Christine Su, and Ronald E. Dahl. "An Intervention to Enhance Social, Emotional, and Identity Learning for Very Young Adolescents and Support Gender Equity: Protocol for a Pragmatic Randomized Controlled Trial." JMIR Research Protocols 9, no. 12 (December 31, 2020): e23071. http://dx.doi.org/10.2196/23071.
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Background The onset of puberty is a pivotal period of human development that is associated with significant changes in cognitive, social, emotional, psychological, and behavioral processes that shape identity formation. Very early adolescence provides a critical opportunity to shape identity formation around gender norms, attitudes, and beliefs before inequitable gender norms are amplified during and after puberty. Objective The aim of the Discover Learning Project is to integrate strategic insights from developmental science to promote positive transformation in social, emotional, and gender identity learning among 10- to 11-year-olds in Tanzania. Through a pragmatic randomized controlled trial, the intervention scaffolds the development of critical social and emotional mindsets and skills (curiosity, generosity, persistence, purpose, growth mindset, and teamwork) delivered by conducting 18 after-school, technology-driven, experiential learning sessions in small, mixed-gender groups. Methods The Discover Learning Intervention is a 3-arm randomized controlled trial that will be delivered to 579 participants selected from four public primary schools in Temeke District, Dar es Salaam, Tanzania. Randomization will be done at the individual level into 3 treatment groups receiving incremental intervention components. The treatment components include Discover Learning content curated into child-friendly videos, facilitated discussions, and a parent-child workbook, to be implemented over two phases, each 6 weeks long. A baseline survey will be administered to participants and their parents prior to the intervention. The process will be observed systematically, and data will be collected using surveys, in-depth interviews, observations, and focus group discussions with adolescents, parents, teachers, and facilitators conducted prior, during, and after each implementation phase. Results This study builds on formative and pilot studies conducted with the target population to inform the design of the intervention. The results will generate new evidence that will inform strategies for achieving scale in Tanzania and provide insights for replication of similar programs that are invested in gender-transformative interventions in peri-urban, low-resource settings. Conclusions The Discover Learning Intervention makes an important contribution to the field of adolescent developmental science as an intervention designed for very young adolescents in a low-resource setting. Trial Registration ClinicalTrials.gov NCT04458077; https://clinicaltrials.gov/ct2/show/NCT04458077 International Registered Report Identifier (IRRID) DERR1-10.2196/23071
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Lustick, Hilary, Christine Norton, Sonia Rey Lopez, and Jennifer H. Greene-Rooks. "Restorative Practices for Empowerment: A Social Work Lens." Children & Schools 42, no. 2 (April 2020): 89–97. http://dx.doi.org/10.1093/cs/cdaa006.
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Abstract Studies demonstrate that preventive practices, including restorative practices and social and emotional learning, reduce the need for suspension. However, emerging findings suggest that preventive practices perpetuate the same rates of racial disproportionality in suspension as traditional disciplinary codes; evidence of persistent racial disproportionality appears in research on restorative practices. The purpose of this study was to examine, through interviews with teachers and students, the successes and challenges of implementing community-building circles with attention to equity and inclusion. Authors found that both teachers and students experience these practices as transformative when enough trust is established to share openly; however, more training is necessary for this to be consistent across schools and classrooms. Considering the lack of discussion of implicit bias and cultural responsiveness embedded in the restorative practice trainings these teachers received, authors argue that social work professionals and concepts—namely, empowerment theory—can support teacher training and implementation of community-building circles.
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Hymel, Shelley, Angela Low, Lindsay Starosta, Randip Gill, and Kimberly Schonert-Reichl. "Promoting Mental Well-Being Through Social-Emotional Learning in Schools: Examples from British Columbia." Canadian Journal of Community Mental Health 36, no. 4 (December 1, 2017): 97–107. http://dx.doi.org/10.7870/cjcmh-2017-029.
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Social and emotional learning is increasingly recognized as playing an important role in the promotion of positive mental health in schools. In 2012, the Mental Health Commission of Canada identified child and youth mental health as a priority for the transformation of mental health systems in Canada. To this end, comprehensive efforts to promote positive social and emotional development in schools and to foster safe and caring school environments are urgently needed. This paper highlights the multi-faceted approach undertaken in British Columbia over the past decade to promote positive mental health through social-emotional learning in schools.
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VOINEA, Mihaela, and Andreea SITOIU. "SOCIAL COMPETENCES THAT FOSTER ADAPTATION DURING THE POST-PANDEMIC PERIOD." Bulletin of the Transilvania University of Braşov Series VII Social Sciences • Law 14(63), no. 2 (January 20, 2021): 203–14. http://dx.doi.org/10.31926/but.ssl.2021.14.63.2.3.
