Статті в журналах: "Teachers' verbalizations"

1

Workman, Susan H. "Teachers’ Verbalizations and the Social Interaction of Blind Preschoolers." Journal of Visual Impairment & Blindness 80, no. 1 (January 1986): 532–34. http://dx.doi.org/10.1177/0145482x8608000104.

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Data suggest that teachers can facilitate interactions between blind preschoolers and their sighted peers by the use of verbal cues. The most useful cues appear to be descriptions of the social environment, direct prompts to the target child, and indirect prompts to other children in the group. Also, there are teacher-child interaction patterns that appear to hinder interaction with peers; these are indicated, and the discussion provides teachers with a basis for thinking about social interaction and ways of helping young children organize their social environment.

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De Ruiter, Naomi M. P., Katja N. Van der Klooster, and Sander Thomaes. "“Doing” mindsets in the classroom: A coding scheme for teacher and student mindset-related verbalizations." Journal for Person-Oriented Research 6, no. 2 (December 30, 2020): 103–19. http://dx.doi.org/10.17505/jpor.2020.22404.

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There is a growing body of research showing the crucial role that students’ growth versus fixed ability-mindsets have in their school achievement, enjoyment, and resilience. The overwhelming majority of this research adopts a variable-oriented approach. As a result, little is known about how teachers and students co-regulate each other’s mindsets within classroom interactions. This manuscript addresses the need for more person-oriented research that examines how teachers and students do mindsets in naturalistic settings, i.e., their mindset-related verbalizations. In this manuscript, we provide a coding scheme to study the moment-to-moment dynamics of mindset-related verbalizations of both teachers and students within Science, Technology, Engineering, and Mathematics (STEM) contexts: The STEAM (Student-TEAcher-Mindset) coding scheme. We demonstrate the utility of the coding system through content and ecological validity, inter-rater reliability, and a case study of STEAM-generated time-series data. We show how these data can be used to chart moment-to-moment dynamics that occur between teacher and student. The coding scheme provides teachers and researchers with a practical tool for analyzing how person-specific mindset-related language can wax and wane in the context of peer and teacher interactions within STEM lessons.

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Hestenes, Linda L., Deborah J. Cassidy, and Judith Niemeyer. "A Microanalysis of Teachers' Verbalizations in Inclusive Classrooms." Early Education & Development 15, no. 1 (January 2004): 23–38. http://dx.doi.org/10.1207/s15566935eed1501_2.

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Goldschmidt, Gabriela, Hagay Hochman, and Itay Dafni. "The design studio “crit”: Teacher–student communication." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 24, no. 3 (July 12, 2010): 285–302. http://dx.doi.org/10.1017/s089006041000020x.

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AbstractThe design studio has been, and will probably continue to be, the cornerstone of design education. Its major feature is the one-on-one desk critique (crit), in which student and teacher discuss the student's work in progress on a regular and frequent basis. The studio is a learning by doing environment, and the crit is the setting in which students acquire design skills and knowledge, under the guidance of the teacher. Design teachers are usually practitioners who receive no pedagogical training, and the effectiveness of their teaching depends on experience, awareness, and talent. Here we offer a detailed qualitative and quantitative representation of the crit through analyses of three case studies, which were collected in second-year architectural studios. We use two types of protocol analysis methods: coding of verbalizations and linkography, which looks at links among verbalizations. We show the diversity in teachers' performance and point to common trends. We propose that analyses of this kind may serve as a major feedback instrument in the framework of a badly needed pedagogical basis for design education.

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Montemayor, Mark, and Emily A. Moss. "Effects of Recorded Models on Novice Teachers’ Rehearsal Verbalizations, Evaluations, and Conducting." Journal of Research in Music Education 57, no. 3 (September 30, 2009): 236–51. http://dx.doi.org/10.1177/0022429409343183.

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In this study, the authors investigated effects of aural model—supported rehearsal preparation on selected behavioral and evaluative elements of novice teachers’ rehearsals. Sixteen preservice music teachers conducted high school bands in four 15-minute rehearsals (two rehearsals on two different pieces).To prepare for their rehearsals on one piece, participants were given only the conductor score, while for the other piece, they were given both a score and a recorded model of the piece on an audio compact disc.Video recordings of all 64 rehearsals were systematically observed for teachers’ verbalizations across several musical and teaching variables. Participants also completed post-rehearsal evaluations of their teaching and of the ensemble’s playing. Differences between conditions were small, with teachers’ verbalizations reflecting a proportionally greater concern for accuracy in the model-supported condition. Evaluations of rehearsals were less self-directed and were more critical of the ensemble, a finding consistent with previous research.There was virtually no difference in responses between conditions for conductor expressiveness.

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Duke, Robert A., and Jacqueline C. Henninger. "Teachers' Verbal Corrections and Observers' Perceptions of Teaching and Learning." Journal of Research in Music Education 50, no. 1 (April 2002): 75–87. http://dx.doi.org/10.2307/3345694.

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We tested whether observers' perceptions of private lessons are affected by the type of verbalizations used by teachers to make corrections in student performance. We compared verbal corrections that were expressed as directive statements (i.e., specific directions to change some aspect of performance in a subsequent trial) and verbal corrections expressed as negative feedback statements (i.e., negative evaluations of student performance in a preceding performance trial). Participants viewed two videotaped private lessons. In one lesson, all corrections of student performance errors were expressed as directions to change some aspect of performance in the subsequent trial. In the other lesson, all corrections were expressed as negative feedback statements followed by a direction to play again. Subjects responded using a paper-and-pencil questionnaire with 10 statements about the teacher and student in each lesson. There were no meaningful differences in subjects' responses between the two lessons, both of which were rated highly positively. Asked to cite differences observed between the two lessons, few subjects identified any aspect of the teacher's feedback.

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Colprit, Elaine J. "Observation and Analysis of Suzuki String Teaching." Journal of Research in Music Education 48, no. 3 (October 2000): 206–21. http://dx.doi.org/10.2307/3345394.

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This study is an examination of teacher and student behavior in 48 violin and cello lessons taught by 12 expert Suzuki string teachers. One representative excerpt of work on a repertoire piece that had been introduced in a preceding lesson was extracted from each lesson videotape and analyzed in detail. Each excerpt was divided into segments (labeled “rehearsal frames”) that encompassed the instructional activities devoted to proximal performance goals (labeled “targets”) identified by the teacher. Targets were recorded for each rehearsal frame and categorized according to the teacher's description of the target and according to the aspect of performance to which the target pertained. Instructional activities within 338 rehearsal frames were examined in terms of the rates, durations, and proportions of time devoted to aspects of teacher and student behavior. Across all rehearsal frames ( N = 338), approximately 45% of the total time was devoted to teacher verbalizations, 20% to teacher modeling, and 41% to student performance. Episodes of teacher and student activity were frequent and brief, indicating a rapid pace of instruction. Lessons were characterized by high rates of approvals and a clear focus on one aspect of performance at a time.

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Montemayor, Mark, Brian A. Silvey, Amy L. Adams, and Kay L. Witt. "Effects of Internal and External Focus of Attention During Novices’ Instructional Preparation on Subsequent Rehearsal Behaviors." Journal of Research in Music Education 63, no. 4 (November 6, 2015): 455–68. http://dx.doi.org/10.1177/0022429415612201.

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The purpose of this study was to investigate the effects of internal versus external focus of attention during novice teachers’ instructional preparation on their subsequent rehearsal behaviors. Thirty-two undergraduate instrumental music education students led bands in a series of three, 6-minute rehearsals on their assigned excerpt. Prior to these rehearsals, participants engaged in condition-specific score study and rehearsal preparation activities. Internal group ( n = 16) participants’ preparation related to knowledge of the score, whereas external group ( n = 16) participants focused their preparations on observable rehearsal behaviors with a minimal amount of time devoted to score study. We systematically analyzed video recordings of these rehearsals, calculating rates per minute of teacher verbalizations across several performance and teaching variables. We found that compared to the internal group, the external group exhibited higher rates of positive/specific feedback, conducted more frequent and briefer performance segments, and more often asked for the ensemble to start without providing a directive. The internal group mentioned ensemble balance in their rehearsals more frequently than did the external group, and their verbalizations reflected greater concern for Tone Quality. A panel of independent evaluators viewed all 96 video recordings of the rehearsals (presented to them without sound) and rated the clarity and the expression of participants’ conducting. We found a significant time by condition interaction for Expression, with scores for the external group increasing over time and scores for the internal group decreasing. We suggest that these results reflect the distinct and complementary benefits of each of these preparation methods for novice music teachers.

