10,453 research outputs found
Bridging technology and educational psychology: an exploration of individual differences in technology-assisted language learning within an Algerian EFL setting
The implementation of technology in language learning and teaching has a great influence onthe teaching and learning process as a whole and its impact on the learners’ psychological state seems of paramount significance, since it could be either an aid or a barrier to students’ academic performance. This thesis therefore explores individual learner differences in technology-assisted language learning (TALL) and when using educational technologies in
higher education within an Algerian English as a Foreign Language (EFL) setting.
Although I initially intended to investigate the relationship between TALL and certain affective variables mainly motivation, anxiety, self-confidence, and learning styles inside the classroom, the collection and analysis of data shifted my focus to a holistic view of individual learner
differences in TALL environments and when using educational technologies within and beyond the classroom. In an attempt to bridge technology and educational psychology, this
ethnographic case study considers the nature of the impact of technology integration in language teaching and learning on the psychology of individual language learners inside and
outside the classroom. The study considers the reality constructed by participants and reveals multiple and distinctive views about the relationship between the use of educational technologies in higher education and individual learner differences. It took place in a university
in the north-west of Algeria and involved 27 main and secondary student and teacher participants. It consisted of focus-group discussions, follow-up discussions, teachers’
interviews, learners’ diaries, observation, and field notes. It was initially conducted within the classroom but gradually expanded to other settings outside the classroom depending on the availability of participants, their actions, and activities.
The study indicates that the impact of technology integration in EFL learning on individual learner differences is both complex and dynamic. It is complex in the sense that it is shown in multiple aspects and reflected on the students and their differences. In addition to various positive and different negative influences of different technology uses and the different psychological reactions among students to the same technology scenario, the study reveals the
unrecognised different manifestations of similar psychological traits in the same ELT technology scenario. It is also dynamic since it is characterised by constant change according to contextual approaches to and practical realities of technology integration in language teaching and learning in the setting, including discrepancies between students’ attitudes and teacher’ actions, mismatches between technological experiences inside and outside the classroom, local concerns and generalised beliefs about TALL in the context, and the rapid and unplanned shift to online educational delivery during the Covid-19 pandemic situation.
The study may therefore be of interest, not only to Algerian teachers and students, but also to academics and institutions in other contexts through considering the complex and dynamic
impact of TALL and technology integration at higher education on individual differences, and to academics in similar low-resource contexts by undertaking a context approach to technology integration
ENHANCING STUDENT ENGAGEMENT, TEACHER SELF-EFFICACY, AND PRINCIPAL LEADERSHIP SKILLS THROUGH MORNING MEETING IN AN ONLINE LEARNING ENVIRONMENT
This study examined the experiences of educators in a small, rural elementary school who provided live instruction in an online setting during the COVID-19 pandemic. The scholarly practitioner collaborated with inquiry partners to enhance student engagement, teacher self-efficacy, and principal leadership skills by implementing Morning Meeting, a social and emotional learning program from Responsive Classroom®, when students participated in remote online learning. The scholarly practitioner used over four decades of research about efficacy and identified leadership strategies and approaches that assisted in building individual and collective teacher efficacy so that teachers could effectively engage students.
Behavioral, emotional, and cognitive engagement were identified in research and used by teachers to determine the quality of participation in Morning Meeting. Teachers took daily and weekly attendance to measure engagement, and the scholarly practitioner facilitated team meetings with groups of teachers to compile comments and statements regarding student engagement. These statements were coded using pre-selected codes based on research about types of student engagement.
The scholarly practitioner facilitated the administration of a pre-study and post-study Teacher Self-Efficacy Scale so that individual, grade-span, and full-school efficacy data could be compiled. In addition, the scholarly practitioner held team meetings with the teachers to compile comments and categorize those statements into four areas: job accomplishment, skill development, social interaction, and coping with job stress. These four areas were also coded using the four categories described on the Teacher Self-Efficacy Scale.
The scholarly practitioner also maintained a journal using a self-reflection tool about the lived experiences before, during, and after the study. The emphasis on this journal was about the development and growth of leadership skills, and the categories were pre-coded using Bernard Bass’s categories of transformational leadership: individualized consideration, inspirational motivation, idealized influence, and intellectual stimulation.
