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Автор: Grafiati
Опубліковано: 4 червня 2021
Оновлено: 31 липня 2024

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Статті в журналах з теми "Group work in education"

1

Garrett, Kendra J. "Use of Groups in School Social Work: Group Work and Group Processes." Social Work With Groups 27, no. 2-3 (March 14, 2005): 75–92. http://dx.doi.org/10.1300/j009v27n02_06.

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Catto, G. "Group work." Medical Education 31 (December 1997): 54–56. http://dx.doi.org/10.1111/j.1365-2923.1997.tb02592.x.

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West, Richard. "Group work." Medical Education 31 (December 1997): 69–70. http://dx.doi.org/10.1111/j.1365-2923.1997.tb02596.x.

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4

Lazarus, J., and Norman MacKay. "Group work." Medical Education 31 (December 1997): 75. http://dx.doi.org/10.1111/j.1365-2923.1997.tb02598.x.

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5

Wilson, Kristy J., Peggy Brickman, and Cynthia J. Brame. "Group Work." CBE—Life Sciences Education 17, no. 1 (March 2018): fe1. http://dx.doi.org/10.1187/cbe.17-12-0258.

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Science, technology, engineering, and mathematics faculty are increasingly incorporating both formal and informal group work in their courses. Implementing group work can be improved by an understanding of the extensive body of educational research studies on this topic. This essay describes an online, evidence-based teaching guide published by CBE—Life Sciences Education (LSE). The guide provides a tour of research studies and resources related to group work (including many articles from LSE). Instructors who are new to group work, as well as instructors who have experienced difficulties in implementing group work, may value the condensed summaries of key research findings. These summaries are organized by teaching challenges, and actionable advice is provided in a checklist for instructors. Education researchers may value the inclusion of empirical studies, key reviews, and meta-analyses of group-work studies. In addition to describing key features of the guide, this essay also identifies areas in which further empirical studies are warranted.
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6

Middleman, Ruth R., and Gale Goldberg Wood. "From Social Group Work to Social Work with Groups." Social Work With Groups 13, no. 3 (October 1990): 3–20. http://dx.doi.org/10.1300/j009v13n03_02.

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7

Brown, Allan, and Tara Mistry. "Group Work with 'Mixed Membership' Groups." Social Work With Groups 17, no. 3 (December 1994): 5–21. http://dx.doi.org/10.1300/j009v17n03_02.

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8

Mylett, Terri, and Russell Gluck. "Learning and Language: Supporting Group Work So Group Work Supports Learning." Journal of University Teaching and Learning Practice 2, no. 2 (April 1, 2005): 4–16. http://dx.doi.org/10.53761/1.2.2.2.

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This paper reports on developments in teaching and learning for first year employment relations students at the University of Wollongong based on creating conditions of learning informed by Vygotsky’s ‘zone of proximal development’ theory. Essentially, this meant emphasising collaborative learning (group work) in the lecture theatre and in assessment tasks to provide opportunities for students to ‘learn the language’ of employment relations. The paper also considers collaboration between an employment relations discipline lecturer and an learning development discipline lecturer that helped identify the objectives for teaching and learning (the desired attributes of a Wollongong Graduate, ethical concerns about how students’ may affect one another in group work, and developing knowledge and skills to equip students to be effective in employment relations practice) within a particular task environment (characterised by an organisational imperative to ‘do more with less’, and students’ beliefs that lectures have the purpose of didactic information delivery) simultaneously with teaching. This paper offers readers a case study of the application of a teaching and learning theory that may stimulate reflection on their practice.
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Levine, Marion. "Group Work." Social Work With Groups 14, no. 1 (March 25, 1991): 3–16. http://dx.doi.org/10.1300/j009v14n01_02.

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Wayne, Julianne, and James Garland. "Group Work Education in the Field." Social Work With Groups 13, no. 2 (September 21, 1990): 95–109. http://dx.doi.org/10.1300/j009v13n02_08.

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Дисертації з теми "Group work in education"

1

Lee, Myung Dong. "A small group ministry through biblical counseling education." Theological Research Exchange Network (TREN), 2008. http://www.tren.com/search.cfm?p036-0400.

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Raubenheimer, D., and M. M. Nel. "Guidelines for group work in an undergraduate learning programme." Journal for New Generation Sciences, Vol 6, Issue 1: Central University of Technology, Free State, Bloemfontein, 2008. http://hdl.handle.net/11462/500.