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For many students and teachers the Covid-19 pandemic was a transformative learning experience. They were forced to cope with many changes at different levels of life: personal, professional, social. For many, the soft skills such as critical thinking, emotional intelligence, time management, being present, being empathetic or self-regulation were the main resource for effective adaptation. This is the reason why we need to adopt a new education vision, focused on developing soft skills for teachers and students, and finally for society. The aim of the present research was to analyse the respondents' perception of the soft skills which help them cope with the Covid-19 pandemic period. A questionnaire regarding teachers’ skills was used. The research sample consists of 359 respondents. An important conclusion of the study was that the respondents’ resilience was determined by the change in the perspective on the problems that arose during the pandemic.
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Islam, Md Riadul, M. A. H. Akhand, Md Abdus Samad Kamal, and Kou Yamada. "Recognition of Emotion with Intensity from Speech Signal Using 3D Transformed Feature and Deep Learning." Electronics 11, no. 15 (July 28, 2022): 2362. http://dx.doi.org/10.3390/electronics11152362.
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Speech Emotion Recognition (SER), the extraction of emotional features with the appropriate classification from speech signals, has recently received attention for its emerging social applications. Emotional intensity (e.g., Normal, Strong) for a particular emotional expression (e.g., Sad, Angry) has a crucial influence on social activities. A person with intense sadness or anger may fall into severe disruptive action, eventually triggering a suicidal or devastating act. However, existing Deep Learning (DL)-based SER models only consider the categorization of emotion, ignoring the respective emotional intensity, despite its utmost importance. In this study, a novel scheme for Recognition of Emotion with Intensity from Speech (REIS) is developed using the DL model by integrating three speech signal transformation methods, namely Mel-frequency Cepstral Coefficient (MFCC), Short-time Fourier Transform (STFT), and Chroma STFT. The integrated 3D form of transformed features from three individual methods is fed into the DL model. Moreover, under the proposed REIS, both the single and cascaded frameworks with DL models are investigated. A DL model consists of a 3D Convolutional Neural Network (CNN), Time Distribution Flatten (TDF) layer, and Bidirectional Long Short-term Memory (Bi-LSTM) network. The 3D CNN block extracts convolved features from 3D transformed speech features. The convolved features were flattened through the TDF layer and fed into Bi-LSTM to classify emotion with intensity in a single DL framework. The 3D transformed feature is first classified into emotion categories in the cascaded DL framework using a DL model. Then, using a different DL model, the intensity level of the identified categories is determined. The proposed REIS has been evaluated on the Ryerson Audio-Visual Database of Emotional Speech and Song (RAVDESS) benchmark dataset, and the cascaded DL framework is found to be better than the single DL framework. The proposed REIS method has shown remarkable recognition accuracy, outperforming related existing methods.
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Singleton, Robyn, María de la Paz Picado Araúz, Kathleen Trocin, and Kate Winskell. "Transforming narratives into educational tools: the collaborative development of a transformative learning tool based on Nicaraguan adolescents’ creative writing about intimate partner violence." Global Health Promotion 26, no. 1 (January 30, 2017): 15–24. http://dx.doi.org/10.1177/1757975916679553.
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The use of narrative has become increasingly popular in the public health, community development, and education fields. Via emotionally engaging plotlines with authentic, captivating characters, stories provide an opportunity for participants to be carried away imaginatively into the characters’ world while connecting the story with their own lived experiences. Stories have been highlighted as valuable tools in transformative learning. However, little published literature exists demonstrating applications of stories in group-based transformative learning curricula. This paper describes the creation of a narrative-based transformative learning tool based on an analysis of Nicaraguan adolescents’ meaning-making around intimate partner violence (IPV) in their creative narratives. In collaboration with a Nicaraguan organization, US researchers analyzed a sample of narratives ( n = 55; 16 male-authored, 39 female-authored) on IPV submitted to a 2014 scriptwriting competition by adolescents aged 15–19. The data were particularly timely in that they responded to a new law protecting victims of gender-based violence, Law 779, and contradicted social-conservative claims that the Law 779 destroys family unity. We incorporated results from this analysis into the creation of the transformative learning tool, separated into thematic sections. The tool’s sections (which comprise one story and three corresponding activities) aim to facilitate critical reflection, interpersonal dialogue, and self- and collective efficacy for social action around the following themes derived from the analysis: IPV and social support; IPV and romantic love; masculinity; warning signs of IPV; and sexual abuse. As a collaboration between a public health research team based at a US university and a Nicaraguan community-based organization, it demonstrates the potential in the age of increasingly smooth electronic communication for novel community–university partnerships to facilitate the development of narrative-based tools to support transformative learning.
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Holt, Louise. "Children's Sociospatial (re)Production of Disability within Primary School Playgrounds." Environment and Planning D: Society and Space 25, no. 5 (October 2007): 783–802. http://dx.doi.org/10.1068/d73j.