Student engagement increased throughout the study, and 77 percent of students were fully engaged during the study. Teachers expressed an increase in collective efficacy at the conclusion of the study, and six of the eight teachers reported individual increases in efficacy. The scholarly practitioner’s use of differentiation within the context of transformational leadership was observed most frequently in the study
Strategies for Early Learners
Welcome to learning about how to effectively plan curriculum for young children. This textbook will address: • Developing curriculum through the planning cycle • Theories that inform what we know about how children learn and the best ways for teachers to support learning • The three components of developmentally appropriate practice • Importance and value of play and intentional teaching • Different models of curriculum • Process of lesson planning (documenting planned experiences for children) • Physical, temporal, and social environments that set the stage for children’s learning • Appropriate guidance techniques to support children’s behaviors as the self-regulation abilities mature. • Planning for preschool-aged children in specific domains including o Physical development o Language and literacy o Math o Science o Creative (the visual and performing arts) o Diversity (social science and history) o Health and safety • Making children’s learning visible through documentation and assessmenthttps://scholar.utc.edu/open-textbooks/1001/thumbnail.jp
TEACHING STRATEGIES AND THE PROBLEM FACED BY EFL TEACHER DURING COVID-19 OUTBREAK AT JUNIOR HIGH SCHOOL
The education system have to switch from face-to-face to online teaching due to the pandemic. This situation is considered new in Indonesia, the teachers have to adapt their self with this situation. An example is learning to use technology in online teaching and making a lesson plan that can make students interested in online learning.This research aimed to know what are teaching strategies used by EFL teachers and what are the teacher problems in online teaching at the Junior High School 98 during Pandemic. This research used qualitative as a design and narrative descriptive as the approach. The technique to collect the data researcher used in this research is observation, interview, and documentation. In addition, the object of this research is EFL teachers, the researcher interviewed 5 EFL teachers. The results of this research are: 1)The teacher strategies used in online teaching during a pandemic is synchronous, while teacher used platform WhatsApp, Google Classroom, and Google Meet for online classes. In addition, to create the task the teacher gives chance to the students to useanother platform such as Canva, Youtube, Video Maker, etc. On the other hand, the teacher have some strategies to overcome the problems when teaching online, such as when the students have a problem in the following class online through the platform Google Meet, the teacher shared the material in Google Classroom. While, the researcher found in students motivation the teacher do teamwork with students’ parents in control the students at home; 2) the teaching online problems that researcher found in this research are: lack of quota package, lack of internet access, lack of motivation, and lack of facilities
Recommended from our members
Meaning-Making Practices of Emergent Arabic–English Bilingual Kindergarten Children in Cairo
The number of British Schools in the Middle East and North Africa (MENA) region is growing. The National Curriculum of England is used by an increasing number of such schools. As well as exporting a culturally-specific curriculum, these schools usually adopt an ideology of monolingualism, thus potentially limiting communication for emergent bilinguals and failing to acknowledge the multiple ways of meaning-making.
Current studies of translanguaging are moving the focus to multimodal forms of communication as a resource for thinking and communicating (GarcÃa and Wei 2014, Wei 2018). Building on the work of Kress (1997, 2010) I explore pre-school emergent bilinguals’ wider signifying practices and create an analytical framework, which I call MMTL (multimodal translanguaging), used as a lens to illustrate meaning-making.
Valley Hill in Cairo, Egypt is a British school which encourages ‘English-only’ as the medium of instruction in the kindergarten. Using a case study methodology, this research explores the meaning-making practices of eight emergent bilingual children aged 3–4 during child-initiated play, later reduced to four in the thesis to provide a detailed multimodal analysis. The principal aim is to explore their speech, gaze, gesture, and their engagement (layout/position) with artefacts during play.
The findings of this study suggest that although there is an ‘English-only’ approach, these young emergent bilingual children are meaning-making in a variety of ways. Children are translanguaging but it is never in isolation from other modes of communication. Emergent bilinguals use a range of modes to mediate their understanding and communication with others. They use gesture, gaze, and artefacts alongside translingual practices to move meaning across to more accessible modes, enabling communication and understanding. The implications for schools should be to embrace such hybrid practices and for teachers to be more responsive to young children’s meaning-making to enable learning
Translating erasure: Proposing auto-theory as a practice for artistic enquiry and analysis while comprehending personal grief
Erasure as an artistic technique has developed in my moving image work after my father's passing. I export videos into sequences of thousands of images and erase outlines of the targeted objects in each frame. The repetitive and low conscious labour is a way to ease the agony and to grieve my father. Hours compressed into thousands of frames, turning into a glimpse of illusion and leaving a ghostly emptiness on the images. Both its visual presentation and making reflect the life events and encounters I've experienced in the UK and Taiwan in the past years.