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Published Article
It is required of higher education institutions in South Africa to provide for the development of general skills such as the ability to function in a team, and to apply group work as a method of instruction. After implementation of group work in the new five-year medical curriculum at the University of the Free State, it was realised that ineffective group dynamics and the inexperience of staff and students warranted clear and comprehensive guidelines for group work. For the development of these, opinions of students and staff involved, as well as inputs by experts on group work and literature findings, were evaluated. Their responses are reported and guidelines for effective group work are suggested.
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范梅英 and Mui-ying Fan. "Teaching group work skills in field instruction." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31976530.

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Fan, Mui-ying. "Teaching group work skills in field instruction." [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1311542X.

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Du, Toit Anna. "Group work in management education - the role of task design." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9541_1256551831.

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This theses examined adult learners' experiences of group work in management education. Group work is an integral part of learning and teaching methods at most business schools because it develops team skills demanded by today's workplace. Furthermore, group work in education is grounded in the belief that much learning happens through social interaction and that diversity within groups promotes learning. This study analysed learners' group experiences in a business school. The study also aimed to identify conditions that hinder and promote group interaction with a view to enhance learning.

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Mrwetyana, Notemba. "Group work in black history classes." Thesis, Rhodes University, 1987. http://hdl.handle.net/10962/d1001425.

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As a history teacher at Kuyasa High School in the Ciskei and afterwards as history method lecturer at the University of Fort Hare, visiting a large number of schools regularly for purposes of practice teaching with groups of students, I became aware of the problems encountered when history is taught to mixed ability groups. By far the most glaring problem is that of teaching methods. Teachers are in doubt concerning the teaching methodology to be adopted in classes where the spread of ability is wide. They face considerable difficulties in developing a role for themselves both in the classroom and in relation to their colleagues. The often noted tendency of teachers is to isolate themselves and guard the privacy of their classroom life. This realisation prompted me to undertake this study. The aim of this study is twofold. Having large classes in Ciskeian secondary schools, it is obvious that the spread of ability within classes is wide. The teachers then would have to form groups within the class. The first aim, therefore, is to develop and apply a reading comprehension test, with passages of varying difficulty. The performance of pupils in the test will serve as a guide when the children are put into groups. Secondly, I intend suggesting group activities which could be done by history pupils in such groups (Preface, p. iii)
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7

Gottschall, Holli M. "Faculty and student attitudes towards group work in higher education and why faculty use groups." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3232561.

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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technological, 2006.
"Title from dissertation home page (viewed July 9, 2007)." Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2899. Adviser: Barbara A. Bichelmeyer.
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8

Signorini, P. "The dynamics of mixed group work in British higher education." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/13632/.

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This study examines culturally diverse groups, teams formed by home students and international students completing group tasks in Higher Education, referred to as mixed groups. This investigation differs from previous studies, and hence contributes to the existing knowledge in the field, in that it combines observational data and the use of Activity Theory as an analytical framework for furthering our understanding of group dynamics and task completion of mixed groups. This research addresses four research questions: what are students' experiences of mixed group work? What are the group dynamics in mixed groups? How do students mediate during mixed group work? What factors influences task completion in mixed groups? The study is based upon two group case studies, consisting of a non-assessed written group task and an assessed group presentation. Both case studies involved postgraduate students within the same British university. Qualitative analysis of observation and interview data revealed that students had different experiences of their group work, even among co-workers. Few group interactions were related to discussing cultural issues, highlighting the limitations that mixed group work may have in fostering internationalisation. The group dynamics described include students' interactions around: achieving a common understanding of the task, sanctioning members and conflicts regarding tool use. Both home and international students mediated in task completion in the following ways: a) acting as sources of knowledge, b) helping other members to understand the activity, and c) helping others use and learn about artefacts required in the completion of the group task and other university activities. Factors that appeared to influence mixed group work (MGW) included international students' self confidence in their spoken English, familiarity, students' positioning of self and other colleagues, expected roles, task and assessment design, and students' engagement in clarification during task completion. Some of these findings are consistent with existing literature. Finally, Activity Theory (AT) as an analytical framework was found to be useful.
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Annandale, Nicole. "A social identity approach to evaluating high achieving Ingroup members on the basis of achievement level and performance attributions /." [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16881.pdf.

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Kan, Wing-yuen. "Small group learning in mathematics." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20264628.

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Книги з теми "Group work in education"

1

Initiative, Enterprise Learning, ed. Groups and group work in higher education. [Leicester]: Leicester University, Enterprise Learning Initiative, 1993.