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There is a contemporary shift in the institutional context of ‘disabled’ children's education in the United Kingdom from segregated special to mainstream schools. This change is tied to wider deinstitutionalised or reinstitutionalised geographies of disabled people, fragile globalised educational ‘inclusion’ agendas, and broader concerns about social cohesiveness. Although coeducating children is expected to transform negative representations of (dis)ability in future society, there are few detailed explorations of how children's everyday sociospatial practices (re)produce or transform dominant representations of (dis)ability. With this in mind, children's contextual and shifting performances of (dis)ability in two case study school playground (recreational) spaces are explored. The findings demonstrate that children with mind—body differences are variously (dis)abled, in comparison with sociospatially shifting norms of ability, which have body, learning, and emotional—social facets. The discussion therefore places an emphasis on the need to incorporate ‘intellectual’ and ‘emotional’ differences more fully into geographical studies of disability and identity. The paper has wider resonance for transformative expectations placed on colocating children with a variety of ‘axes of difference’ (such as gender, ‘race’, ethnicity, and social class) in schools.
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Head, Naomi. "A “Pedagogy of Discomfort”? Experiential Learning and Conflict Analysis in Israel-Palestine." International Studies Perspectives 21, no. 1 (December 19, 2019): 78–96. http://dx.doi.org/10.1093/isp/ekz026.
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Abstract A “pedagogy of discomfort” (Boler 1999) recognizes the degree to which epistemology, emotions, and ethics are closely entwined both within and beyond our classrooms shaping who, what, where, why, and when we can see. It recognizes not only the intellectual and cognitive focus of education but also its embodied and affective dimensions. A pedagogy of discomfort which engages with the historically, politically, and ideologically contested and the emotionally invested subject of Israel/Palestine offers one way to engage in the teaching and learning of conflict analysis, and to support the development of active and critical student-citizens. This article suggests that experiential learning can support the development of pedagogical discomfort and explores this in the context of the Olive Tree Initiative, a narrative-based and experiential learning program for undergraduate politics and international relations students that focuses on Israel/Palestine. Drawing on student testimony, this article explores the ways in which the program plays a role in challenging dominant social, political, and emotional beliefs in order to create possibilities for individual and social transformation. It also reflects on some of the challenges and limitations posed by this approach, and engages with questions of emotions, vulnerability, and ambiguity in and beyond the classroom.
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Weritz, Pauline. "Hey Leaders, It’s Time to Train the Workforce: Critical Skills in the Digital Workplace." Administrative Sciences 12, no. 3 (August 2, 2022): 94. http://dx.doi.org/10.3390/admsci12030094.
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Businesses are confronted with digital challenges and require skilled employees to work effectively in the digital workplace. Drawing on the theoretical background of digital workplace transformation and the conceptual learning framework, we conducted a qualitative study. With the help of a cross-case analysis of nine multinational corporations, we provide a skillset for leaders on how to train the workforce in the digital workplace. The insights showed that an entrepreneurial mindset, digital responsible thinking, digital literacy, transformative skills, personal development skills, communication skills, community management skills, data analytic skills, and web development skills are critical in the digital workplace. These findings contribute to the literature by offering an exploratory understanding of essential skills for the digital workplace. Furthermore, we provide a theoretical foundation for future empirical investigations of cognitive and metacognitive, social-emotional, and practical skills. The study also offers practical implications for businesses and leaders on how to upskill the workforce and what kind of employees to recruit in the future workplace.
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Salvador, Karen, Allison M. Paetz, and Matthew M. Tippetts. "“We All Have a Little More Homework to Do:”: A Constructivist Grounded Theory of Transformative Learning Processes for Practicing Music Teachers Encountering Social Justice." Journal of Research in Music Education 68, no. 2 (May 9, 2020): 193–215. http://dx.doi.org/10.1177/0022429420920630.
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The purpose of this study was to investigate processes that led practicing music educators in a graduate course to examine their beliefs and practices regarding inclusion, responsiveness, equity, and justice. Using Charmaz’s constructivist approach to grounded theory, we interviewed 22 participants from MUS 8XX: Philosophy of Music Education. Constant comparative analysis yielded an explanatory framework, which we presented as a model and named “transformative learning processes (TLP) for practicing music teachers encountering social justice.” TLP comprises four interrelated components: “building Gemütlichkeit,” “grappling with difficult material,” “emotional intensity,” and “course structures,” with “stories” acting as a hub for each of the interconnected categories. By describing processes that led practicing teachers to examine their mindsets and plan to change their practices, TLP could provide guidance for music teacher educators at the graduate level regarding how to approach social justice topics in their teaching.
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Connelly, Laura, and Remi Joseph-Salisbury. "Teaching Grenfell: The Role of Emotions in Teaching and Learning for Social Change." Sociology 53, no. 6 (April 11, 2019): 1026–42. http://dx.doi.org/10.1177/0038038519841826.