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Engelstad, Anne-Michelle, Calliope Holingue, and Rebecca J. Landa. "Early Achievements for Education Settings: An Embedded Teacher-Implemented Social Communication Intervention for Preschoolers With Autism Spectrum Disorder." Perspectives of the ASHA Special Interest Groups 5, no. 3 (June 30, 2020): 582–601. http://dx.doi.org/10.1044/2020_persp-19-00155.

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Purpose Early Achievements for Education Settings (EA-ES) is a teacher-implemented naturalistic developmental behavioral intervention for preschoolers with autism spectrum disorder (ASD) targeting core social communication impairments. The purpose of this pilot randomized controlled clinical trial (RCT) was to examine promise of efficacy of this iteratively developed intervention when implemented in authentic education settings. We examined (1a) whether a high level of implementation fidelity was attained by EA-ES trained teachers and (1b) whether their fidelity attainment differed from that of untrained teachers; and (2) whether the EA-ES intervention showed promise of improving child social, communication, and cognitive outcomes as determined by within- and between-group comparisons of children in EA-ES classrooms and children in classrooms randomized to the business as usual condition. Method Participants included six preschool teachers and 43 eligible preschoolers with ASD. Classrooms were randomized to EA-ES or business as usual. Analyses of intervention effects using baseline and postintervention data were conducted on teachers' fidelity of EA-ES implementation and children's performance on a proximal measure of social and communication behavior and on a distal standardized measure of verbal and nonverbal functioning. Results Teachers trained to implement EA-ES attained a high level of implementation fidelity, with significantly greater gains compared to untrained teachers. Children receiving EA-ES showed significantly greater gain from baseline to postintervention in frequency of produced initiation of joint attention and nonverbal cognitive functioning compared to children in business-as-usual classrooms. A trend toward significance for Group × Time effects was detected for frequency of spontaneous verbalizations produced, favoring the EA-ES group. Conclusions EA-ES shows promise of feasibility for teacher implementation in group contexts and for improving social communication and cognitive skills in preschoolers with ASD. Implications of results for future research and speech-language pathologist–teacher collaboration to increase language intervention dosage are discussed.

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Drain, Samantha, and Paul E. Engelhardt. "Naturalistic Observations of Nonverbal Children with Autism: A Study of Intentional Communicative Acts in the Classroom." Child Development Research 2013 (June 25, 2013): 1–10. http://dx.doi.org/10.1155/2013/296039.

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We examined evoked and spontaneous communicative acts in six nonverbal children with autism (10–15 years, M = 12.8, SD = 2.1). All participants attended the same special school for children with autism but were in different classes. Each was observed for 30 minutes during a typical school day. An observer coded the presence/absence of an antecedent, the form and function of the communicative act, and the teacher’s response to the child. One hundred and fifty-five communicative acts were observed, 41% were spontaneous and 59% were evoked. The main antecedents to evoked communicative acts were verbal prompts, and most of the evoked communicative acts were physical in nature (i.e., motor acts and gestures). However, verbalizations and the use of the Picture Exchange Communication System (PECS) were higher for spontaneous communicative acts. The functions of spontaneous communicative acts were primarily requests. Results showed a substantial number of “nonresponses” from teachers, even following evoked communicative acts. These results suggest that teachers may not actively promote intentional communication as much as possible. Therefore, our findings provide information concerning ways in which educators could facilitate intentional communication in non-verbal children with autism.

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PAUNONEN, HEIKKI, JANI VUOLTEENAHO, and TERHI AINIALA. "Industrial urbanization, working-class lads and slang toponyms in early twentieth-century Helsinki." Urban History 36, no. 3 (October 30, 2009): 449–72. http://dx.doi.org/10.1017/s0963926809990137.

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ABSTRACT:The article investigates the linkages between urban transformation and informal verbalizations of everyday spaces among male juveniles from Sörnäinen (a working-class district in Helsinki) in 1900–39. Sörkka lads' biographically and contextually varying uses of slang names mirrored their itineraries across the city in the search of earning and spare-time opportunities. As a simultaneously practical and stylistic street language, the uses of slang both eroded (in uniting bilingual male juvenile groups) and strengthened (as with providers and teachers, working-class girls, upper-class urbanites and rural newcomers) existing socio-spatial boundaries. Unlike in the late nineteenth century Stockholmska slang studied by Pred, openly irreverent toponymic expressions vis-à-vis the hegemonic conceptions of urban space were relatively few in early Helsinki slang.

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Isaza Valencia, Laura, and Gloria Cecilia Henao Lopez. "Attitudes - styles of education: relation with the academic performance." International Journal of Psychological Research 5, no. 1 (June 30, 2012): 133–41. http://dx.doi.org/10.21500/20112084.769.

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This study seek to determine the existing relations between the attitudes and the styles of education in 25 teachers of 180 students with high academic performance, which are in fifthly of primary. To measure both variables there was in use the Scale Actitudinal towards the educational work (Carvajal, 1991) and the Questionnaire DEVEMI of Delgado (1991). The results revealed that the attitudes and the styles of education that have a more presence are: democratic participation, social importance of the educational work, professional improvement, style that propitiates the socialization, style that makes possible the participation and style that favors the creativity. The teachers are an essential and determinant component in the processes of education - learning, them actions and verbalizations croos all the educational situations directed to generating changes and learning in them students, which happen unnoticed; for this reason, the results of this study, they allow to penetrate into the didactic aspects of the education, and to identify those attitudes and styles of education that relates and propitiate the high academic performance; which serves to break the inertia of I do not change in the education and in the way of teaching, generating attitudes and more effective styles of education.

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Ostovar-Namaghi, Seyyed Ali, and Nahid Rahmanian. "Exploring EFL Learners’ Experience of Foreign Language Proficiency Maintenance: A Phenomenological Study." International Journal of Applied Linguistics and English Literature 7, no. 1 (December 15, 2017): 32. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.1p.32.

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Having developed foreign language proficiency, a large number of EFL learners experience some degrees of foreign language loss later in life since English has no social function in many EFL contexts including Iran. However, there are some language learners who actively maintain and develop their proficiency long after they leave language education programs. This study aims at uncovering techniques applied by this minority group in maintaining their foreign language proficiency. Participants who were willing to share their experience of proficiency maintenance were selected through purposive and snowball sampling and verbalizations of their experience were then analyzed in line with phenomenology research design. Abstraction and thematic analysis of the participants’ experiences revealed that they actively create conditions that are conducive to proficiency maintenance such as reviewing previously learned materials, watching target language movies and actively manipulating subtitles, reading for pleasure, attending discussion groups, and using internet to communicate in the target language. While proficiency loss and attrition is the norm in EFL contexts, maintenance is an exception; hence, the findings of this study have clear and immediate implications for both foreign language teachers and learners since they provide them with down-to-earth, data-driven techniques of proficiency maintenance.

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Dalton-Puffer, Christiane, Silvia Bauer-Marschallinger, Katharina Brückl-Mackey, Victoria Hofmann, Jennifer Hopf, Lisa Kröss, and Lisa Lechner. "Cognitive discourse functions in Austrian CLIL lessons: towards an empirical validation of the CDF Construct." European Journal of Applied Linguistics 6, no. 1 (March 8, 2018): 5–29. http://dx.doi.org/10.1515/eujal-2017-0028.

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AbstractIt is now widely recognized among educators that explicit attention to language is necessary in order to optimize both language and content learning in situations, such as CLIL, where learners, teachers or both operate in a second language. However, the requirement of attention to language sits uneasily with the fact that content-subject specialist teachers frequently feel unprepared to think and operate in linguistic dimensions. In an attempt to create a conceptualisation that would speak to subject teachers in terms that are meaningful to them from within their own subjects, a Construct of Cognitive Discourse Functions (henceforth CDFs) has been proposed. This construct is theoretically founded in both educational curriculum theory and linguistic pragmatics and consists of a seven-fold categorization of verbalizations which express acts of thinking about subject matter in the classroom (CLASSIFY, DEFINE, DESCRIBE, EVALUATE, EXPLAIN, EXPLORE, REPORT). As the theoretical background of the CDF Construct has been discussed at length elsewhere (Dalton-Puffer 2013, 2016), it will be presented only briefly at the outset of this article. The main purpose of this contribution is to report on steps taken towards an empirical validation of the CDF Construct. A total of four smaller-scale studies each focusing on the classroom discourse in one subject (biology, physics, economics, history) will be surveyed in order to find answers to the questions of whether CDFs actually occur in classroom interaction and if they do, which and to what extent. Comparisons to a small complementary study on a set of EFL lessons will be made where appropriate. Results show that CDFs are indeed a staple of teaching and learning in classroom-based education but are in no way equally distributed. Also, they are almost never the object of conscious attention. As a number of further questions remain yet to be answered on the way towards empirical validation of a fully articulated CDF Construct, these will be discussed in the conclusion of the article.