I consider an artwork embodies interconnected relationships between one's personal impulses and artistic training. As an art student, I have found it challenging to describe such a creative process with conventional academic writing. Within a construct that inclines to present thoughts as reasonable and rational arguments, my personal experiences and the intensity of feeling seem out of place. Within an academic framework, how can I make an argument out of how I have developed the erasure in my artwork to perform the grief, fading memories of a loved one, existential crisis and what's in-between?
Through auto-theoretical approaches to writing and making of moving image work, this research aims to build a structure that can express both the intimate and intellectual aspects of an art practice. This writing up process interweaves my personal stories that motivate my artistic expression into art theories. The memories about my late father, my relationship with languages, and my lives between the UK and Taiwan meet with different artists' uses of erasure.
As the conversations between the introspections and theoretical analysis accumulate, my writing and moving image work unravel an art journey that encompasses the nuances and struggles I've experienced as an international student. Within the search for an ideal model to illustrate an art practice, this research further generates profound understandings of memory, grief, loss, language, conflicted identities and cultural belonging
Recommended from our members
Home and School Literacy Practices of Children in a Rural Village in India: An Ethnography
The Indian state is responsible for providing free and compulsory education to all its 6-14-year-old children. A significant majority of these children attend state schools and belong to some of the most socio-economically disadvantaged sections of the country. Researchers who document teaching in these schools continue to provide accounts of teacher-led instruction. Both international and Indian assessments of literacy also evidence dismal levels of learning among children.
Unlike previous studies from India which have focused on teachers and teaching, this study broadens its focus to include children and learning. It does this by exploring the range of literacy practices that children engage with at home and school, and by taking into consideration the beliefs of caregivers and teachers shaping these practices. Theoretically rooted in a sociocultural theory, it shines a light on how children’s literacy practices are cultural and personal and, consequently, uncovers the relationship between home and school practices.
Ethnography provides the methodological framework for the study. The five participant children live in a resource-poor, agrarian village and attend the state school within the village. The literacy practices of two are discussed in detail in this current study. Participant observation of children’s practices in naturalistic settings, that is, their homes and school, and conversations with them lie at the heart of the fieldwork. Interviews with caregivers and teachers were also undertaken. Data were recorded with audio and video devices, in the form of fieldnotes, and children’s texts were captured through photographs. Consequently, it is the first known research to endeavour a qualitative exploration of children’s home literacy practices in India and to do so within a rural community.
This study makes significant contributions to theory. This has been possible because of the depth of its fieldwork and the theories it has chosen to draw on for analysis. The cultural nature of children’s practices has been highlighted using Gee’s (2002, 2012, 2014) conceptualisation of Discourse and identity and their personal nature has been examined using Hedges and her colleagues (Hedges et al., 2011; Hedges & Cooper, 2016) theorisation of interests. As a result, this study has been successful in highlighting the personal nature of children’s literacy practices. It also provides evidence of the potential of both theories to illuminate the nature of children’s literacy practices
Investigating and mitigating the role of neutralisation techniques on information security policies violation in healthcare organisations
Healthcare organisations today rely heavily on Electronic Medical Records systems (EMRs), which have become highly crucial IT assets that require significant security efforts to safeguard patients’ information. Individuals who have legitimate access to an organisation’s assets to perform their day-to-day duties but intentionally or unintentionally violate information security policies can jeopardise their organisation’s information security efforts and cause significant legal and financial losses. In the information security (InfoSec) literature, several studies emphasised the necessity to understand why employees behave in ways that contradict information security requirements but have offered widely different solutions. In an effort to respond to this situation, this thesis addressed the gap in the information security academic research by providing a deep understanding of the problem of medical practitioners’ behavioural justifications to violate information security policies and then determining proper solutions to reduce this undesirable behaviour. Neutralisation theory was used as the theoretical basis for the research. This thesis adopted a mixed-method research approach that comprises four consecutive phases, and each phase represents a research study that was conducted in