5,482 research outputs found

    UMSL Bulletin 2023-2024

    Get PDF
    The 2023-2024 Bulletin and Course Catalog for the University of Missouri St. Louis.https://irl.umsl.edu/bulletin/1088/thumbnail.jp

    What issues do school staff describe as important when introducing a whole school attachment-based approach? A Reflexive Thematic Analysis

    Get PDF
    Research demonstrates that supporting children’s emotional needs promotes better learning outcomes (Geddes, 2018). In the United Kingdom, hundreds of schools are trained in whole school approaches that have a basis in attachment theory. These approaches emphasise the relational needs of pupils and prioritise their sense of safety. They are often referred to by schools and in the limited literature as ‘attachment aware’ approaches. The current study took place in a deprived inner East London borough. It has one of the highest proportions of children with social, emotional, and mental health needs in the country. Reflexive Thematic Analysis (Braun & Clarke, 2019) was used to provide an answer to the following research question: “What issues do school staff describe as important when introducing a whole school attachment-based approach?” Eight semi-structured interviews were conducted in three schools with a range of staff including senior leaders, teachers and support staff. The researcher constructed five overarching themes to organise 13 themes that reflected patterns in participant experience. These five overarching themes were ‘Context Affects Delivery’, ‘Training Must Resonate’, ‘Scope and Remit of School and School Staff Widens’, ‘Permission to Feel’ and ‘Not Running Alone with Them’. In the current climate, emotionally focused “approaches could be referred to as an addon to the real business of education” (Parker & Levinson, 2018: 9). This research argues that emotionally focused approaches such as whole school attachment-based approaches are well placed to meet the needs of the entire school community and promote increased pupil engagement. This study adds to the exponentially growing body of research on whole school attachment-based approaches. The research has implications for local and national practice due to the priority given to trauma-based approaches in recent government guidance

    2023-2024 Boise State University Undergraduate Catalog

    Get PDF
    This catalog is primarily for and directed at students. However, it serves many audiences, such as high school counselors, academic advisors, and the public. In this catalog you will find an overview of Boise State University and information on admission, registration, grades, tuition and fees, financial aid, housing, student services, and other important policies and procedures. However, most of this catalog is devoted to describing the various programs and courses offered at Boise State

    Cyberbullying in educational context

    Get PDF
    Kustenmacher and Seiwert (2004) explain a man’s inclination to resort to technology in his interaction with the environment and society. Thus, the solution to the negative consequences of Cyberbullying in a technologically dominated society is represented by technology as part of the technological paradox (Tugui, 2009), in which man has a dual role, both slave and master, in the interaction with it. In this respect, it is noted that, notably after 2010, there have been many attempts to involve artificial intelligence (AI) to recognize, identify, limit or avoid the manifestation of aggressive behaviours of the CBB type. For an overview of the use of artificial intelligence in solving various problems related to CBB, we extracted works from the Scopus database that respond to the criterion of the existence of the words “cyberbullying” and “artificial intelligence” in the Title, Keywords and Abstract. These articles were the subject of the content analysis of the title and, subsequently, only those that are identified as a solution in the process of recognizing, identifying, limiting or avoiding the manifestation of CBB were kept in the following Table where we have these data synthesized and organized by years

    Engaging Children in Question Asking for Problem Finding to Encourage Creative Thinking in Primary School Science Teaching

    Get PDF
    Encouraging creative thinking is considered as the general function of education (NACCCE, 1999) and one of the aims under the national curriculum of England (DfEE/QCA, 1999). Though creative thinking is a broad term, in science it is seen as finding solutions to problems(D. P. Newton, 2010).Scientific enquiry is a creative process, commonly beginning with a question or problem, then generating a tentative answer or solution, and testing it. Generally teachers provide ready-made questions or problems for children to solve. If children themselves can find scientific problems or questions to solve in the classroom, then learning would be more engaging as it generates interest and motivation. A review of existing literature on creativity in education focusing on its least recognised aspect, problem finding, revealed the potential for children's questions, particularly wonderment questions in encouraging deep thinking. Some studies recognised the scarcity of children's questions especially explanatory questions and questions that leads to investigations in the primary school science classroom. Therefore, the study sets out to explore strategies to stimulate children to raise questions with the potential to become problems to solve in science. The study employed mixed methods using a descriptive questionnaire survey, classroom observations, short interviews, content analysis and controlled interventions with children to collect data. The sample included teachers, student teachers and Key Stage Two primary school children. It used phenomenography to analyse the data and derive useful conclusions thereby following an interpretivist approach. A theory explaining the complex process of question asking which involves the construction and articulation of descriptive and causal mental models of situations emerged from the study. Several factors are suggested which influence and order the process, especially the situation or stimulus, the teaching and learning environment, and the attributes of the child. It takes time to produce questions which could lead to scientific enquiry and it needs teaching skill to provide effective opportunities for children to ask questions, and help them put them into a suitable form

    Exploratory Case Study of Students of Color in US Study Abroad & Village-style Programmatic Support