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2

John, Thacker. Group work skills: Using group work in the primary classroom. Crediton, Devon: Southgate Publishers, 1992.

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3

Ross, John A. Assessment of group work. [Toronto: Ontario Institute for Studies in Education, 1994.

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4

Galton, Maurice J. Group work in the primary classroom. London: Routledge, 1992.

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5

Great Britain. Department for Education and Employment. Group work in careers education and guidance. Sudbury: DfEE, 1998.

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6

Brown, Sally. Making small group teaching work. Newcastle upon Tyne: MARCET, 1997.

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7

Fitch, Trey, Trey Fitch, and Jennifer L. Marshall. Group work and outreach plans for college counselors. Alexandria, VA: American Counseling Association, 2011.

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Fitch, Trey. Group work and outreach plans for college counselors. Alexandria, VA: American Counseling Association, 2011.

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9

Bishop, Simon. Running a nurture group. Los Angeles, CA: SAGE, 2008.

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10

Reynolds, Michael. Group work in education and training: Ideas in practice. London: Kogan Page, 1994.

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Частини книг з теми "Group work in education"

1

Dekker, Teun J. "Compromise and Group Work." In Seven Democratic Virtues of Liberal Education, 81–89. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003336594-8.

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Giacomucci, Scott. "History of Social Work with Groups in Practice and Education." In Social Work, Sociometry, and Psychodrama, 17–30. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6342-7_2.

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AbstractThis chapter outlines a brief history of social work with groups including its place within the larger social work field and the landscapes of group work practice and education. Basic theory and concepts in social work with groups are presented including mutual aid, the centrality of relationships, and an introduction to the non-deliberative social work tradition. The presence of group work in social work practice has significantly increased due as research studies have piled up to support its efficacy. Nevertheless, at the same time, the presence of group work in social work education has steadily declined in the past several decades.
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Andrews, Holly. "Using a Coaching Approach for Group Work." In Coaching Students in Higher Education, 104–16. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003332176-9.

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Jean-Francois, Emmanuel, and Sabine Schmidt-Lauff. "Facilitating comparative group work in adult education." In International and Comparative Studies in Adult and Continuing Education, 51–65. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.04.

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The purpose of this chapter is to describe and reflect on scholarly-based practices that can help facilitate comparative group work within the international and transnational[1] context of adult education. The first section of this chapter situates comparative group work within the larger context of comparative adult education, followed by a focus on how to facilitate a group of diverse learners with different societal and cultural experiences. The chapter emphasiszes an outcome-based approach, describing how to set up incremental learning outcomes to enable comparative group work to be successful; a team-based approach, elaborating on coaching strategies to facilitate comparative work group; and a strength-based approach about adult learner-centered strategies for engagement, empowerment, mentoring, collaboration, fun, and accountability when facilitating comparative group work.
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Mantey, Dominik. "Sexuality and Relationships Education in Group Homes." In The Routledge International Handbook of Social Work and Sexualities, 165–81. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429342912-15.

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Damşa, Crina, and Anne Line Wittek. "Making Group Learning Work. Processes and Pedagogical Designs in Higher Education." In Higher Education Dynamics, 115–34. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-41757-4_7.

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Yuan, Mei, Fred Dervin, Sude, and Ning Chen. "Making Interculturality Work Together, as Group/Community Members." In Palgrave Studies on Chinese Education in a Global Perspective, 101–24. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12770-0_5.

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Desai, Murli. "Methodology of Psycho-educational Group Work." In A Rights-Based Preventative Approach for Psychosocial Well-Being in Childhood, 79–99. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9066-9_4.

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Kutnick, Peter. "Group Work in Primary Schools in Hong Kong." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 187–209. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3654-5_12.

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Zhang, Shu, and Yiming Cao. "How Did Students Solve Mathematics Tasks Collaboratively? An Investigation of Chinese Students’ Participation in Groups." In Perspectives on Rethinking and Reforming Education, 53–73. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-7386-6_3.

