71 research outputs found

    The teacher as coach. The effect of implementing coaching tools among educational staff on middle-school students’ metacognitive awareness, elfmanagement and self-regulation skills

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    Este estudio tiene como objetivo examinar el efecto de un programa de coaching en docentes árabes palestinos y su aplicación en el aula, en relación a la conciencia metacognitiva y habilidades de autogestión y autorregulación (emocional, conductual y cognitiva) de estudiantes de secundaria árabes palestinos en Israel. Aunque los investigadores han estado explorando cada vez más la relación entre la enseñanza basada en el coaching y la conciencia metacognitiva de los estudiantes la autogestión y la autorregulación, se ha prestado poca atención a esta relación entre los estudiantes de secundaria, y mucho menos entre los estudiantes segregados y desfavorecidos en comunidades determinadas. Se diseñó un estudio cuasi-experimental para probar la hipótesis de que existían diferencias en la conciencia de la metacognición, la autogestión y la autorregulación entre los estudiantes que participaron en una enseñanza basada en coaching docente y los que no. Seiscientos estudiantes árabes palestinos de secundaria que no habían participado previamente en entrenamiento educativo fueron invitados a participar en este estudio y fueron asignados aleatoriamente a dos grupos: un grupo experimental (n=300) y un grupo de control (n=300). Todos los participantes completaron un instrumento de prueba previa y posterior que incluía el Inventario de Conciencia Metacognitiva (MAI), el Modelo de Intervención Dual de Autocontrol/Manejo y el Inventario de Autorregulación Adolescente (ASRI). Se utilizaron ANOVA de medidas repetidas para analizar los datos. Los resultados revelaron una correlación estadísticamente significativa entre la educación basada en el coaching y la capacidad de los estudiantes para asumir la responsabilidad en su propio aprendizaje. Los resultados de este estudio indicaron que el programa aumentó el uso de habilidades metacognitivas por parte de los estudiantes durante el transcurso de la intervención, que es un componente clave para participar y facilitar los procesos de autorregulación y autogestión. Los resultados del estudio mostraron también que el coaching educativo puede tener un impacto directo y positivo en el uso de estrategias metacognitivas por parte de los estudiantes para aumentar la participación en varios dominios que, a menudo, están destinados a mejorar el rendimiento académico, como las habilidades de estudio y la gestión del tiempo. Este resultado refleja la relación entre la metacognición y los aspectos cognitivos de la autorregulación, es decir, que la metacognición permite a los estudiantes elegir, emplear y monitorear estrategias cognitivas en contextos de aprendizaje. Usando un enfoque colaborativo que respeta a los estudiantes como expertos en sus propias vidas, el coaching educativo se alinea con la autorregulación al ayudar a los estudiantes a establecer metas, desarrollar un plan de acción para alcanzar las metas y monitorear el progreso a través de la autorreflexión y la evaluación. Este enfoque puede facilitar los procesos cognitivos y metacognitivos necesarios para generar circuitos de retroalimentación entre los estudiantes, su comportamiento y su entorno. Aunque existen intervenciones de autorregulación basadas en evidencia, estas intervenciones tienden a dirigirse a niños más pequeños o, a menudo, son prácticas basadas en el aula. Si bien se necesita investigación empírica adicional, el coaching educativo ofrece potencialmente una nueva vía para apoyar el desarrollo de habilidades de autorregulación cognitivas, metacognitivas y motivacionales en entornos escolares, lo que puede conducir a un mayor rendimiento académico y una mayor confianza en sí mismo, retención y éxito del alumnado. Los resultados de este estudio no sólo sugieren que las herramientas de entrenamiento pueden alinearse bien con las teorías de autorregulación y autogestión, sino que también respaldan la literatura que sugiere que el uso de herramientas de entrenamiento durante las interacciones con el alumnado tiene implicaciones positivas para el desarrollo metacognitivo dentro y fuera del aula. Las futuras investigaciones han de continuar examinando las prácticas de entrenamiento educativo a medida que ganan importancia en los entornos escolares. Debido a los resultados prometedores respecto a la conciencia metacognitiva, las habilidades de autogestión y las habilidades de autorregulación de los estudiantes, se podría examinar en un futuro el vínculo que se pudiera producir entre el entrenamiento educativo y el rendimiento académico, así como también las prácticas de entrenamiento educativo y otros componentes de la conciencia metacognitiva, las habilidades de autogestión y las habilidades de autorregulación como la flexibilidad de la metacognición, la autoeficacia y la motivación. Otras propuestas de investigación deberían considerar la recopilación de datos longitudinales sobre las habilidades de metacognición, autogestión y autorregulación de los estudiantes. La investigación sobre el coaching educativo se vería reforzada mediante la incorporación de otras metodologías de recopilación de datos además de las medidas de autoinforme, como la observación y los protocolos de pensamiento en voz alta. Estos métodos de investigación podrían proporcionar información valiosa sobre cómo mejorar las habilidades metacognitivas, de autogestión y autorregulación en los sistemas educativos, y qué disposiciones pueden ser necesarias para mantener el cambio a lo largo del tiempo. Además, los investigadores deberían considerar la recopilación de datos sobre varios resultados de los estudiantes, como el rendimiento académico y la retención, para comprender cómo los incrementos en la conciencia metacognitiva, la autogestión y la autorregulación a través del entrenamiento académico afectan la capacidad de los estudiantes para aprender, desarrollar y utilizar sus habilidades recién adquiridas. El estudio recomienda que la pedagogía basada en el coaching se incorpore en el sistema educativo, en general, y en el sistema educativo que atiende las necesidades de las comunidades marginadas y desfavorecidas de Israel, en particular.This study aims to examine the effect of assimilating coaching tools among educational staff on the cultivation of meta-cognitive awareness, and self-management and self-regulation skills (emotional, behavioral, and cognitive) among Palestinian- Arab middle-school students in Israel. Although researchers have increasingly been exploring the relationship between coaching-based teaching and students’ meta-cognitive awareness, and selfmanagement and self-regulation, little attention has been paid to this relationship among middle school students, let alone students from segregated and disadvantaged communities around the world. A quasi-experimental study was designed to test the hypothesis that there were differences in metacognition awareness, self-management and self-regulation between students who participated in coaching-based teaching and those who did not. Six hundred Palestinian-Arab middle-school students who had not previously participated in educational coaching were recruited to participate in this study and were randomly assigned to two groups: an experimental group (n=300) and a control group (n=300). All participants completed a pre- and post-test instrument that included the Metacognitive Awareness Inventory (MAI), the Self-Control/Management Dual Intervention Model, and the Adolescent Self-Regulatory Inventory (ASRI) and repeated measure ANOVAs were used to analyse the data. Results revealed a statistically significant correlation between coaching-based education and students’ ability to take responsibility and ownership for their own learning. Findings also demonstrated coaching-based teaching reduced discipline and behavioral problems. The study recommends that coaching-based pedagogy should be incorporated in the education system, in general, and in the education system that serves the needs of marginalized and disadvantaged communities, in particular. Results showed that students who had received educational coaching had increased their metacognition awareness, self-management skills and self-regulating skills. Overall, preliminary results suggest that educational coaching may be a promising student support intervention to help develop students’ metacognitive awareness, self-management skills and self-regulating skills outside of the classroom environment. As mentioned, this study aimed to situate an educational coaching model based on the use of coaching tools among the educational staff, when these tools are based on the principles of educational theories of humanistic psychology and the various schools of cognitive psychology, as well as behaviorist, Adlerian, existentialist and constructivist theories, and to examine educational coaching's effects on pupils' metacognitive awareness. Results from this study indicated that educational coaching increased students’ use of metacognitive skills over the course of the intervention, which is a key component to engaging in and facilitating self-regulation and selfmanagement processes. Students in the experimental group reported that they perceived the intervention to be helpful. The results of this study not only suggest that coaching tools may align well with theories of self-regulation and self-management, but they also support literature suggesting that employing coaching tools during interactions with pupils has positive implications for metacognitive development inside and outside the classroom environment. Study results indicate that educational coaching may directly and positively impact students’ use of metacognitive strategies to increase engagement in various domains that are often targeted for improving academic performance, such as study skills and time management. This outcome reflects the relationship between metacognition and cognitive aspects of self-regulation, namely that metacognition enables students to choose, employ, and monitor cognitive strategies across learning contexts. Using a collaborative approach that respects students as the experts on their own lives, educational coaching aligns with self-regulation by supporting students with setting goals, developing an action plan to attain goals, and monitoring progress through self-reflection and evaluation. This approach may facilitate cognitive and metacognitive processes necessary for generating feedback loops between the students, their behavior, and their environment. Although evidence-based self-regulation interventions exist, these interventions tend to target younger children or are often classroom-based practices. While additional empirical research is needed, educational coaching potentially offers a new avenue for supporting the development of cognitive, metacognitive, and motivational self-regulation skills in school settings, which can lead to greater academic achievement and increased student self-confidence, retention, and success. Moreover, it may provide school settings with the ability to effectively supplement classroom-based self-regulation practices by offering students more extensive access to individualized academic support services in other learning contexts. Future research should continue to examine educational coaching practices as they gain importance in school settings. Due to the promising results with regard to students’ metacognitive awareness, self-management skills and self-regulation skills, future research should more directly examine the link between educational coaching and academic achievement, as well as how educational coaching practices may relate to other components of metacognitive awareness, self-management skills and selfregulation skills such as metacognition flexibility, self-efficacy and motivation. Future research should also consider collecting longitudinal data on students’ metacognition, self-management and self-regulation skills. Educational coaching research would be bolstered by incorporating other data collection methodologies in addition to self-report measures, such as observation and think-aloud protocols. These research methods could provide valuable information on how to enhance metacognitive, self-management and self-regulation skills in education systems, and what provisions may be needed to maintain change over time. Further, researchers should consider collecting data on various student outcomes such as academic achievement and retention to understand how increases in metacognitive awareness, self-management and self-regulation through academic coaching impacts students’ ability to learn, develop, and use their newly acquired skills to actively improve their situation. Researchers could also examine how educational coaching may be used in combination with other targeted interventions both internal and external to the classroom environment