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Lima, Mirella Alves de, Daniela Rodrigues, Patricia Almeida Vasconcelos, Paula Christina Figueira Cardoso, and André Pimenta Freire. "Análise de verbalizações de fórmulas matemáticas por professores com experiência no ensino de pessoas com deficiência visual / Analysis of mathematical formulas verbalizations by teachers with experience in teaching visually impaired people." REVISTA DE ESTUDOS DA LINGUAGEM 27, no. 3 (July 2, 2019): 1371. http://dx.doi.org/10.17851/2237-2083.27.3.1371-1397.

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Davis, Anita P. "Performance Achievement and Analysis of Teaching during Choral Rehearsals." Journal of Research in Music Education 46, no. 4 (December 1998): 496–509. http://dx.doi.org/10.2307/3345346.

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Eighty-three rehearsals and four final performances of two high schools' beginning and advanced choruses were videotaped to identify rehearsal behaviors and to evaluate performance achievement in relation to performance preparation. Teacher academic and social instruction, student nonperformance response, rated (5-point scale) performance response with and without teacher verbal assistance, and teacher feedback were observed. Variables were measured in real time and converted to percentages of rehearsal time. Additionally, frequencies of teaching sequences were identified for each rehearsal. Review of improvements in the quality of performance for each school indicated a similarity in proximity to the final performance between beginning and advanced choruses. Considering this observation, variables were calculated for means between points of achievement. Findings indicate that (a) teachers pace improvement unrelated to ensemble maturity, (b) time spent in teacher verbalization may not relate to performance success, (c) teacher assistance during student practice decreases with student improvement, and (d) instructions decrease with student improvement.

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Budnyk, Olena, Piotr Mazur, Lyudmila Matsuk, Liudmyla Berezovska, and Olena Vovk. "Development of professional creativity of future teachers (Based on comparative research in Ukraine and Poland)." Revista Amazonia Investiga 10, no. 44 (September 29, 2021): 9–17. http://dx.doi.org/10.34069/ai/2021.44.08.1.

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The article outlines the essence of professional creativity in pedagogical activity. The teacher’s creativity is described as a complex of intellectual and personality characteristics of the individual, contributing to the independent generation of original ideas and their non-traditional solution. On the basis of comparative experimental research, the level of non-verbal creativity of future teachers of the bordering regions of Ukraine and Poland was revealed in the paper. According to the results of the diagnosis of non-verbal creativity (Torrens methods), the authors conclude that a significant proportion of Ukrainian and Polish students are not able to produce a sufficient number of original ideas in a minimal verbalization (for example, most of the future teachers had the average (47.3% in Ukraine, 45.8% in Poland) and low (respectively 18.7% and 25.8%) levels of non-verbal creativity based on the index of originality). It is emphasized on the need to focus the content of higher education on the development of future teachers’ ability to seek out non-standard options in organizing the pedagogical process, creative modeling of lessons and educational activities, the creation and implementation of original pedagogical ideas, authoring techniques, etc.

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Budnyk, Olena, Piotr Mazur, Lyudmila Matsuk, Liudmyla Berezovska, and Olena Vovk. "Development of professional creativity of future teachers (Based on comparative research in Ukraine and Poland)." Revista Amazonia Investiga 10, no. 44 (September 29, 2021): 9–17. http://dx.doi.org/10.34069/ai/2021.44.08.1.

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The article outlines the essence of professional creativity in pedagogical activity. The teacher’s creativity is described as a complex of intellectual and personality characteristics of the individual, contributing to the independent generation of original ideas and their non-traditional solution. On the basis of comparative experimental research, the level of non-verbal creativity of future teachers of the bordering regions of Ukraine and Poland was revealed in the paper. According to the results of the diagnosis of non-verbal creativity (Torrens methods), the authors conclude that a significant proportion of Ukrainian and Polish students are not able to produce a sufficient number of original ideas in a minimal verbalization (for example, most of the future teachers had the average (47.3% in Ukraine, 45.8% in Poland) and low (respectively 18.7% and 25.8%) levels of non-verbal creativity based on the index of originality). It is emphasized on the need to focus the content of higher education on the development of future teachers’ ability to seek out non-standard options in organizing the pedagogical process, creative modeling of lessons and educational activities, the creation and implementation of original pedagogical ideas, authoring techniques, etc.

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Ouesslati, Najmeddine, Rim Mekni, Hajer Sahli, and Anissa Bouassida. "Verbalization in Sport and Physical Education Study of Volleyball Teachers’ Conceptions." Creative Education 06, no. 14 (2015): 1603–9. http://dx.doi.org/10.4236/ce.2015.614161.

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Cassidy, Deborah J., and Martha J. Buell. "Accentuating the positive??: An analysis of teacher verbalizations with young children." Child & Youth Care Forum 25, no. 6 (December 1996): 403–14. http://dx.doi.org/10.1007/bf02589329.

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Thomas, Jonathan N. "Talking with Our Hands." Teaching Children Mathematics 24, no. 5 (March 2018): 308–14. http://dx.doi.org/10.5951/teacchilmath.24.5.0308.

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In the elementary mathematics classroom, the pursuit of meaning may take many forms, including how we communicate with our physical movements. Often, mathematical communication is organized around verbalization. For example, teachers are often encouraged to facilitate productive mathematical discourse among students (CCSSI 2010; Stein et al. 2008). Similarly, the spoken words of the teacher carry great importance as she or he elects to revoice certain strategies as stated and perhaps verbally modify the language of others to enhance their clarity for the entire class. Such verbal interactions are, indeed, quite important regarding the construction of meaning; but we cannot neglect the nonverbal, physical manner in which we communicate with students. As we will see in subsequent examples, such nonverbal communication plays a role in students' construction of mathematical arguments and critiquing the reasoning of others—the third of the Common Core's (CCSSI 2010, pp. 6-7) Standards for Mathematical Practice (SMP 3)—as well as teachers' facilitation of meaningful mathematical discourse—the fourth of NCTM's Mathematics Teaching Practices (NCTM 2014, p. 10). To put it succinctly, it is well worth our while to consider how we, as a learning community, talk with our hands.

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Yakovlev, A. A. "Modality and Emotions in the Verbalization of the Images of a Teacher and a Student." Vestnik NSU. Series: Linguistics and Intercultural Communication 15, no. 3 (2017): 35–43. http://dx.doi.org/10.25205/1818-7935-2017-15-3-35-43.

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Susanti, Ani, Utami Widiati, Bambang Yudi Cahyono, and Tengku Intan Suzila Tengku Sharif. "Assessing episodes in verbalization process of EFL students’ collaborative writing." Studies in English Language and Education 9, no. 2 (May 23, 2022): 539–53. http://dx.doi.org/10.24815/siele.v9i2.20165.

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One of the ways to engage EFL students in writing is to assign them to work collaboratively. Collaborative writing requires a verbalization process resulting in episodes related to language, texts, and scaffolds. This study examined the use of episodes in collaborative writing of EFL students set in pairs by the teacher. It identified the most productive type of episodes which include language-related episodes (LREs), text-related episodes (TREs), and scaffolding episodes (SEs). It also scrutinized the categories of episodes within each type of episode. The study involved 20 pairs of Indonesian students from the English Department of a reputable university in Yogyakarta, Indonesia. The students were given an integrated reading-writing task and asked to work in pairs. The results of the study showed that SEs were the most productive type of episode, followed by LREs in the moderate occurrence, and TREs, which were the least productive type of episode. The results also revealed that among the categories in each type of episode, lexis-focused (LREs), organization-focused (TREs), and repetition (SEs) were more productive than the other categories of episodes. These results imply that the most productive categories of episodes could be catalysts in the teaching of writing, which employs collaborative writing tasks either in pairs or in small groups. This study offers insights into creating activities to encourage writing activities that especially involve types of pairings.

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Azhar, H. Fuadi, A. Doyan, Susilawati, S. Ayub, and L. S. Hudha. "Innovation of simple binoculars as a teaching aid for optical practicum at school." Journal of Physics: Conference Series 2165, no. 1 (January 1, 2022): 012031. http://dx.doi.org/10.1088/1742-6596/2165/1/012031.