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Although literature on the role of emotions in teaching and learning is growing, little consideration has been given to the university context, particularly from a sociological perspective. This article draws upon the online survey responses of 24 students who attended sociological classes on the Grenfell Tower fire, to explore the role emotions play in teaching that seeks to politicise learners and agitate for social change. Contributing to understandings of pedagogies of ‘discomfort’ and ‘hope’, we argue that discomforting emotions, when channelled in directions that challenge inequality, have socially transformative potential. Introducing the concept of bounded social change, however, we demonstrate how the neoliberalisation of Higher Education threatens to limit capacity for social change. In so doing, we cast teaching as central to the discipline of sociology and suggest that the creation of positive social change should be the fundamental task of sociological teaching.
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Thavinpipatkul, Chanchai, Archanya Ratana-Ubol, and Suwithida Charungkaittikul. "Transformative Learning Factors to Enhance Integral Healthy Organizations." International Journal of Adult Vocational Education and Technology 7, no. 1 (January 2016): 65–83. http://dx.doi.org/10.4018/ijavet.2016010105.
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This article focuses on how organizations search for the key factors to develop integral changes and determine broader and higher transcendental learning skills in order to achieve healthy and sustainable organizational growth more effectively and efficiently. This study employed qualitative approaches. The research method used is an in-depth interview of 16 key informants in the field of Non-Formal Education, Transformation, and Healthy Organization Development in Thailand, from both private and government entities. The key query was that in the next 10 years, what will the healthier sustainable organizations look like and what are the main factors to enhance integral healthy organizations? The data was analyzed and interpreted with content-analysis techniques in understanding key factors with insights of how to uplift organizational well-being. Results yielded the eight essential factors for development of a healthy organization integrally – Principle, Physical, Mind, Intellectual, Emotion, Organization, Social, and Environment which are all reciprocally interconnected to accomplish a resilient and sustainable healthy organization. To achieve an integral healthy organization, a balanced organizational structure and climate are required to support change through perspective transformation in order to further develop mutual trust and respect. In addition, public consciousness and systematic ecological worldview development are essential for the realization that organizations are whole and at the same time are parts of the higher whole. It is anticipated that these findings will (1) contribute meaningful information of what are the key factors relating to the development of integral healthy organization, (2) contribute insights as to how those factors interact sequentially and systematically to achieve the greater meaning of balanced and resilient organizations, (3) contribute to learning about conditions impacting organizational direction and alignment to meet with sustainable growth and transcendental competitiveness, and (4) be a resource for further study.
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Jarman, Michelle, Mary Burman, Mary Anne Purtzer, and Katie Miller. "“Those lessons learned went right out the window once I was atop the soil where it all happened”: Transformative Learning in a Study Abroad Course." Frontiers: The Interdisciplinary Journal of Study Abroad 34, no. 4 (November 18, 2022): 26–52. http://dx.doi.org/10.36366/frontiers.v34i4.546.
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This project investigated the learning process and outcomes of a study abroad course in England and France that focused on dramatic social shifts in the world war eras. Well-established adult learning theories provided the course framework, and this study examines the characteristics and elements contributing to transformative learning. Eleven undergraduate students participated in this descriptive qualitative study. Three themes emerged from the research: students experienced a journey of intense emotion (Theme I) and meaning making (Theme II) sparking profound developmental changes (Theme III). Learning involved the whole body with students referring to visceral sensations stimulated by specific places visited during the course. Subsequent disorientation triggered the transformative learning process. Dialogue, journaling, and follow-up projects led to critical self-reflection whereby students questioned their perspectives and self-concepts. Post-travel focus groups revealed the impact of the course on validation and/or revision of student perspectives which led to informed decisions and actions. These findings contribute to a deeper understanding of the complexities inherent in transformative learning, especially through place-based and embodied learning practices. Implications include embracing holistic learning, fostering awareness of the learning environment including historical context, developing authentic relationships, and role-modeling critical thought and reflection.
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Kvist Lindholm, Sofia. "Students’ reproduction and transformation of norms incorporated into a programme for social and emotional learning." Ethnography and Education 12, no. 3 (September 19, 2016): 294–310. http://dx.doi.org/10.1080/17457823.2016.1232622.
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Formenti, Laura, and Allessandra Rigamonti. "SYSTEMIC REFLEXIVITY IN RESIDENTIAL CHILD CARE: A PEDAGOGICAL FRAME TO EMPOWER PROFESSIONAL COMPETENCE." International Journal of Child, Youth and Family Studies 11, no. 4.2 (December 30, 2020): 115–39. http://dx.doi.org/10.18357/ijcyfs114.2202019991.