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AbstractIn this chapter, we report findings from a study of five groups’ interactions and task completion process to examine how students solve a mathematical task collaboratively through group work. Five groups in one class were recruited. The video recording and transcripts of students involved with collaborative mathematics tasks were analysed. We first determine each group’s negotiative event chain to portray the task completion process. On this basis, group dynamics in terms of group discussed topics, students’ utterances, and group status, for example, collaborative or not, during the discussion were analysed. The results showed that even though negotiative event chains vary between different groups, most groups concentrate on mathematics and task-related events rather than social aspects. The study lays a foundation for understanding how Chinese students work together to solve a mathematical problem and raises certain questions about group dynamics in such contexts. For example, whether students’ gender differences in composition influence the group’s control over the problem-solving process, and so on.
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Тези доповідей конференцій з теми "Group work in education"

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Göhler, Volker, and Stefanie Walter. "GROUP WORK 2.0 – INTERACTIVE GROUP WORK IN SERIOUS GAMING ENVIRONMENTS." In 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.2056.

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McPherson, Elaine, Trevor Collins, and Anne-Marie Gallen. "ENABLING INCLUSIVE GROUP WORK." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0675.

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Korhonen, Ari, and Marianna Vivitsou. "Digital Storytelling and Group Work." In ITiCSE '19: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3304221.3325528.

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Badillo-Urquiola, Karla, Afsaneh Razi, Jan Edwards, and Pamela Wisniewski. "Children's Perspectives on Human Sex Trafficking Prevention Education." In GROUP '20: The 2020 ACM International Conference on Supporting Group Work. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3323994.3369889.

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Kim, Young Rae, and Mi Sun Park. "PRESERVICE TEACHERS’ EXPERIENCES OF GROUP WORK." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.2302.

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Brosens, Lore. "Self-regulating Soft Skills in Group Project-Based Design Education." In GROUP '20: The 2020 ACM International Conference on Supporting Group Work. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3323994.3371013.

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Marks, Adam. "Electronic Group Collaboration in higher education." In 2011 15th International Conference on Computer Supported Cooperative Work in Design (CSCWD). IEEE, 2011. http://dx.doi.org/10.1109/cscwd.2011.5960201.

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Xiao, Hannan, Joseph Spring, Ievgeniia Kuzminykh, and Jacopo Cortellazzi. "Inclusive Group Work Assessment for Cybersecurity." In ITiCSE 2023: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2023. http://dx.doi.org/10.1145/3587103.3594173.

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Soon, Lisa, and Campbell Fraser. "Knowledge activities in distance education online group work." In 2011 IEEE 3rd International Conference on Communication Software and Networks (ICCSN). IEEE, 2011. http://dx.doi.org/10.1109/iccsn.2011.6013849.

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Hutchison, Randolph, Courtney Faber, Lisa Benson, Adam Kirn, and John D. DesJardins. "Assessing student knowledge transfer during group work." In 2013 IEEE Frontiers in Education Conference (FIE). IEEE, 2013. http://dx.doi.org/10.1109/fie.2013.6684971.

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Звіти організацій з теми "Group work in education"

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Gaponenko, Artiom, and Denis Sergeev. Site «MLESYS – multilevel education Internet-system for teachers and students». Science and Innovation Center Publishing House, November 2018. http://dx.doi.org/10.12731/er0158.09112018.

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Site MLESYS (Multilevel education system) - multilevel educational Internet-system for the teachers (heads of scientific and educational groups) and the students (participants of groups) which allows teachers to create remote groups and also to form the storehouse of materials on their disciplines (lectures, manuals, presentations, tasks for independent work, etc.) with an opportunity of access to corresponding kinds of these materials by means of special links. Site MLESYS is developed on platform WordPress and on hosting Hostland. Site MLESYS allows: 1) for teachers: to create educational and scientific groups for remote communication of the participants of educational process, to include students in these groups; to place all necessary materials for the group (manuals, lectures, presentations, etc.); to form the storehouse of materials on each discipline (tests, tasks, cases, etc.), access to these materials can be carried out only by means of the link to the specific page; to communicate with participants of the group; 2) for the students: on condition of inclusion into remote group to have an opportunity to enter the group, to open and download the materials placed by the teacher; to get access to the materials by means of links (publications, tests, tasks, cases, etc.) of the corresponding teacher of a discipline from the storehouse of materials; to communicate with the teacher and participants of the group.
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2

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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Sergeev, Alexander, Nikolay Litusov, Ekaterina Voroshilina, Alexey Kozlov, Yulia Grigoryeva, Danila Zornikov, Vasily Petrov, et al. Electronic educational resource Microbiology, virology and immunology. SIB-Expertise, January 2024. http://dx.doi.org/10.12731/er0769.29012024.