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Abstract Learning aids are tools used by teachers in learning and prevent verbalization in students. The purpose of this research is to make simple earth telescopes as visual aids for optical practicum in schools. The method used is the experimental method, namely analyzing, designing, making and testing the props made. The subjects of the research were 17 students of physics education FKIP University of Mataram. The binoculars test saw the object of letters and writing with the font Times New Roman 350 at a distance of 50 meters and 100 meters. The results showed that the object was clearly visible with the satisfaction level of using the teaching aids a score of 3.71 the criteria were satisfied and suitable for use. The use of simple earth telescopes is suitable for use in optical practicums in schools. Teachers are expected to be able to create and develop teaching aids to improve students’ understanding of concepts.

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Kaiser, Ann P., and Peggy P. Hester. "Generalized Effects of Enhanced Milieu Teaching." Journal of Speech, Language, and Hearing Research 37, no. 6 (December 1994): 1320–40. http://dx.doi.org/10.1044/jshr.3706.1320.

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The primary and generalized effects of Enhanced Milieu Teaching were examined with six preschool children with significant language delays. In a multiple baseline design across children, trainers implemented the naturalistic language intervention during play-based interaction sessions in the children's preschool classrooms. Children systematically increased their use of targeted language skills during the intervention sessions, and these changes were maintained when the treatment was discontinued. Generalized changes in children's communication resulting from the intervention were examined with untrained teachers, peers, and parents. Some generalization to untrained partners was observed for all children. Correlational analyses indicated that greater numbers of child utterances and greater diversity in vocabulary were associated with increased talking and mands for verbalization presented by partners.

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Kumar, Sanjeev, Harikumar Pallathadka, and Laxmi Kirana Pallathadka. "The Implication of ICT on Business Education." Integrated Journal for Research in Arts and Humanities 2, no. 6 (November 22, 2022): 86–91. http://dx.doi.org/10.55544/ijrah.2.6.11.

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This article outlines the significant difficulties and delivers a glimpse into the future of education and ICT. In the introduction, we learn about the so-called "knowledge-based society" and how technological advancements have opened the way for educational progress and spurred the creation of new data. The article tends to discuss the significance of Involvement in the modification of the teaching-learning process by each educational agent (student/teacher). This research over the impact of ICT in education is focused on the doctrinal methodology. It makes use of several research articles from books and journals to formulate the final opinion. The analysis conducted by the researcher prominently makes use of primary sources of information. The teaching and learning processes in Business Education at higher institutions in several countries, including India, are still primitive. Due to the widespread lack of enthusiasm for innovation, both professors and students continue to rely on textbook knowledge and lecturer-led class verbalization. Both academics and students believe that the administration has ignored education. As a result, many Business Education teachers and students have not yet wholly embraced ICT for teaching and learning. As a result, we are soliciting research in this area. Incorporating ICT into education can aid in developing a new model of learning and teaching in a world reduced to a small village by technology. Every industry and government has been transformed by the widespread use of information and communication technology (ICT) over the past two decades.

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Poelman, Astrid A. M., Maeva Cochet-Broch, Bonnie Wiggins, Rod McCrea, Jessica E. Heffernan, Janne Beelen, and David N. Cox. "Effect of Experiential Vegetable Education Program on Mediating Factors of Vegetable Consumption in Australian Primary School Students: A Cluster-Randomized Controlled Trial." Nutrients 12, no. 8 (August 5, 2020): 2343. http://dx.doi.org/10.3390/nu12082343.

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Schools provide a relevant and equitable environment to influence students towards increased vegetable consumption. This study aimed to evaluate the effectiveness of a Vegetable Education Resource To Increase Children’s Acceptance and Liking (VERTICAL) for Australian primary schools (curriculum aligned and based on a framework of food preference development and sensory experiential learning) on positively influencing factors predisposing children towards increased vegetable consumption. The secondary aim was to evaluate two levels of teacher training intensity on intervention effectiveness. A cluster-RCT amongst schools with three conditions was conducted: 1 = teaching VERTICAL preceded by online teacher training; 2 = as per 1 with additional face-to-face teacher training; 3 = Control. Pre-test, post-test and 3-month follow-up measures (knowledge, verbalization ability, vegetable acceptance, behavioural intentions, willing to taste, new vegetables consumed) were collected from students (n = 1639 from 25 schools in Sydney/Adelaide, Australia). Data were analyzed using mixed model analysis. No difference in intervention effectiveness was found between the two training methods. Compared to the Control, VERTICAL positively affected all outcome measures after intervention (p < 0.01) with knowledge sustained at 3-month follow-up (p < 0.001). In conclusion, VERTICAL was effective in achieving change amongst students in mediating factors known to be positively associated with vegetable consumption.

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Eidlak, Khalida Siyami, and Yazdanmehr Sayyed Mohammad Javad. "Verbalization of the Family Concept in Russian and Iranian Language Pictures (Based on Proverbs)." Humanitarian Vector 17, no. 1 (February 2022): 75–85. http://dx.doi.org/10.21209/1996-7853-2022-17-1-75-85.

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This article examines the concept of the “family” and its lexicographic expression in the comparative relation of Russian and Persian linguocultures. The methodological basis of the study is the units that served as the fundamental material for the study, built on the methods of linguo-cognitive and linguocultural analyses of the “family” concept, as well as those withdrawn by the method of continuous sampling from explanatory and phraseological dictionaries of the compared languages. The relevance of the study is determined by the expediency of a comparative study of paremias in the linguocultural and linguo-cognitive aspects, in order to identify and demonstrate the fundamental centuries-old values of family relations of two compared linguocultures. The scientific novelty of the research lies in the fact that such a conceptual analysis with the “family” component in a comparative-comparative aspect on the basis of phraseological units, proverbs and sayings of Iranian and Russian linguistic cultures is carried out for the first time. Based on the purpose of our study, which was to identify the specifics and originality of “family relationships and values” at the proverbial level of the two compared languages, the norms of behavior and relationships between members of the concept of “family” were identified. As a result of the linguocultural analysis of the hyperconcept “family” and the microconcepts branching from it, it was revealed that in the ordinary minds of representatives of both Russian and Persian people, they have a positive connotation. The conclusions obtained by us are of practical importance and can arouse the interest of researchers in the field of oriental studies, as well as teachers of Russian as a foreign language in an Iranian-speaking environment and the Persian language in a Russian-speaking audience for the purpose of further linguocultural analysis and study of the paremias of the compared languages, and are also taken into account in the development of specialized dictionaries of proverbs and sayings, phraseological units and set expressions.

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Mwiki, Angela, Joseph M. Malusu, and Victorini Salema. "Strategies Used by Student Counsellors and Their Effectiveness in Promoting Student’s Self-Efficacy in Public Secondary Schools in Moshi District – Tanzania." British Journal of Education 10, no. 15 (November 15, 2022): 12–26. http://dx.doi.org/10.37745/bje.2013/vol10n151226.

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This study examined the strategies used by student counsellors in promoting students’ self- efficacy among secondary schools. Guided by Self-Efficacy Theory, the study adopted convergent parallel design under a mixed research approach for data collection and analysis. The study adopted probability and non-probability sampling techniques to obtain 5 Head Teachers, 5 Student Counsellors and 127 students. Cronbach Alpha was adopted to test the reliability of the research instrument at (r) = 0.73 for the quantitative data aided by SPSS version 22; while qualitative reliability was ensured through detailed field notes, recording devices and by transcription. The quantitative data were analysed descriptively (frequencies, percentages and means) and inferential statistics using Chi-Square Statistical test and presented in form of tables. The qualitative data were coded to translate the responses into specific categories and themes for narration and direct quotations from the respondents. The study found that student counsellors used the following strategies which proved effective in enhancing students’ self-efficacy: encouraging students’self-verbalization, providing feedback on students’ efforts, encouraging teachers to provide activities that students can accomplish with a reasonable amount of effort, encouraging peer modelling, helping students to set goals, teaching students effective study skills and helping student to identify their areas of interest. Through Chi-Square test, the study found that there was a significant association between strategies used by student counsellors and the level of students’ self-efficacy. The study concluded that there was a positive relationship between strategies used by student counsellors and students’ self-efficacy which greatly influenced students’ academic achievements. Therefore, the study recommends that the head teachers should workout through the government to have more professional counsellors deployed in schools and that students should be encouraged to attend guidance and counselling sessions.

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Smyslova, Svetlana L. "The Verbalization of the Axiological Features of the Teacher’s Image in Didactic Texts of the End of the 19th and Early 20th Century." Tyumen State University Herald. Humanities Research. Humanitates 4, no. 3 (2018): 88–102. http://dx.doi.org/10.21684/2411-197x-2018-4-3-88-102.