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This position paper offers a pedagogical frame to empower professional work in residential child care. Jobs in this demanding field are characterized by daily relationships with children of different ages, needs, and cultural backgrounds. There is a need for effective communication and interaction with them, their families, co-workers, other professionals, and care agencies, as well as with the larger community. This complexity brings uncertainty and the necessity of thinking and acting in a sensitive way in order to open possibilities for systemic transformation at the micro, meso, and macro levels. In this framework, we focus on reflexivity as a meta-competence — a set of specific postures, competences, and attitudes that characterize expert professional action. A thorough literature review on reflexivity in social work and child protection is aimed at clarifying the meanings, uses, and features of this concept. We claim that systemic reflexivity can be used as a framework, a methodology, and a set of tools to empower professional work by enhancing emotional, cognitive, and epistemic self-awareness, systemic wisdom, abduction, and active listening. To help workers and teams develop these five competences, a self-directed learning module is currently being designed, based on systemic and narrative perspectives, and transformative learning theory.
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Formenti, Laura, and Allessandra Rigamonti. "SYSTEMIC REFLEXIVITY IN RESIDENTIAL CHILD CARE: A PEDAGOGICAL FRAME TO EMPOWER PROFESSIONAL COMPETENCE." International Journal of Child, Youth and Family Studies 11, no. 4.2 (December 30, 2020): 115–39. http://dx.doi.org/10.18357/ijcyfs114.2202019991.
Full textAbstract:
This position paper offers a pedagogical frame to empower professional work in residential child care. Jobs in this demanding field are characterized by daily relationships with children of different ages, needs, and cultural backgrounds. There is a need for effective communication and interaction with them, their families, co-workers, other professionals, and care agencies, as well as with the larger community. This complexity brings uncertainty and the necessity of thinking and acting in a sensitive way in order to open possibilities for systemic transformation at the micro, meso, and macro levels. In this framework, we focus on reflexivity as a meta-competence — a set of specific postures, competences, and attitudes that characterize expert professional action. A thorough literature review on reflexivity in social work and child protection is aimed at clarifying the meanings, uses, and features of this concept. We claim that systemic reflexivity can be used as a framework, a methodology, and a set of tools to empower professional work by enhancing emotional, cognitive, and epistemic self-awareness, systemic wisdom, abduction, and active listening. To help workers and teams develop these five competences, a self-directed learning module is currently being designed, based on systemic and narrative perspectives, and transformative learning theory.
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Khadijah, Arlina, Miftahul Jannah Addaudy, and Maisarah. "The Effect of Edutainment Learning Model on Early Childhood Socio-emotional Development." JPUD - Jurnal Pendidikan Usia Dini 15, no. 2 (November 30, 2021): 201–20. http://dx.doi.org/10.21009/jpud.152.01.
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The idea of edutainment began to become the interest of early childhood educators to make the learning process more holistic, including knowledge about how the brain works, memory, motivation, self-image, emotions, learning styles, and other learning strategies. This study aims to analyse and compare the effect of edutainment and group learning on the socio-emotional development of early childhood. This research method uses a quasi-experimental design with data collection techniques derived from the results of the pre-test and post-test on 20 children. The results of this study indicate that there are differences in the influence of edutainment learning with the control group on the social-emotional development of early childhood. Although both groups affect the socio-emotional development, edutainment learning has a better effect than the control group. For further research, it is recommended to create various types of edutainments learning to improve various aspects of children development.
Keywords: Early Childhood, Edutainment Learning Model, Socio-emotional Development
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Zabolotskikh, N. V., E. Y. Vyrodova, A. O. Dorosheva, M. A. Semerdzhian, N. E. Simonian, M. V. Shamaeva, and A. R. Artyushkova. "Impact of distance learning on psycho-emotional state in schoolchildren in Krasnodar." Kuban Scientific Medical Bulletin 27, no. 6 (December 3, 2020): 109–22. http://dx.doi.org/10.25207/1608-6228-2020-27-6-109-122.
Full textAbstract:
Background. Mental and physical health of students is directly linked to the emotional safety of educational environment and its recent transformation. Adoption of distance learning and IT innovations in educational practice influences students’ psycho-emotional state.Objectives. Assessment of the psycho-emotional state of junior (9–11 years old) and older (12–17 years old) schoolchildren in Krasnodar at distance learning with respect to type of the educational institution (gymnasium, general secondary school), gender and age.Methods. The study surveyed a total of 341 students of secondary school and 429 students of gymnasium belonging to the junior (9–11 years) and middle (12–17 years) age cohorts in Krasnodar. The Spielberg-Khanin State-Trait Anxiety Inventory (STAI) and WHO-5 well-being index questionnaire were used to assess the psycho-emotional status. A specialised questionnaire (SQ) for demographic and social assessment was used to identify the link between psycho-emotional disorders and socio-demographic factors. The questionnaires were self-filled twice, during personal school attendance and two months after the distance learning period.Results. Moderate and high personal anxiety with low STAI alert prevailed in 83.9% of gymnasium and 85.3% of secondary school students. The anxiety level and WHO-5 well-being index were almost independent of school type and age but associated with gender: moderate personal anxiety prevailed in boys, and high anxiety — in girls. All students were shown to spend longer time on a computer or smartphone screen during distance learning.Conclusion. We revealed no negative impact of short-term distance learning on psycho-emotional state in schoolchildren in Krasnodar. This observation may relate to a lower emotional stress at home-based distance learning due to a greater ability for time management in more comfortable environment. A negative prognosis on mental, cognitive and social skill development in schoolchildren is premature.