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Анотація:
"The electronic educational resource has been prepared as information support for the independent work of students, residents and graduate students mastering the main educational programs of higher professional education of the enlarged group of specialties Healthcare, developed on the basis of the Federal State Educational Standards of Higher Education and Professional Standards and providing for the formation of knowledge in microbiology and virology and immunology. The electronic educational resource provides information on the morphology, physiology, genetics, ecology of microorganisms, the basics of infectology and the epidemiology of infectious diseases. Each section is accompanied by control questions and practice tests. The manual contains extensive illustrative material that contributes to the assimilation of the issues under study. The electronic educational resource will help in the work of students, residents and graduate students both directly in practical classes and in preparation for classes, tests and exams."
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Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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Анотація:
In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.
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Studsrød, Ingunn, Ragnhild Gjerstad Sørensen, Brita Gjerstad, Patrycja Sosnowska-Buxton, and Kathrine Skoland. “It’s very complex”: Professionals’ work with domestic violence (DV): Report – FGI and interviews 2022. University of Stavanger, November 2022. http://dx.doi.org/10.31265/usps.249.

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This study explores Norwegian professionals' experiences of working within partner violence (PV) prevention area, including, cross-sectoral and interdisciplinary cooperation as well as possible successful strategies and measures in this area. This report is one of the deliverables of the “Integrated System of Domestic Violence Prevention” (ISDVP) project and of the agreement with The State Treasury, the Institute of Justice in Warsaw, Poland. This study contributes to research on professionals’ experiences of interprofessional collaboration in the domestic violence prevention area – a similar study was conducted in Poland. To facilitate an interdisciplinary and interagency group discussion, five focus groups (with 19 participants) were conducted. The analysis reveals that there is inter- and intra-sectoral collaboration in the domestic violence prevention area. There are marked challenges but also notable success stories. The participants talked about several barriers to cross-sectoral collaborations, such as i) professional requirements of confidentiality, mandate, and/or duty to report, especially in the domestic violence prevention stages; ii) the complexity and plethora of practical and organizational measures and initiatives as well as who does what and when, particularly when helping a client navigate through the system; and iii) the difficulty in defining as well as uncovering domestic violence because it can be understood differently by various parties, especially from a cross-cultural perspective and gender stereotypes. In terms of effective management of multisectoral collaboration, the participants mentioned i) several tools and models, e.g., SARA and Flexid, and ii) organization of emergency shelters; and iii) networking. Besides, the participants reported a need for a nuanced and multifocal approach to domestic violence prevention, including addressing the specificities of different vulnerable groups such as the elderly and the LGBQT+ community. They also talked about the importance of initiatives aimed at removing the stigma and taboo around domestic violence, also through targeting higher education establishments.
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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.

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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.
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Koomar, Saalim. What is 'Nudging' and How Does it Change Behaviour in Education? EdTech Hub, January 2024. http://dx.doi.org/10.53832/edtechhub.1011.

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This Learning Brief is part of the EdTech Hub Learning Brief Series, providing practical resources for people working to improve the use of technology in education. In this brief, we look at the behaviour change strategy of leveraging concise messages at strategic decision points (i.e., ‘nudging’) to influence the behaviour of a recipient towards a desired outcome. We focus on EdTech Hub’s work concerning nudge messaging. It builds on work from messaging interventions in Ghana and Kenya, linking these to the broader literature on the topic. It emphasises that although there is a strong and growing evidence base for nudge technologies, effective implementation remains dependent upon context-specific adaptation. It is not inevitable that nudge messaging interventions will lead to positive outcomes — indeed, outcomes are often mixed. It is therefore vital to understand the specific impacts of interventions on particular groups of recipients. We present findings and recommendations that should inform how nudging technologies in education are approached and what decision-makers need to consider in order to ensure uptake and minimise risks. Lastly, we explore areas that require further research, namely, the changing nature of nudging due to artificial intelligence, the safeguarding risks of nudging, persisting questions about cost-effectiveness, and how nudging can more specifically target learning. Keywords: Behavioural psychology; EdTech; education; messaging; nudging; participation An output of the EdTech Hub, https://edtechhub.org/
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Iatsyshyn, Anna V., Iryna H. Hubeladze, Valeriia O. Kovach, Valentyna V. Kovalenko, Volodymyr O. Artemchuk, Maryna S. Dvornyk, Oleksandr O. Popov, Andrii V. Iatsyshyn, and Arnold E. Kiv. Applying digital technologies for work management of young scientists' councils. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4434.