    Get PDF
    This qualitative single-site case study investigated the continued relevance of the four Fs (family, finances, fear, and faculty) described by Cole (1991) when she identified barriers to study abroad (SA) for students of color (SOC); Hembroff and Rusz (1993) additionally identified academic requirements as barriers. Using a student questionnaire and in-depth qualitative interviews with SOC, staff, and faculty, the study explores how SOC experience and are supported at one traditional United States (US) university pre, during, and following SA. While the study confirmed the continued noteworthiness of previously identified themes, the findings highlighted nuances suggesting more positive influences of families, peers, their communities, and advisors when it came to supporting SOC throughout their experience. Despite the considerable familial and community support, the findings also revealed advisors did not adequately target families of color in the dissemination of important information. Moreover, faculty selected students using discretionary powers and successfully prioritized ‘group fit’ over academic qualifications suggesting academic criteria may no longer need to be a barrier. Additionally, identified emergent themes involved inclusive faculty programming, safety and wellbeing, along with unifying role reversals when White students become minorities at host SA sites. My original contribution is a holistic philosophical framework called MENSCH that engages with the collected data and avoids deficit views associated with these underrepresented student groups. MENSCH is a tool educators might use to engage with marginalized students; it also allows advisors to optimize the resources of faculty of color to gain insights into effective mentorship, incorporating inclusive program design, and creating safer spaces for SOC. The study concludes with ideas for additional broader university research using an even larger student base to further explore the emergent themes

    The psychologisation of natal astrology in the twentieth century

    Get PDF
    This thesis discusses the idea that natal astrology was psychologised in the twentieth century through an examination of ‘psychological astrology’. It is the first in-depth exploration of psychologisation in the English-speaking world through textual analysis of astrology books. It takes as a starting point the argument from Wouter Hanegraaff that magic survived the disenchantment of the world due to a process of psychologisation, which broadly means that magic has adapted along psychological lines to become a different sort of magic to that previously found before the period characterised by disenchantment. The main reason for this adaptation is to acquire legitimisation from a subject, psychology, deemed to be scientific and acceptable in the modern world. The thesis asks whether the issues raised by Hanegraaff’s psychologisation thesis, and wider ideas on psychologisation, apply to the natal astrology of the twentieth century, focusing on the form known as psychological astrology. The question is tackled through textual analysis of the works of the three major astrologers identified by existing scholarship as having contributed to the twentieth century development of psychological astrology: Alan Leo (1860-1917), Dane Rudhyar (1895-1985) and Liz Greene (1946- ). Significant consideration is also given to the major psychological influence on Rudhyar and Greene: the psychologist Carl Gustav Jung (1875-1961). Wider definitions of psychologisation considered include Christopher Plaisance’s extension of Hanegraaff’s work through his four-fold typology of psychologisation as applying to esoteric discourse. In exploring conceptions of psychologisation and modernity as presented within the works of the key psychological astrologers, the thesis demonstrates that the label of psychologisation may be partly applied to psychological astrology. However, this form of astrology does not represent a fully adapted, disenchanted form seeking legitimisation but is an adaptation for modern people for philosophical reasons and principally to maximise the use of astrology to enhance free-will and psychological development. In doing so it can be characterised as more enchanted than disenchanted

    Internet and Biometric Web Based Business Management Decision Support

    Get PDF
    Internet and Biometric Web Based Business Management Decision Support MICROBE MOOC material prepared under IO1/A5 Development of the MICROBE personalized MOOCs content and teaching materials Prepared by: A. Kaklauskas, A. Banaitis, I. Ubarte Vilnius Gediminas Technical University, Lithuania Project No: 2020-1-LT01-KA203-07810

    Conceptual Framework for Designing Virtual Field Trip Games

    Get PDF
    This thesis aimed to provide designing models to explore an alternative solution for a field trip when it becomes impossible for several reasons such as the limitation of cost and time. Virtual field trip games are relatively new means to create virtual field trips in game environments through adding game aspects to learning aspects to enhance the learning experience. The simple combining of game and learning aspects will not guarantee the desired effect of virtual field trips. Theoretical and logical connections should be established to form interweave between both aspects. This thesis proposes a designing framework by establishing three links between game design aspects and learning aspects. The three links are constructed by modelling: the experiential learning theory (ELT), the gameplay, and the game world. ELT modelling quantifies the theory into the internal economy mechanic and balances the levels of game task difficulty with the player’s ability through game machinations, game modelling links the learning process to gameplay, and world modelling connects field environment to game environment. The internal economy mechanic and its components (resources, internal mechanic, feedback loop), formulating equations to define generic player’s interactions and identify indicators to capture evidence of achievements via a mathematical (evaluation) model. The game modelling includes skill models to design two important high-order skills (decision-making and teamwork) and connects them to the evaluation model. The game world is modelled through defining its variables and relationships’ rules to connect both environments (game and field) expanding the evaluation model. The framework is supported by essential learning theories (ELT, task-based learning, some aspects of social learning) and pedagogical aspects (assessment, feedback, field-based structure, high-order skills) and connected to the key game elements (interaction, multimodal presentation, control of choice
etc) of field-based learning along with suitable game mechanics. The two research studies that were conducted as part of this thesis found that the designing framework is useful, usable, and provides connections between learning and game aspects and the designed VFTG based on the framework improved learning performance along with providing motivation and presence. This suggests the effectiveness of the framework
    • 

    corecore