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ElSayary, Areej, Laila Mohebi, and Lawrence Meda. "The Impact of the Relationship of Social/Emotional, Cognitive, and Behavioral Engagements on Developing Preservice Teachers’ Digital Competencies." Journal of Information Technology Education: Research 21 (2022): 269–95. http://dx.doi.org/10.28945/4982.
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Aim/Purpose: This study investigates the impact of the relationship between social/emotional, cognitive, and behavioral engagements on developing preservice teachers’ digital competencies. The social/emotional engagement can be illustrated with actions associated with learning, such as excitement, interest, and motivation. Cognitive engagement is the active process of learning and is the most essential form of learning. Finally, behavioral engagement is the physical behavior associated with doing the work and following the rules. Background: Teachers’ digital competencies are essential in creating an active e-learning environment that ensures students’ engagements and reduces learners’ sense of isolation. Due to the lockdown of COVID-19 in March 2020, schools and universities shifted toward e-learning, where higher education in the United Arab Emirates (UAE) experienced a digital transformation. Many questions have been raised about life after COVID-19, competencies needed for the new demands of jobs that do not yet exist, social/emotional development of students, and their engagements in online classes. Methodology: An explanatory sequential mixed-method approach was utilized, using a quantitative data method followed by a qualitative data method. An online survey was used to collect the quantitative data from participants. The convenient research population is female preservice teachers who are considered learners enrolled in semesters 3-8 and learning online. Focus group discussions were used to collect the qualitative data from selected participants. Contribution: The findings of the study contribute toward a deeper understanding of the relationship between social/emotional, cognitive, and behavioral engagements and their positive impact on developing learners’ digital competencies. The results can be leveraged during or after the pandemic to design strategies and pedagogies that enhance learners’ engagements and develop their digital competencies based on the conceptual framework of the study. Findings: The study’s results reveal a significant positive correlation between social/emotional, cognitive, and behavioral engagements that lead to the development of preservice teachers’ digital competency. The relationship between social/emotional and cognitive engagements is stronger than between cognitive and behavioral engagements, while the relationship between social/emotional and behavioral engagements is balanced. Recommendations for Practitioners: Instructors need to consider students’ well-being and avoid the sense of isolation among students through designing strategies and pedagogies using the framework of the study that enhance learners’ engagements. More focus is needed on training instructors and educators in using different interactive applications that enhance learners’ and educators’ digital competency. Recommendation for Researchers: The findings provide theoretical evidence of the impact of the relationship between social/emotional, cognitive, and behavioral engagements on developing learners’ digital competencies. However, this study was conducted in an early childhood education program in higher education where all the participants were females. It is highly recommended that future research repeats the study with male and female participants, as well as implement the study with different age groups from k-12 students. Impact on Society: This research highlights the importance of considering the social/emotional, cognitive, and behavioral engagements in developing learners’ digital competencies. It is interestingly important to reinforce the teaching, cognitive and social presence among all instructors and teachers due to the positive impact on students’ online learning. Future Research: Future research on measuring the impact of transforming students’ design thinking mindset after using interactive technology is recommended. In addition, it is highly recommended to consider measuring how the students’ learning is influenced by the teaching presence of their instructors. Also, it is recommended that future research considers measuring the instructors’ digital competencies and their impact on planning instructional activities.
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Nikitskaya, M. G., and N. N. Tolstykh. "Foreign studies of learning motivation: XXI century." Современная зарубежная психология 7, no. 2 (2018): 100–113. http://dx.doi.org/10.17759/jmfp.2018070210.
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The article provides an overview of foreign (Western) researches in the field of academic motivation conducted in the United States, Europe and Canada over the past two decades. It presents the main provisions of the twelve most influential theories: Control-value theory of achievement emotions, Achievement goal theory, Attribution theory, Expectancy-value theory, Goal-setting theory, Theory of interest, Need for achievement theory, Possible selves theory, Self-determination theory, Self-efficacy theory, Social belongingness theory, Transformative experience theory, and also the Implicit theories of intelligence. Some of these theories appeared long ago, often more than half a century ago, but were subsequently expanded and/or modified. Some are articulated in recent years. In most theories of great importance is attached to the role of cognitions and cognitive processes in the process of learning, to the role of goal-setting, emotions in general, as well as to the student's identity and his/her relationships with parents, teachers and peers
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Yiran, MA. "Chinese Students’ Dilemmas of Neoliberal Storm in Ivory Tower: A Top-down Reasoning and Bottom-up Solutions’ Proposal." International Journal of Advanced Engineering Research and Science 9, no. 3 (2022): 344–48. http://dx.doi.org/10.22161/ijaers.93.40.