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The publication explores the features of the digital technologies’ usage to organize the work of the Young Scientists’ Councils and describes the best practices. The digital transformation of society and the quarantine restrictions caused by the COVID-19 pandemic have forced the use of various digital technologies for scientific communication, the organization of work for youth associations, and the training of students and Ph.D. students. An important role in increasing the prestige of scientific activity and encouraging talented young people to participate in scientific projects belongs to the Young Scientists’ Councils, which are created at scientific institutions and higher education institutions. It is determined that the peculiarities of the work of Young Scientists’ Councils are in providing conditions for further staff development of the institution in which they operate; contribution to the social, psychological and material support of young scientists and Ph.D. students; creating an environment for teamwork and collaborative partnership; development of leadership and organizational qualities; contribution to the development of digital competence. The advantages of using electronic social networks in higher education and research institutions are analyzed, namely: general popularity and free of charge; prompt exchange of messages and multimedia data; user-friendly interface; availability of event planning functions, sending invitations, setting reminders; support of synchronous and asynchronous communication between network participants; possibility of access from various devices; a powerful tool for organizing the learning process; possibility of organization and work of closed and open groups; advertising of various events, etc. Peculiarities of managing the activity of the Young Scientists’ Council with the use of digital technologies are determined. The Young Scientists’ Council is a social system, and therefore the management of this system refers to social management. The effectiveness of the digital technologies’ usage to manage the activities of the Young Scientists’ Council depends on the intensity and need for their use to implement organizational, presentation functions and to ensure constant communication. The areas to apply digital technologies for the work managing of Young Scientists’ Councils are sorted as the presentation of activity; distribution of various information for young scientists; conducting questionnaires, surveys; organization and holding of scientific mass events; managing of thematic workgroups, holding of work meetings. It is generalized and described the experience of electronic social networks usage for organizing and conducting of scientific mass events.
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Kolesova, N. A. Educational and methodological manual for teachers of preschool educational organizations "Elements of fairy-tale therapy in the socio-communicative development of older preschool children". Sib-expertise, February 2022. http://dx.doi.org/10.12731/er0532.03022022.

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The textbook emphasizes the relevance of the problem of the socio-communicative development of children of older preschool age. The manual consists of two chapters: the first chapter reveals general approaches and features of using elements of fairy-tale therapy in working with children of older preschool age to form their socio-personal competencies, describes the features of perceptions of preschool-age children when reading tales into their hearing, and also reveals the use of elements of fairy-tale therapy in pedagogical measures for the socio-communicative and speech development of older preschool children. The second chapter is devoted to the description of the most effective methods that make it possible to determine the degree of assimilation of the child's socio-personal competencies and the level of effectiveness of pedagogical influence aimed at communication and interaction between the children of the group. Practical materials are presented in the form of therapeutic tales that can be used by teachers of preschool educational organizations in corrective and developmental work on the socio-communicative development of older preschool children. The educational and methodological manual is addressed to teachers of preschool educational organizations, can be used in the system of further training in educational programs "Pedagogical activities in the context of the implementation of GEF preschool education," "Modern educational technologies in the context of the implementation of GEF preschool education."
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Dietrich, Amelia. Student Risk Report: Pilot Data from Education Abroad Programs, January 1 - June 30, 2023. The Forum on Education Abroad, September 2023. http://dx.doi.org/10.36366/r.2023srr.pilot.

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Анотація:
This pilot report is the result of the collective work of representatives from seven (7) education abroad provider organizations and The Forum on Education Abroad’s professional staff that served on Phase I of The Forum on Education Abroad’s Student Risk Task Force during the calendar year 2023. Over the course of 9+ months, the group worked together by discussing their internal systems of incident tracking in painstaking detail in order to reach a mutual understanding and develop a strategy for collecting and reporting data about student risk based on the following questions: What are the categories of incidents that pose significant risk to students’ health, safety, security, and well-being on education abroad programs? How do we define those incidents in a way that will permit us to report our organizations' incidents into a shared dataset in a consistent way? What information about the context and results of those incidents are we able to track and share? How do we define those factors? How can we analyze and interpret our shared incident data to better inform evidence-based practice in education abroad risk management and student preparation and support? United by a shared commitment to student well-being, transparency, and continuous improvement, the Task Force developed definitions and reporting templates, which they piloted with incidents reported by students participating in their education abroad programs between January 1 and June 30, 2023. The methods for data collection and insights into the type, frequency, and context of incidents that occurred during this period are included in the report that follows. The Forum is committed to continuing this initiative and plans to produce a second report, including additional data from the 2023 calendar year, in 2024.
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