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V. Garipova, Elza, Roza A. Ayupova, and Elena M. Markova. "VERBALIZATION OF “FAMILY” AS A CULTURAL NOTION IN THE NOVELS “WAR AND PEACE” BY L. TOLSTOY AND “IN CHANCERY” BY J. GALSWORTHY." Humanities & Social Sciences Reviews 7, no. 6 (December 1, 2019): 486–90. http://dx.doi.org/10.18510/hssr.2019.7675.

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Purpose: The paper is devoted to the study of verbalizing the social and cultural notion "family" in the second volume of the novel “War and Peace” by L. Tolstoy and the novel “In Chancery” by J. Galsworthy. It describes the stylistic devices enabling to realize positive and negative connotative components of the meaning of linguistic units verbalizing the notion “family”. Methodology: In order to achieve the goal of our research we conducted a thorough comparative analysis of the texts of the works under study. Result: The results of our study allow us to draw a conclusion regarding the linguistic means enabling to realize ameliorative and pejorative connotative components in the meaning of the word “family” used in combination with it. Furthermore, the evidence from this study allowed us to compare the images of the British and Russian in the studied works represented by the analyzed linguistic means. Applications: This research can be used for universities, teachers, and students. Novelty/Originality: In this research, the model of Verbalization of “Family” as a Cultural Notion in the Novels “War and Peace” BY L. Tolstoy and “In Chancery” by J. Galsworthy is presented in a comprehensive and complete manner.

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Dyachenko, N., and V. Khalin. "Verbalization of the Value Component Image of a Person of Culture in the Works by V. Sukhomlynsky for Children." Вісник Житомирського державного університету імені Івана Франка. Філологічні науки, no. 2(88) (September 5, 2018): 27–33. http://dx.doi.org/10.35433/philology.2(88).2018.27-33.

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The education of a person of culture is an urgent social problem: its decisions will help to respond to the key challenges of the present and successfully overcome them, will allow humanity to look confidently in the future. The scale of this problem requires the use of an multidisciplinary approach in its study, the cooperation of specialists from different fields: teachers, philosophers, cultural scientists, linguists. The formation of children's image of a person of culture will be facilitated by appealing to the figures of world and national education, science and art, which themselves are or were the expressions of this image. The object of our interest was the verbal representatives of the image of a person of culture, in particular his axiological aspect, in the works by V. Sukhomlynsky for children. The research used general scientific (analysis, comparison, observation) and the actual linguistic methods (descriptive method and its main methods - inventory and systematization of linguistic units, linguogenetic method - reception of cultural-historical interpretation) methods, as well as elements of the statistical method. The content of the concept "image of a person of culture " which we propose to consider as a general, the perfect aggregate conception of a person as a positive, active, thinking, harmonic person, having a developed cultural component, constantly striving for self-development and self-improvement. The names of the persons and their attributes are described in various ways; analyzed phraseologisms, synonyms, antonyms, comparison, emotionally colored vocabulary - which in the complex represent the value aspect of the image of a person of culture and contribute to the formation of moral and ethical convictions, spirituality rise of young readers. Proved why the image of human culture should be one of the key benchmarks, philosophical and axiological level in the formation and education of personality. In general V. Sukhomlynsky's works which fully represented the image of a person of culture can become a matrix for modern society, a system of coordinates that will help to educate, on the one hand, the beautiful representative of any nation, on the other – a citizen of the world.

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Багиян, Александр Юрьевич, and Алина Геннадьевна Моногарова. "LINGUISTIC-AXIOLOGICAL MANIPULATION AS AN ELEMENT OF TEACHER PROFESSIONAL IDENTITY FORMATION." Tomsk state pedagogical university bulletin, no. 1(219) (January 25, 2022): 43–53. http://dx.doi.org/10.23951/1609-624x-2022-1-43-53.

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Введение. Формирование профессиональной идентичности будущего профессионала является одной из наиболее актуальных тематик целого комплекса гуманитарных исследований. Тем не менее на сегодняшний день имеется ограниченное количество работ, непосредственно дающих теоретически обоснованные практические рекомендации относительно особенностей формирования профессиональной идентичности. Отмечается, что данный процесс должен сопровождаться серьезными лингвоаксиологическими исследованиями, в особенности, если речь идет о формировании иноязычной профессиональной идентичности преподавателя иностранных языков и культур. Цель работы заключается в выстраивании аксиологической концептосферы современного педагогического дискурсивного пространства и выявлении корреляционной зависимости лингвоаксиологического манипулирования и процесса формирования иноязычной профессиональной идентичности будущего преподавателя. Основными задачами исследования является формирование корпуса текстов исследования, проведение лингвопрагматического и контент-анализа отобранных текстов, выявление дискурсивных и аксиологических компонентов фрагментов педагогического дискурса для адекватного построения аксиосферы дискурса, определение уровня оказания манипулятивного (суггестивного) воздействия на адресата посредством актуализации выявленных элементов аксиосферы исследуемого дискурсивного пространства, обобщение полученных данных и определение особенностей самоидентификации личности преподавателя при восприятии им ценностно нагруженных текстов через соответствующее суггестивное воздействие.Материал и методы. Материалом исследования послужили 15 письменных текстов педагогического дискурса, составленные профессионалами для преподавателей английского языка и принадлежащие к конкретной структурной части книги – «Introduction» («Введение»). Используется комплексный метод анализа данных, совмещающий в себе метод дискурс-анализа, метод концептуального анализа, метод прагмалингвистического анализа, а также метод количественной обработки полученных данных.Результаты и обсуждение. В связи с многоаспектным характером исследования приводится развернутый литературный обзор, включающий в себя анализ тем профессиональной идентичности преподавателя, лингвоаксиологического фактора формирования идентичности и лингвистической содержательности продуктивного речевого манипулирования. Проведенное комплексное прагма-аксиологическое исследование выявило пять базовых аксиологических концептов, формирующих аксиологическую концептосферу исследуемого педагогического дискурса: DEVELOPMENT, ENJOYMENT, NOVELTY, EFFECTIVENESS, READINESS, вербализация каждого из которых представляет собой способ продуктивного манипулирования сознанием потенциального адресата. Манипулирование осуществляется за счет определенного функционального диапазона лексических единиц-вербализаторов данных концептов. Полученные результаты позволяют выстроить аксиологическую концептосферу рассматриваемого педагогического дискурсивного пространства, а также выявить корреляционную зависимость функционального диапазона прагма-аксиологически заряженных лексических единиц-вербализаторов с оказываемым на потенциального адресата манипулятивным воздействием. Заключение. Также для дальнейшего исследования представленной тематики выдвигается гипотеза культурного манипулирования, согласно которой имеющиеся в англосаксонской традиции ценностно-оценочные педагогические ориентиры детерминируют модель поведения педагогов, принадлежащих к другим культурноэтническим субстратам, но обучающихся по их методике. Introduction. Professional identity formation of the future specialist is one of the most relevant topics of the whole range of humanitarian studies. However, to date, there is a limited number of works that directly provide theoretically sound practical recommendations on the features of shaping professional identity. We believe that this process should be accompanied by serious linguistic studies, especially when it comes to the formation of a foreign-language professional identity of a teacher of foreign languages and cultures.Aim and objectives. The purpose of the work is to build the axiological conceptual sphere of the modern pedagogical discursive space and, subsequently, to identify the correlation dependence of linguistic-axiological manipulation and the process of forming the foreign-language professional identity of the future teacher. The main tasks of the study are forming the texts corpus; carrying out of pragmatic and content analysis of selected texts; identifying discursive and axiological components of fragments of pedagogical discourse to adequately construct the axiological sphere of discourse; determining the level of manipulative impact on the addressee by updating the identified elements of the axiological sphere of the studied discursive space; synthesizing the obtained data and determining the features of selfidentification of the teacher’s personality when they perceive value-loaded texts through the corresponding suggestive effect.Material and methods. The study was based on 15 written texts of pedagogical discourse compiled by professionals for English teachers and belonging to a specific structural part of the book – “Introduction”. A comprehensive method of data analysis is used, combining the method of discourse analysis, the method of conceptual analysis, the method of pragmalinguistic analysis, as well as the method of quantitative processing of the obtained data.Results and discussion. In connection with the multidimensional nature of the study, a detailed literary review is given, including the analysis of the topics of the teacher’s professional identity, the linguistic-axiological factor of the identity formation and the linguistic content of productive speech manipulation.A comprehensive pragma-axiological study revealed 5 basic axiological concepts that form the axiological conceptual sphere of the educational discourse under study: DEVELOPMENT, ENJOYMENT, NOVELTY, EFFECTIVENESS, READINESS, verbalization of each of which is a way of productive manipulation of the potential addressee’s consciousness. Manipulation is carried out at the expense of a certain functional range of lexical units-verbalizers of these concepts. The obtained results make it possible to build the axiological conceptual sphere of the considered pedagogical discursive space, as well as to identify the correlation dependence of the functional range of pragma-axiologically charged lexical units-verbalizers with manipulative effect on a potential addressee. Conclusion. Also, for further study of the presented topics, the hypothesis of cultural manipulation is put forward, according to which the axiological pedagogical guidelines available in the Anglo-Saxon tradition determine the model of behavior of teachers belonging to other cultural and ethnic substrates, but studying according to their methodology.