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With rapidly developing globalization and modernization, Chinese university students’ values and competencies have been discursively shaped in the prevailing neoliberal Ivory Tower. Also, influenced by Confucian values, Chinese university students regard higher education as the most significant chance of promoting their social class. Firstly, with the economic history approach, this study illustrates the cultural-acceptance process of neoliberalism in China. Secondly, with the top-down reasoning, this study critically analyses Chinese university students’ dilemmas like heavy competitive pressure, weak socio-emotional skills, limited critical analysis and inadequate creativity in examination-oriented and teacher-centered higher education resulting from social stratification pressure of low socio-economic status families for social stratification, the World Class University movement, and broader political, economic contexts. Furthermore, in terms of “gloncal agency heuristic” (Marginson & Rhoades, 2002), and a multi-level stakeholder analysis about the micro, meso, and macro-level educational challenges in the Chinese higher education system, this paper develops a bottom-up solutions’ proposal about student-centered and self-learning constructivism strategy. Moreover, the proposed social-emotional skills and transversal competencies for Chinese university students involve critical thinking, self-efficacy, interpersonal, intrapersonal, cognitive, intercultural communicative competence, empathy, cosmopolitanism as global citizens, and a common identity. In conclusion, the proposed bottom-up solutions are as follows: (1) SDGs-based liberal arts curriculum for the public value construction; (2) student-centered pedagogy for Chinese students’ autonomy formation; (3) civic-life engagement for “whole person” cultivation. This constructive proposal aims at facilitating students to overcome competitive status anxiety independently with inner motivation, global employability, and finally realize social mobility through transformative higher education.
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Ni, Zhijuan. "Legal Early Warning of Public Crisis in Network Public Opinion Events Based on Emotional Tendency." Journal of Environmental and Public Health 2022 (August 23, 2022): 1–9. http://dx.doi.org/10.1155/2022/6367295.
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At present, China is in the period of social transformation, and social contradictions are gradually prominent. The research on NPO (network public opinion) emergency warning methods is gradually increasing. Some existing laws and regulations are abstracted and principled in content, lacking specific implementation rules and corresponding supporting measures, especially the legal rules of emergency administrative procedures. Therefore, the legal early warning model of NPO public crisis is based on emotional dimension content, NPO emotional characteristics, emotional dimension elements, and machine learning classification algorithm to construct text ET (emotional tendencies) classifier, which can be used to make ET judgment on text data. The results show that after PSO (particle swarm optimization) algorithm optimization, the precision, recall rate, and micro-average are significantly improved, and the precision is increased by nearly 14% and 80%. The conclusion shows that using PSO optimization parameters improves the classification effect of the classifier, and a better NPO crisis early warning model can be obtained.
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Popova, S. I. "Development of Self-Regulation in Adolescents in the Context of Educational Process." Психологическая наука и образование 22, no. 6 (2017): 99–108. http://dx.doi.org/10.17759/pse.2017220609.
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The paper reviews the issue of self-regulation development in adolescents as the process of supporting favourable and transforming unfavourable emotional states appropriate to the performed joint activity. Experiencing intense emotions makes personal growth more difficult for the adolescent, and therefore the task of promoting self-regulation becomes extremely important. Our hypothesis was that the development of self-regulation contributes to the adolescent’s ability to recognize and interpret emotional states and extends the range of practices available to him/ her. Creating operative images of an object in concrete situations has a mediated effect on the transformation of the emotional states experienced by the adolescent. The revealed social psychological conditions were implemented through role-based forms of group activities, methods and means of self-regulation development. We evaluate the effectiveness of the development of self-regulation in adolescents based on certain criteria and analyse the outcomes of an experimental study. The ideas proposed in this paper can be used in the formation of regulative universal learning actions in adolescents at school to develop their ability to consciously regulate emotional states in the context of implementing the federal state education standards.
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Othman, Irma Wani, Mohd Kamal Mohd Shah, Muhammad Safuan Yusoff, Mohd Sohaimi Esa, Romzi Ationg, Habibah @. Artini Ramlie, and Muhammad Hasbi Abdul Rahman. "TRANSFORMATIVE ELEMENTS AND SELF-ACCULTURATION FROM THE EXPERIENCE OF FRESHMAN YEAR AT MALAYSIAN PUBLIC UNIVERSITIES AS THE MEDIUM OF INTERNATIONAL STUDENT ACADEMIC ACHIEVEMENT." International Journal of Education, Psychology and Counseling 6, no. 39 (May 31, 2021): 29–55. http://dx.doi.org/10.35631/ijepc.639002.