    Physics and Literature

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    Physics and Literature is a unique collaboration between physicists and literary scholars, the first book to explore together the relations between both fields in depth. Contributors analyze central aspects of literary and scientific thought and representation, and the forms of exchange between them. They clarify how narrative, fiction, metaphor and language interact with models, experiment, measurement and mathematics, across eras and genres

    Figurations and Sensations of the Unseen in Judaism, Christianity and Islam

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    This book is open access and available on www.bloomsburycollections.com. It is funded by the University of Oslo and Utrecht University. Judaism, Christianity and Islam are known to privilege words over images. This book shows, however, that the reality is more complex. Figurationsand Sensations of the Unseen explores the complex procedures used to render the invisible as visible and the elusive as tangible in these three traditions. Working from different disciplinary angles, contributors reflect on figuration and sensation in biblical culture, medieval Jewish culture, the imagination of the unseen in Islamic settings, Christian assaults on 'idolatry' in Africa, baroque and modern Church art, contemporary Eastern Orthodox tradition, photography on the East African coast, European opera and literature, and more. The book shows that the three religious traditions have formed sensorial regimes: embodied habits, traditions and standards for seeing, sensing, displaying, and figuring that which could not, or should not, be seen. So, the desire for seeing the invisible and experiencing the beyond are paradoxically confirmed, contested and controlled, by the sensorial regimes in vogue. This carries over even into secularized use of religious figurations in arts and literature. Figurations and Sensations of the Unseen is important reading for scholars of anthropology, religious studies, Jewish studies, Christian studies, Islamic studies, art history, cultural studies, biblical studies and archaeology

    City, Retail and Consumption

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    [Italiano]: City, Retail and Consumption si concentra sul cambiamento degli spazi urbani attraverso la chiave interpretativa offerta dal commercio e dal consumo, tra processi di globalizzazione e radicamento nei contesti locali. Il libro è stato pubblicato nel 2015 come risultato del quarto seminario internazionale sui tre temi, realizzato all'Università di Napoli “L’Orientale” dal 14 al 17 ottobre 2013 grazie al contributo di geografi di vari paesi (Brasile, Francia, Italia, Portogallo e Spagna) e arricchito da contributi di specialisti (architetti, urbanisti, ingegneri, economisti) e stakeholders. Il volume raccoglie quasi cinquanta testi scritti dopo un fruttuoso dibattito non solo su teorie, approcci e metodi, ma anche sulle implicazioni pratiche della pianificazione urbana per i luoghi dello shopping e del consumo. I casi studio spaziano da San Paolo a Presidente Prudente, da Buenos Aires a Città del Messico ed ancora da Barcellona e Lleida a Lisbona, Parigi, Ankara, Copenhagen e molte città italiane. Attraverso diverse scale di analisi, gli autori hanno posto la loro attenzione su temi rilevanti per gli studi urbani: resilienza, sostenibilità, dialettica tra spazi pubblici e privati, impatto dell’e-commerce nelle aree urbane, gentrificazione residenziale e commerciale, neoliberismo e diritto alla città. /[English]: City, Retail and Consumption focuses on changing urban spaces through the interpretative key offered by retail and consumption, between globalization processes and the embeddedness in local contexts. The book was published in 2015 as the result of the fourth international seminar on the three issues, carried out at the University of Naples “L’Orientale” from 14 to 17 October 2013 thanks to the contribution of geographers from various countries (Brazil, France, Italy, Portugal and Spain) and enriched by contributions from specialists (architects, urban planners, engineers, economists) and stakeholders. The volume collects almost fifty texts written after a fruitful debate not only about theories, approaches and methods but also about the practical implications of the urban planning for shopping and consumption places. The case studies range from Sao Paulo to Presidente Prudente, from Buenos Aires to Mexico City and again from Barcelona and Lleida to Lisbon, Paris, Ankara, Copenhagen and many Italian cities. Through different scales of analysis, the contributors have indeed paid their attention on relevant issues to urban studies: resilience, sustainability, dialectic between public and private spaces, impact of e-commerce in urban areas, residential and retail gentrification, neoliberalism and the right to the city