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Bailey, E. G., D. Baek, J. Meiling, C. Morris, N. Nelson, N. S. Rice, S. Rose, and P. Stockdale. "Learning Gains from a Recurring “Teach and Question” Homework Assignment in a General Biology Course: Using Reciprocal Peer Tutoring Outside Class." CBE—Life Sciences Education 17, no. 2 (June 2018): ar23. http://dx.doi.org/10.1187/cbe.17-12-0259.

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Providing students with one-on-one interaction with instructors is a big challenge in large courses. One solution is to have students interact with their peers during class. Reciprocal peer tutoring (RPT) is a more involved interaction that requires peers to alternate the roles of “teacher” and “student.” Theoretically, advantages for peer tutoring include the verbalization and questioning of information and the scaffolded exploration of material through social and cognitive interaction. Studies on RPT vary in their execution, but most require elaborate planning and take up valuable class time. We tested the effectiveness of a “teach and question” (TQ) assignment that required student pairs to engage in RPT regularly outside class. A quasi-experimental design was implemented: one section of a general biology course completed TQ assignments, while another section completed a substitute assignment requiring individuals to review course material. The TQ section outperformed the other section by ∼6% on exams. Session recordings were coded to investigate correlation between TQ quality and student performance. Asking more questions was the characteristic that best predicted exam performance, and this was more predictive than most aspects of the course. We propose the TQ as an easy assignment to implement with large performance gains.

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Саврасов, Микола, and Костянтин Кисельов. "PSYCHOLOGICAL DYNAMICS OF FIGURATIVE CREATIVITY OF THE FUTURE TEACHER OF THE HUMANITIES." Вісник ХНПУ імені Г. С. Сковороди "Психология", no. 63 (2020): 94–106. http://dx.doi.org/10.34142/23129387.2020.63.06.

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Aim. The purpose of the study is to establish theoretical prerequisites, identify, describe and interpret the basic psychological patterns of the dynamics of figurative creativity of future teachers of the humanities both during his/ her training in the educational environment of modern pedagogical universities and at certain stages of the didactic process. Material and methods. As the methods and tools of empirical research, the author uses the procedure of analysis of the degree of statistical validity of the differences of average values of the selected empirical indicators (t-Student's criterion), the test of figurative creativity by E.P. Torrens (modified by O.E.Tunik), a survey method, an interview method, and an expert evaluation method. The respondents were first, third, and fifth-year students specialized in «Ukrainian language and literature», «English (German) language and literature», «Ukrainian country studying» with a total of 156 people aged 18 to 30 years. The empirical basis of the study was the Faculty of Philology of the State Higher Educational Institution «Donbas State Pedagogical University». Results. It is obvious that throughout the process of growing up and gaining experience in educational and professional activities, the main specific characteristics of the creative figurative act for the representatives of the natural profile of professional training are the speed of emergence and development of creative ideas, the degree of deviation from existing prototypes, the desire to avoid a possible return to them or their modification and efforts to complete and properly design their creative product. At the same time, at the background of the previously mentioned characteristics, the dynamics of the indicator of the abstractness of the name of figurative creativity gradually recedes into the background. It means that in the process of micro-age formation of figurative creativity of the humanitarian profile subject of educational and professional activity the subject’s deep essence, not its nominal side, the outer cover, which consists in the peculiarities of verbalization of this creative process, the peculiarities of self-presentation and the presentation of the final creative product are formed. Conclusions. If we summarize the dynamics of figurative creativity of a humanitarian profile student in general, then we can depict: 1) impressive are the positive changes in this area at the end of the study, on the verge of study and professional activity, which in fact can cause such a rapid and bright dynamics; 2) particular interest is in the dynamics of creativity of humanitarian profile students at the level of such nuclear characteristics of figurative creativity as the dynamics of the creative idea, the degree of its difference from stereotypes and resistance to their emergence and motivated ability to finalize the creative product. In the future, we see promising research on the dynamics of figurative creativity of students of natural, cultural, and artistic profile and a comparative study of the dynamics of figurative creativity on the indicator of the profile of professional training in higher pedagogical education.

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Ben Khalifa, Wissam, Mehrzia Zouaoui, Makrem Zghibi, and Fairouz Azaiez. "Effects of Verbal Interactions between Students on Skill Development, Game Performance and Game Involvement in Soccer Learning." Sustainability 13, no. 1 (December 25, 2020): 160. http://dx.doi.org/10.3390/su13010160.

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The purpose of the study was to examine the effects of verbal interaction between students on skill development and soccer game performance within a socio-constructivist perspective and a cooperative learning model in team-sport teaching. In addition, the usefulness of open verbalization was manifested as follows: (1) a social tool for both actors (teachers and students) to collect and manage reports on their thought processes; (2) a tool to stimulate reflection and critical reflection on performance to induce transformation during game action projects. Participants were 18 boys and 12 girls aged (15 ± 0.4 years) from a Tunisian school (ninth grade). They were placed in either the experimental group (with verbal interaction) or the comparison group (without verbal interaction) and then were tested before and after a 12-lesson soccer unit (approximately two hours/week). Skill competence was assessed using three tests: a 15 m ball dribbling test, the Loughborough Soccer Passing Test (LSPT) and a shooting accuracy test. Game performance was measured using the Game Performance Assessment Instrument (GPAI) in which the outcome variables assessed included (a) decision-making (DM), (b) skill execution (SE), (c) support (S), (d) game performance (GP), and (e) game involvement (GI). While both groups showed significant improvements in their short-passing ability, no such improvements were found in dribbling and shooting. In contrast, only the verbal interaction group produced significant improvements in overall game performance. In conclusion, if the objectives of the physical education curriculum are to promote team-sport teaching methods and quality game play, and create a reflexive learner, verbal interaction may be an effective tool for developing tactical understanding through cooperative learning.

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Greshchuk, Vasyl’. "Slovotvirne hnizdo z vershynoyu Khrystos u movniy kartyni svitu ukrayintsiv." Studia Ucrainica Varsoviensia, no. 8 (August 31, 2020): 11–19. http://dx.doi.org/10.31338/2299-7237suv.8.6.

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The article discusses the example of a word-formative nest with the apex of Christ. It analyses the role of word-formation in the formation of the language picture of the world of Ukrainians. The word-formative nest fi xes the word-forming segment of the semantic space of the Christ concept of the sacred conceptual sphere. Despite the fact that the anthroponomies as vertices of word-formation nests do not exhibit derivational productivity in the Ukrainian language, the word-formation nest with the apex of Christ has a branched structure: in the three stages of derivation, 25 derivatives of diff erent parts of the language, created in diff erent ways, have been certifi ed. This is due to the semantics of the vertex word of the nest, the importance of the concept named by it, in the perception of Ukrainians, in their culture of belief. In the linguistic consciousness of Ukrainians, Christ – Jesus Christ, the Son of God, the God-man, the incarnate God, the Savior, the Teacher, the Creator of the new religion. Such a broad semantic spectrum determines the activation of the derivation possibilities of the base word and the verbalization of word-formative means by a number of conceptual components. An analysis of the word-formative nest with the apex of Christ has shown that the word-formative dimension in the language picture of the world of Ukrainians, along with the universal conceptual components inherent in many diverse Christians, also has a number of individual-language derivational means of categorizing the world.

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Bielova, Olena. "Determination of Cognitive and Emotional Components of Speech of Children of Older Preschool Age." Bulletin of Luhansk Taras Shevchenko National University 2, no. 1 (339) (2021): 170–82. http://dx.doi.org/10.12958/2227-2844-2021-1(339)-2-170-182.