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The academic aspect plays a vital role as a transformative element in bringing change into the life of each individual. One of the main goals for students to continue their studies abroad is to obtain a high-quality education. The freshman experience is considered an important phase involving self-assimilation, emotional change, cultural shock, and social values that can influence the academic achievement of international students. The discussion of this paper detailing the factors that contribute to a more meaningful freshman year experience is differentiated by comparing the process of self-assimilation and academic achievement of international students. The qualitative approach using the purposive sampling technique has involved in-depth interviews of 40 international students from four Malaysian Public Universities. The findings of the study generate a self-reflective understanding of the nature of international students which is translated through selective narratives of emotional outpouring, describing excitement, desire, and hope. The new findings for this study relate to the elements of transformation and self-assimilation of students who have an interrelationship with (i) The reputation of Malaysian Public Universities as a prestigious study destination, (ii) The quality of the higher education system which is more comprehensive and versatile, (iii) Flexibility and the dynamics of the academic programmes offered, (iv) Contemporary and market-driven study programmes, and (v) The added value of English proficiency as a method of learning and teaching. The sharing of empirical data of this study is expected to be useful information to the human resource management of the university which has a high dependence on the enrolment of international students. This effort is in line with the National Strategic Plan for Higher Education (PSPTN) which was formulated with the vision of transforming Malaysia into a hub of excellence in higher education on the international stage.
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Ben-Amram, Miri, and Nitza Davidovitch. "The COVID-19 Period: A Crisis for on-Site Learning or an Opportunity for Optimal Distance Learning? Examination of Student Attitudes." Journal of Education and Learning 10, no. 3 (April 6, 2021): 27. http://dx.doi.org/10.5539/jel.v10n3p27.
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This study, which explores student attitudes to online learning, is based on a psychoanalytic theory (Existence-relatedness-growth, ERG) on relatedness and growth, developed by American psychologist Clayton Alderfer. The purpose of the study was to examine whether online learning is merely a short-term temporary solution necessitated by the COVID-19 crisis, or will it enable a transformation of teaching and learning patterns in educational systems in the post-COVID era? What is students’ personal preference regarding online learning after having inadvertently experienced it? What dimension of online teaching was meaningful for them: social presence, instructional-cognitive presence, emotional-personal presence? The research population consisted of 306 students, with a mean age of 15.5. Only 85% of the students who participated in the study had technological resources for online learning at home. About 41% of the students preferred lessons that combine online teaching with frontal teaching in the classroom. In addition, the dimensions of online teaching reported by students as meaningful were, in descending order, social presence (M = 3.54), emotional-personal presence (M = 2.96), and instructional-cognitive presence (M = 2.73). The research findings might have an effect on policy makers in education with regard to maintaining an “innovative pedagogy” aimed at shaping students’ image in order to prepare them for the new post-COVID era. In this period of global crisis, online learning afforded students innovative learning, where students enhanced their awareness of the significance of social presence, which was more meaningful than the dimension of instructional-cognitive presence. The significance of interpersonal interaction in teaching and learning received support, more so than ever before.
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McCray, Janet, Hazel Turner, Barbara Hall, Marie Price, and Gill Constable. "Social care mentorship and employee engagement in the transformation of the Social Care Workforce." Journal of Workplace Learning 26, no. 3/4 (April 8, 2014): 267–80. http://dx.doi.org/10.1108/jwl-08-2013-0055.
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Purpose – This paper presents the findings of a small scale research project exploring mentorship programme participants experiences and learning about their managerial role in an adult social care service seeking to build management practice, resilience and well-being in the context of transformation. Design/methodology/approach – A case study of one public sector workforce development project is presented. The programme involved the use of an individual social care mentorship model and continuing professional development framework to support and engage 60 social care managers in the facilitation of workforce practice transformation. A small scale research study of 15 managers was undertaken. Participants provided a written reflective review and narrative of their individual experience and of learning. The narrative of a purposive sample of 15 managers was analysed using a work by Tamboukou and informed by a work byLabov and Waletzky as a guide. Findings – Thematic analysis of managers' reflective accounts, identified the adaption of coaching methods and the used of role modelling skills in the workplace. Emotional well being and resilience was maintained during the mentorship programme. Structural analysis emphasised sequences or messages in the narrative indicating manager's cooperation with the organisation in achieving its' transformational goals and gaining employee engagement. Research limitations/implications – This is a small scale study exploring one aspect of the project's goals. Practical implications – The project delivery and research findings will be of interest to other organisations considering the implementation of mentorship to support transformation and change. Originality/value – There are very few evaluations and research studies of social care mentorship in the literature and this paper and the case study presented provides interesting new insights into the process and its possible outcomes.