light of the results from the preceding phase. The first phase of the thesis started by investigating the relationship between medical practitioners’ neutralisation techniques and their intention to violate information security policies that protect a patient’s privacy. A quantitative study was conducted to extend the work of Siponen and Vance [1] through a study of the Saudi Arabia healthcare industry. The data was collected via an online questionnaire from 66 Medical Interns (MIs) working in four academic hospitals. The study found that six neutralisation techniques—(1) appeal to higher loyalties, (2) defence of necessity, (3) the metaphor of ledger, (4) denial of responsibility, (5) denial of injury, and (6) condemnation of condemners—significantly contribute to the justifications of the MIs in hypothetically violating information security policies. The second phase of this research used a series of semi-structured interviews with IT security professionals in one of the largest academic hospitals in Saudi Arabia to explore the environmental factors that motivated the medical practitioners to evoke various neutralisation techniques. The results revealed that social, organisational, and emotional factors all stimulated the behavioural justifications to breach information security policies. During these interviews, it became clear that the IT department needed to ensure that security policies fit the daily tasks of the medical practitioners by providing alternative solutions to ensure the effectiveness of those policies. Based on these interviews, the objective of the following two phases was to improve the effectiveness of InfoSec policies against the use of behavioural justification by engaging the end users in the modification of existing policies via a collaborative writing process. Those two phases were conducted in the UK and Saudi Arabia to determine whether the collaborative writing process could produce a more effective security policy that balanced the security requirements with daily business needs, thus leading to a reduction in the use of neutralisation techniques to violate security policies. The overall result confirmed that the involvement of the end users via a collaborative writing process positively improved the effectiveness of the security policy to mitigate the individual behavioural justifications, showing that the process is a promising one to enhance security compliance
The Importance of Soft Skills for Strengthening Agency in Female Entrepreneurship Programmes
This paper is part of the MUVA Paper Series on female entrepreneurship. It focuses on how soft skills in female entrepreneurship programmes strengthen agency and impact economic empowerment of women entrepreneurs in low- and middle-income countries (LMICs). It draws on both the literature and lessons learned from Mozambique-based social incubator MUVA. By exploring MUVA’s entrepreneurship experience, this paper contributes to debates in the literature about the importance of soft skills in female entrepreneurship programmes for enhanced self-esteem, self-confidence and self-efficacy to strengthen agency
In her own words: exploring the subjectivity of Freud’s ‘teacher’ Anna von Lieben
This project is inspired by Roy Porter (1985), who draws attention to the patient-shaped gap in medical history, and Rita Charon (2006), who emphasises the need to bring the patient’s narrative to the fore in the practice of medicine. The principal aim was to devise a means of accessing the lived experience of a patient who is no longer alive in order to gain an understanding of her narrative. Anna von Lieben was identified as a suitable subject as she wrote a substantial quantity of autopathographical poetry suitable for analysis and her status as Freud’s patient makes her a person of significant interest to the history of medicine.
The poems were analysed using Interpretative Phenomenological Analysis (IPA), an idiographic and inductive method of qualitative research, based on Heideggerian hermeneutic phenomenology, which explores the lived experience of individuals and is committed to understanding the first-person perspective from the third-person position.
The main findings from the IPA study reveal that Anna experienced a prolonged period of malaise, starting in late adolescence which she believed to result, at least partly, from a traumatic experience which occurred at that time. The analysis also indicates that Anna suffered from deep and lasting feelings of guilt and shame. The discovery of additional family documentation enabled me to contextualise and add substance to the findings of the IPA study. Anna’s husband’s diaries in particular reveal that Anna:
• had a severe and longstanding gynaecological disorder
• suffered from severe morphinism
• did not benefit from Freud’s treatment which seemed neither to ease her symptoms nor identify any cause
• was treated in Paris, not by Jean-Martin Charcot as previously supposed, but by a French hydrotherapist, Theodore Keller, who appears to have become a person of considerable significance in her life.
The above findings led me to investigate Anna’s comorbidities (gynaecological disease and morphinism) and to show how those could be responsible for much of the symptomatology identified by Freud as ‘hysteria’. I then explore the possibility that her psychotic-like experiences could have been iatrogenically induced by her treatment first by Keller and then by Freud. Finally, I propose a fourfold set of hypotheses as an alternative to Freud’s diagnosis of hysteria
- …