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The purpose of the study is to carry out a theoretical analysis of the cognitive and emotional components of speech in older preschool children. The main research methods are theoretical analysis of psychological and pedagogical literature. Analysis of research materials proved that the cognitive sphere is a multifaceted mechanism, the work of which is provided by intellectual components: sensation, perception, thinking, memory, attention, imagination and speech in particular. In cognitive linguistics, the functioning of language is considered through cognitive activity, and its processes are studied through language phenomena: awareness of speech constructions, understanding of word meanings (semantic competence),grammatically correct speech, expression of one's own opinion, improvement of speech abilities. Each speech action has an emotional accompaniment, the concept of emotions is realized through verbalized (structural-semantic, lexical) and no verbalized (facial expressions, gestures, actions) sign system. Understanding cognitive interaction with the functional speech system makes it possible to understand the more complex mechanisms of speech ontogenesis. This is especially true if there is a need to learn the language and speech of children with typical psychophysical development and speech disorders. The study of scientific statement on the issues of our study indicates the leading components of speech readiness for school, namely: cognitive (intellectual-speech) – covers the idea of semantic constructive significance of language and speech, the formation of speech components; motivational (learning motive) – understanding of social and cognitive motives of learning, their arbitrariness in the organization of behavior and during learning; activity (speech activity) – active participation in various types of speech activity, manifestation of independence, creativity, initiative, cooperation with children and teachers; emotional (verbalization of emotions and feelings) – awareness and control of their emotional state, adequate expression of emotions indifferent life situations, the ability to explain and recognize them in other people.

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MAGALHÃES, MARCOS N., and MARIA CECILIA CAMARGO MAGALHÃES. "DISCUSSION CIRCLE FOR THE TEACHING-LEARNING OF STATISTICS." STATISTICS EDUCATION RESEARCH JOURNAL 20, no. 2 (December 25, 2021): 7. http://dx.doi.org/10.52041/serj.v20i2.355.

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Conceptual appropriation is central to the teaching-learning and development processes. The intellectual stage is expressed by writing, verbalization and the use of the object under construction, among other means of expression. This paper discusses the conceptual appropriation by means of the creation of collaborative situations in which the argumentative language mediates the construction of knowledge. Supported by Vygotsky’s cultural-historical theory, Discussion Circle is an activity that consists of presenting some conceptual questions for the class to discuss in small groups initially, and then in a larger group, as a general meeting. Hence, we present the central ideas and theoretical support for the development of this activity and comment on a practice that took place during a course of Basic Statistics, part of the Teaching Program in Mathematics. Results indicate the conceptual development of students, which allows for the improvement of elementary school mathematics’ teacher education in terms of statistics studies, which is a strategic matter of importance for the broadening of society’s knowledge about this area. Abstract: Portuguese No processo de ensino-aprendizagem e desenvolvimento, a apropriação conceitual é central. O estágio intelectual se expressa, entre outras formas, pela escrita, verbalização e uso do objeto em construção. Este artigo discute a apropriação conceitual por meio da criação de situações colaborativas em que a linguagem da argumentação medeia a construção do conhecimento. A atividade Roda de Conversa, apoiada na teoria Histórico-Cultural de Vygotsky, consiste em propor algumas questões conceituais para a classe discutir, inicialmente em pequenos grupos e, a seguir, em uma reunião geral. Apresentamos as ideias centrais e os suportes teóricos para o desenvolvimento dessa atividade e comentamos sobre uma realização prática ocorrida em uma disciplina de Estatística Básica do curso de Licenciatura em Matemática. Os resultados encontrados indicam o desenvolvimento conceitual dos estudantes, colaborando com a melhoria da formação estatística do professor de Matemática da Educação Básica, questão estratégica na ampliação do conhecimento da sociedade sobre a área.

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R. Galiulina, Ilvira, Alexandr V. Spiridonov, and Iana A. Byiyk. "PECULIARITIES OF A VERBAL REPRESENTATION OF A CONCEPTUAL LANGUAGE IMAGE “NIGHT” IN THE POETIC TEXTS OF AFANASY AFANASYEVICH FET." Humanities & Social Sciences Reviews 7, no. 6 (December 1, 2019): 481–85. http://dx.doi.org/10.18510/hssr.2019.7674.

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Purpose: This study was conducted in the framework of the anthropocentric direction with elements of the cognitive approach. Based on the concept of Yuriy M. Lotman, who asserts that a literary text is a model of reality, it verbally represents real components that structure the real world and ideal components. The purpose of this article is to identify the characteristics of the representation of the linguistic image of the concept “night” in the poetry of Afanasy A. Feta as a fragment of the Russian language picture of the world. Methodology: For this purpose, the extralinguistic conditions of the formation of the discursive space of Afanasy A. Fet's poetic texts are analyzed. The theoretical literature on the picture of the world and the poetic text are studied. The peculiarities of the linguistic concept image as a complex and multidimensional education are revealed. The paper also reveals the method of continuous sampling on the material of collections of poems by Afanasy A. Fet compiled a card index of poems about the night (187 poetic texts). Result: The rating of the frequency of language units is determined: night, moon, star, dawn; the ways of representing the linguistic image-concept “night” through the prism of the author purely individual consciousness have been revealed. The peculiarities of the verbalization of the linguistic image of the concept “night” in the composition of graphic-expressive means are determined. The study made it possible to conclude the picture of the world of the poet Afanasy A. Fet is a unique version of the individual picture of the world that has enriched the “concept-sphere” of the Russian language. The individual picture of the world of the lyrics is presented in his poetic texts, the complexity of the study of which lies in the fact that they are pointed out such features as emotionality, fragmentation, phatic imagery. Applications: This research can be used for universities, teachers, and students. Novelty/Originality: In this research, the model of Peculiarities of a Verbal Representation of a Conceptual Language Image “Night” in the Poetic Texts of Afanasy Afanasyevich Fet is presented in a comprehensive and complete manner.

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Von Gunten, Anne. "Schriftliches Peer-Textfeedback unter Studierenden: Auseinandersetzungen mit dem Inhalt von fremdem Text. Ergebnisse der qualitativen Inhaltsanalyse von 6 retrospektiven Interviews." Linguistik Online 89, no. 2 (April 12, 2018). http://dx.doi.org/10.13092/lo.89.4280.

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The paper at hand presents the results of a substudy from a 3-year research project carried out by the Bern University of Teacher Education, investigating how student teachers in their 1st semester deal with the content of other students’ texts when writing peer text feedback without guidance. In this study six future teachers were asked to substantiate their comments in retrospective verbalizations (see Linnemann 2017: 339) immediately after having written their text feedback. The transcriptions of the verbalizations were evaluated through thematic qualitative text analysis (see Kuckartz 2012). Whilst the result presentation is mainly category based, some case related results are also singled out, with a view to deriving observations for higher education teaching.

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Parsons, John E., and Amy L. Simmons. "Focus of Attention Verbalizations in Beginning Band: A Multiple Case Study." Journal of Research in Music Education, November 20, 2020, 002242942097363. http://dx.doi.org/10.1177/0022429420973638.

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Although the effects of focus of attention (FOA) on the performance of gross motor skills are now well understood, less is known about the role of FOA in naturalistic classroom settings where learners are engaged in the ongoing acquisition and refinement of complex motor skills. The purpose of this study, the first of its kind, was to explore how music teachers focus learners’ attention on physical actions (internal focus) and on the effects of those actions (external focus). We recorded three experienced band directors teaching beginner classes (sixth graders) and completed a content analysis of video recordings to describe (a) teachers’ use of internally focused (IF) and externally focused (EF) verbalizations and (b) patterns among IF and EF verbalizations. These teachers most often directed student attention to internal aspects of performance, and they also paired IF and EF statements to clearly convey how those actions affect external outcomes. Although our descriptive multiple case study design precludes generalization, these data suggest possibilities for future studies that could explore relationships between teachers’ FOA verbalizations and skill development in music classrooms.

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"Sharing Teaching Ideas: Enhancing Discourse on Equations." Mathematics Teacher 93, no. 9 (December 2000): 755–56. http://dx.doi.org/10.5951/mt.93.9.0755.

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The algebraic procedures used to solve such equations as 3(x − 1) + 7 = 2x + 1 are emphasized in algebra; but students, teachers, and textbook authors rarely engage in sufficient discourse about the process, its justification, and the meaning of equation and solving an equation. The extent of the vocabulary of written mathematics seems to be “solve the equation” or “simplify the equation,” with few alternative verbalizations or visualizations that describe the procedures. The process of writing equivalent equations seems to be interpreted only as a way to read the solution—that is, the value of x—directly.

