How might teachers enable self-confidence? A review study

In the context of learner-centred learning and curricular reform, self-confidence is invoked as an important construct. However, there is no easily available research-informed guidance on what self-confidence means for the professional teacher. This study uses the analytic technique of Concept Analysis to review psychology and education literatures to provide a 'take-home' message for teachers. The review identifies conceptual artefacts (ideas, theories, concepts which explain, connect, predict or apply knowledge) that the teacher can appropriate in order to enable learner self-confidence. These conceptual artefacts are classified in three groups: characterising self-confidence; self-judgements of confidence; and factors that influence the development of self-confidence. The review finds self-confidence to be a robust and stable psychological construct, best promoted through teachers' attention to learners' development of knowledge and engagement in socially designed learning activities. It further finds that teachers' attention to activities which involve learners' self-regulation are of importance

Bearing witness: working with clients who have experienced trauma - considerations for a person-centered approach to counseling

This paper explores traumatic experience from both a cultural and neurophysiological perspective. An argument is developed to support and challenge the person-centered approach in working with clients who have experienced trauma. Through a case study, elements of theory are illustrated. Drawing from the increased knowledge base in neurophysiology, this paper aims to strengthen confidence in wider empathic attunement and brings attention to safety for both client

The Art of Community: Creativity at the Crossroads of Immigrant Cultures and Social Services

These are case studies that give credance to the belief that respect for one's own artistic traditions is critical to the acculturation process. The essays contained here offer clear and shining examples of how paying attention to culture and creativity can build self-confidence, nurture a productive and valuable citizenry, and even save a life. Through these stories, we begin to see that encouraging the practice of cultural traditions and participation in arts activities will help newcomers spread their wings and fly

Boosting Student Learning Motivation Through Project-Based Learning with Attention, Relevance, Confidence, and Satisfaction Motivational Design Process

Abstract: Boosting Student Learning Motivation Through Project-Based Learning with Attention, Relevance, Confidence, and Satisfaction Motivational Design Process. Objectives: This research aims to boost the students’ writing ability and motivation by changing the teaching methods from classical (lectures and discussions) towards student activity. Methods: The method used in this study was the Project-Based Learning (PJBL) model with Attention, Relevance, Confidence, and Satisfaction (ARCS) motivational design. The case study used observation, questionnaires, and interviews in two stages of data collection for a English course class, namely English for Art and Design in the Visual Communication Design Study Program. Findings: By implementing the Project-Based learning method with ARCS motivational design, it is found that student motivation in the Attention, Relevance, and Satisfaction aspects is at a high level. Meanwhile, the Confidence aspect remains neutral in stages I and II. Conclusion: The achievement of this research in terms of increasing students’ writing skills and motivation has been accomplished.Keywords: project-based learning, ARCS motivational design, case study.Abstrak: Meningkatkan Motivasi Belajar Siswa melalui Project-Based Learning dengan Proses Desain Motivasi Attention, Relevance, Confidence, and Satisfaction. Tujuan: Penelitian ini bertujuan untuk meningkatkan kemampuan dan motivasi menulis siswa dengan mengubah metode pembelajaran dari klasikal (ceramah dan diskusi) menjadi aktivitas siswa. Metode: Metode yang digunakan dalam penelitian ini adalah model Project Based Learning (PJBL) dengan desain motivasi Attention, Relevance, Confidence, and Satisfaction (ARCS). Studi kasus menggunakan observasi, angket, dan wawancara pada 2 tahap pengumpulan data sebuah kelas di mata kuliah Bahasa Inggris yaitu Bahasa Inggris untuk Seni Rupa dan Desain di Program Studi Desain Komunikasi Visual. Temuan: Dengan menerapkan metode pembelajaran model pembelajaran Project Based Learning dengan desain motivasi ARCS, ditemukan bahwa motivasi siswa pada aspek Attention, Relevance dan Satisfaction tetap di level yang tinggi. Sementara itu, aspek Confidence tetap tetap di level netral, bagi di tahapan I dan II. Kesimpulan: Pencapaian penelitian ini dalam hal peningkatan keterampilan menulis dan motivasi siswa telah tercapai.Kata kunci: project-based learning, desain motivasional ARCS, studi kasus.DOI: http://dx.doi.org/10.23960/jpp.v12.i1.20221

GLOBALIZING LEARNERS’ LOCAL LANGUAGES FROM LOCAL CONTEXTS: AN OVERVIEW OF LANGUAGE PLANNING AT THE ENGLISH EDUCATION PROGRAM OF ARTHA WACANA CHRISTIAN UNIVERSITY KUPANG

In the development of local language studies and current issues beyond, much attention of the literacy weights on the language status. Despite of the implications and effects, less attention rests on languages planning at the education unit. This study presents a comprehensive overview of local language (s) planning on the plane of the developing programs by the English Education Program of Artha Wacana Christian University Kupang, West Timor. The current study utilized participant observation and documentation as of data collection approaches. The use of the approaches permits deeper understanding of the target community. The findings indicates that language planning at this education unit promotes a number of concrete programs, such as building local partnerships, realizing national acts through curriculum development, and accessing global access seek for the revitalization of the local languages. More practically, learners with different backgrounds have a wide range of opportunity and tools to document their local languages. All these practices nurture to learners with awareness, motivation, and confidence that their local languages survivedon their academic and non-academic tasks and roles. Several recommendations and implications lies on the study

e-teaching craft and practice

Staff at the University of Lincoln, UK, are repositioned as students on the virtual learning environment (VLE) for the teacher education programme ‘Teaching and Learning in a Digital Age’ (TELEDA). Modules explore the social relations of virtual learning through a community approach to sharing practice, and using tools like wikis, journals and forums to demonstrate the challenges of digital scholarship enables ‘insider’ knowledge of the craft of e-teaching to be gained through experiential learning. As sector-wide shifts to flexible design and delivery increase, greater attention to the digital confidence and capabilities of staff who teach and support learning is required. Investigating the uncertain spaces between the rhetoric and the reality of teaching online has shaped the author’s doctoral research into digital education. This paper offers emerging research findings which include how experiential approaches like TELEDA are worthy investments of time and resources and reinforce the value of embedding the craft elements of e-teaching into CPD and teacher education programmes

Diasporas and Development: An Assessment of the Irish Experience for the Caribbean

Dialogue on diasporas and their role in the development of the home country has grown in the last twenty years and Caribbean states have begun to identify ways they can engage their nationals residing abroad in this process. Those in the region looking to harness the power of the diaspora have turned their attention to the example of Ireland, a country with a large diaspora that has contributed significantly to its national advancement. By highlighting the lessons of the Irish experience, this paper argues that while the Caribbean’s diaspora has the desire to contribute and does help through remittances, there remain a number of challenges to this participation including perceptions of security and stability, establishing the conditions necessary for attracting investment and a lack of confidence in government institutions in the region