    Trends on Educational Gamification: Challenges and Learning Opportunities

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    Games are a natural activity—we all know how to play. Perhaps this is the key feature that explains the increase in the use of game-based learning (GBL) strategies: Applying games to education converts education into a universal activity. Over the last ten years, the way in which education and training is delivered has considerably changed, not only due to a new technologic environment—plenty of social networks, MOOCs, etc.—but also because of the appearance of new methodologies. Such new methodologies are shifting the center of gravity: from the teacher to the student, with the aim of awakening relational aspects, as well as promoting imagination and divergent thinking. One new approach that holds considerable promise for helping to engage learners is, indeed, game-based learning (GBL). However, while a growing number of institutions are beginning to see the validity of GBL, there are still many challenges to overcome before this type of learning can become widespread.In this Special Issue, we want to gather several studies and experiences in GBL to be shared with other teachers and researchers

    Climate Change and Environmental Sustainability-Volume 1

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    Climate change has been widely recognised as a major challenge to the world, with significant environmental, economic and social consequences. Given this, addressing climate change is an urgent and profound task of society, a complex and difficult mission of several generations. To address the challenge of climate change, there is a need to develop a holistic climate change mitigation and adaptation framework that can cover as many climate-related topics as possible and connect as many stakeholders as possible across the globe. This book is an important one, bringing together key climate-related topics, including climate-induced impact assessment, environmental vulnerability and resilience assessment, greenhouse gas emission dynamics and sequestration, climate change mitigation and adaptation strategies in addition to climate-related governance. Results reported in this book are conducive to a better understanding of the climate emergency, climate-related impacts and the solutions. We expect the book to benefit decision makers, practitioners and researchers in different fields such as climate modelling and prediction, forest ecosystems, land management, urban planning and design, urban governance in addition to institutional operation. Prof. Bao-Jie He acknowledges Project NO. 2021CDJQY-004, supported by the Fundamental Research Funds for the Central Universities. We appreciate the assistance from Mr. Lifeng Xiong, Mr. Wei Wang, Ms. Xueke Chen and Ms. Anxian Chen at the School of Architecture and Urban Planning, Chongqing University, China

    Enhancing Literacy in First- and Second Language Learners with Behavioral and Learning Difficulties

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    This dissertation is concerned with the improvement of literacy skills in primary and secondary school students with learning and behavioral difficulties—with German as a first language on the one hand and German and English as second languages on the other—displayed in two parts. This focus has been set against the background of an increasing number of students who perform with less literacy proficiency in first and second languages (L1 and L2) and the growing heterogeneity of students who face learning and behavioral difficulties that pose major challenges for teachers. Two specially designed and combined interventions, peer-tutorial Reading Racetracks (RT) and storytelling, will be presented that are characterized by great effectiveness in literacy and good usability for heterogeneous groups of students. For both parts, these interventions were evaluated in various constellations regarding their effectiveness for literacy. Group and single-case designs were used for this purpose and conducted in elementary, secondary, and special schools. Although the participants in the studies are very heterogeneous and certainly need further research, the results of all eight studies indicate that both types of interventions, RT in L1, and storytelling in L2, are highly effective in terms of literacy and thus provide an opportunity for students to improve significantly and regain enjoyment in learning. At the same time, the findings provide guidance for teachers on how to successfully design and implement interventions for L1 and L2 students with learning and behavioral difficulties across a wide range of grade levels

    Nostalgia and Hope: Intersections between Politics of Culture, Welfare, and Migration in Europe

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    This open access book shows how the politics of migration affect community building in the 21st century, drawing on both retrogressive and progressive forms of mobilization. It elaborates theoretically and shows empirically how the two master frames of nostalgia and hope are used in local, national and transnational settings, in and outside conventional forms of doing politics. It expands on polarized societal processes and external events relevant for the transformation of European welfare systems and the reproduction of national identities today. It evidences the importance of gender in the narrative use of the master frames of nostalgia and hope, either as an ideological tool for right-wing populist and extreme right retrogressive mobilization or as an essential element of progressive intersectional politics of hope. It uses both comparative and single case studies to address different perspectives, and by means of various methodological approaches, the manner in which the master frames of nostalgia and hope are articulated in the politics of culture, welfare, and migration. The book is organized around three thematic sections whereby the first section deals with right-wing populist party politics across Europe, the second section deals with an articulation of politics beyond party politics by means of retrogressive mobilization, and the third and last section deals with emancipatory initiatives beyond party politics as well
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