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Beach, Pamela, and Dale Willows. "Understanding Teachers’ Cognitive Processes during Online Professional Learning: A Methodological Comparison." Online Learning 21, no. 1 (March 21, 2017). http://dx.doi.org/10.24059/olj.v21i1.949.

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This study examined the effectiveness of three types of think aloud methods for understanding elementary teachers’ cognitive processes as they used a professional development website. A methodology combining a retrospective think aloud procedure with screen capture technology (referred to as the virtual revisit) was compared with concurrent and retrospective think aloud procedures. Elementary teachers from a large metropolitan area were assigned to one of the three think aloud conditions (N = 45). Participants in the concurrent condition verbalized their thoughts while simultaneously navigating a professional development website for 20 minutes. Participants in the retrospective condition verbalized their thoughts following their 20-minute website navigation without any aids. Finally, participants in the virtual revisit condition verbalized their thoughts while viewing a screen recording of their website navigation. Think aloud protocols were analyzed to determine the frequency of cognitive processes verbalized by participants in each condition. The findings of this study indicated significant differences in the types of verbalizations produced by participants across the three think aloud conditions. In addition, findings reveal benefits and limitations of employing each type of think aloud method in the context of a professional development website.

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Atkinson, Dawn. "The Adaptive Expertise of Expert ELT Textbook Writers." RELC Journal, March 28, 2020, 003368821989311. http://dx.doi.org/10.1177/0033688219893119.

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Although the ELT (English Language Teaching) materials development literature points to the influence of classroom experience on materials design, the literature is less specific about how such experience affects skilled textbook writing. Drawing primarily upon concurrent verbalization and pre- and post-concurrent verbalization interview data collected from two expert ELT textbook writers as they produced coursebook content, this study finds the participants tapped their English language teaching and teacher training experience – with experience operationalized here as knowledge and skills developed as a result of time and effort spent operating in a domain – during writing episodes when using problem-solving skills, navigating constraints, applying pedagogical reasoning skills, and engaging repertoire. The participants, in other words, were able to effect transfer from the neighbouring domains of English language teaching and teacher training to the expertise domain of ELT textbook writing, demonstrating adaptive expertise. This study demonstrates the usefulness of collecting data while participants are writing to discover how transfer effects and adaptive expertise are realized in real-time work and thus makes an important contribution to the research field of materials development. In addition, the results of this study may benefit teachers who look to textbooks for guidance as they develop pedagogic confidence.

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Waad, Mohanad Abdulkareem, and Rand Zuhair Younus. "role of audio visual aids in teaching English." International journal of health sciences, July 20, 2022, 10616–22. http://dx.doi.org/10.53730/ijhs.v6ns5.10840.

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The present study aims at showing the role of audio-visual aids used in teaching English as well as investigating the effect of audio- visual aids in teaching English. Audio-Visual aids are materials used by the teacher in order to facilitate the teaching and learning process. Audio-Visual aids are those instructional devices that are used in the classroom to encourage learning and make it easier and more interesting. The results of this research show that audio-visual aids help our students in verbalization. But most teachers do not use these aids which have great educative value. These are not ordinary materials rather these are teaching materials. Audiovisual aids give direct sensory experience to the students.

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Popich, Elsa, and Erna Alant. "Interaction between a teacher and the non-speaking as well as speaking children in the classroom." South African Journal of Communication Disorders 44, no. 1 (December 31, 1997). http://dx.doi.org/10.4102/sajcd.v44i1.226.

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This study examined the verbal interactions which occurred between a teacher and two groups of children (children who were non-speaking as well as children who were speaking). Descriptive data, generated by analysing ten lessons, suggested that the teacher's interaction with the children who were non-speaking differed, in terms of quantity and quality. She directed approximately 10% less interaction at each of the three non-speaking children, when compared with the number of interactions that she directed at each of the five speaking children. However, she did not spend an equal amount of time interacting with each of the non-speaking children. Her interaction with the non-speaking children was dominated by questions, attention directing and requesting. Verbalization types, such as answering and imitating did not occur at all in the teacher's interaction with the non-speaking children. This implies that the non-speaking children's learning experiences in the classroom differed from the speaking children's learning experiences. Possible reasons for these discrepancies were proposed, namely that the teacher's attitudes, skill and knowledge played a role, but the non-speaking children's lack of access to communication was also considered to be a factor in determining the amount and type of interaction.

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Dr Abhishek Chowdhery and Dr Jaydeep Nandi. "A Study on Effectiveness of Stress Management Programme among Physical Education Teachers." International Journal of Indian Psychology 3, no. 3 (June 25, 2016). http://dx.doi.org/10.25215/0303.177.

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Aim: The purpose of this study was to find out the effectiveness of stress management programme among Physical education teachers. Objectives: To identify the level of stress and to test the effect of stress management among Physical education teachers. Methods: One hundred and twenty one participants were involved in the study to prove the effectiveness of stress management techniques among the Physical education teachers by using stress questionnaire. The purpose of the study was to determine the effectiveness of stress management program among Teachers. Before starting the techniques were introduced and the stress questionnaire was used for pre-test. The program starts from coping skill to verbalization the same stress questionnaire is given for the post test purpose. Results: The results showed that there was a significant difference between the pre and post test of stress questionnaire (75.386 if p= 0.000). The stress level was said to be reduced after the application of stress management techniques. Conclusion: Study concluded that various relaxation techniques should be established for reducing the level of stress on the Physical education Teachers.

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Atkinson, Dawn. "Reconciling opposites to reach compromise during ELT textbook development." Language Teaching Research, August 30, 2021, 136216882110402. http://dx.doi.org/10.1177/13621688211040201.

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Though reports of pedagogic materials production point to the range of compromises authors make when writing language teaching textbooks, many accounts are retrospective in nature. This study sought to expand the research perspective by interrogating writing episodes via qualitative content analysis to discover how two expert ELT (English language teaching) textbook writers managed compromises during ongoing coursebook development. The authors’ data sets – primarily composed of think-aloud protocols and transcripts of pre- and post-concurrent verbalization interviews – revealed that they applied pragmatic judgement when contemplating the incorporation of textually authentic material and reconciled continuity and variety when developing unit frameworks and content, all with textbook audiences, contexts, and purposes in mind. Further, one of the authors reached compromise with project partners to integrate monologue and dialog texts into his book, while the other squared pedagogic imperatives with publishing realities by skillfully navigating textbook length, design, and deadline parameters during her project. By reconciling ostensible opposites to reach compromise, the authors balanced complexities to see their books through to completion. This research may inspire neophyte textbook writers’ efforts as they examine the architecture of writing sessions and prompt teachers to weigh authorial choices and balances during ELT textbook evaluation.

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Little, Kelcey, Joseph Raiker, Stefany Coxe, Mileini Campez, Morgan Jusko, Jessica Smith, Elizabeth Gnagy, et al. "A Preliminary Evaluation of the Utility of Sluggish Cognitive Tempo Symptoms in Predicting Behavioral Treatment Response in Children with Behavioral Difficulties." Psychological Reports, September 13, 2020, 003329412095723. http://dx.doi.org/10.1177/0033294120957239.

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Interest in symptoms of sluggish cognitive tempo (SCT) has led to a number of studies evaluating how these symptoms respond to treatment commonly utilized in youths with symptoms of ADHD. No study to date, however, has examined the extent to which symptoms of SCT predict behavioral treatment response in youths across multiple domains of functioning. The current preliminary investigation integrates a number of methodological (e.g., direct observations) and analytic (e.g., Poisson regression) refinements to evaluate the extent to which symptoms of SCT predict treatment responses across multiple domains including behavioral (e.g., interruptions, rule violations), social (e.g., social skills, negative verbalizations), and severe behavioral difficulties (e.g., intentional aggression) above and beyond other demographic characteristics (e.g., symptom severity, Full Scale Intelligence Quotient [FSIQ]). A relatively small sample of 37 children, aged six to 12 years ( M = 8.03, SD = 1.83, 35 males: 2 females) attending an eight week multi-component intensive behavioral treatment program for youths with behavioral difficulties participated in the current study. Baseline parental perceptions of SCT were collected prior to the initiation of treatment. Results from this preliminary investigation revealed that pre-treatment SCT symptoms only predicted a less robust treatment response to time out which was associated also with parent’s perceptions of underlying working memory problems. Results revealed also that pre-treatment SCT symptoms failed to predict paraprofessional counselor’s and teacher’s improvement ratings of both rule following and social skills following treatment. Notably, other potential predictors (e.g., symptom severity, FSIQ) also largely failed to predict behavioral treatment response.

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