“Help Me Play”: a teacher training program to facilitate social play in preschoolers

“Help Me Play,” an evidence-based, client-centered and theory-driven training program facilitated by an occupational therapist, provides educational opportunities for early childhood educators to support the development of social play among preschool students in an inclusive classroom setting. Despite the belief of early childhood educators of the importance of social play, research suggests lack of pre-service or in-service training focusing on how they can support social play effectively in the classroom (Vu, Han, & Buell, 2015). “Help Me Play” consists of four weekly two-hour workshop sessions and an individualized 30-minute coaching and feedback training session. The workshop sessions are held in small groups of eight to 12 individuals, and cover the following topics: definition and benefits of social play, assessment of social play needs, environmental supports and barriers, and strategies to facilitate social play. The coaching and feedback session is held upon completion of the workshops and scheduled at the participants’ convenience. During this session, the facilitator may use prompting, modeling, feedback and encouragement to support the teacher in using scaffolding strategies. In line with adult learning principles highlighting active participation, the workshop sessions are organized using Kolb’s (1984) Model of Experiential Learning, which posits that experience is the building block of learning. Each session begins with concrete experience (i.e. engaging in an activity), followed by reflective observation (i.e. relating the activity to past experience), abstract conceptualization (i.e. gaining knowledge and skills) and active experimentation (i.e. testing out new skills and abilities). Another theoretical framework that guides the program relates to the concepts of zone of proximal development and scaffolding in Vygotsky’s (1978) social development theory. Vygotsky (1978) defined the zone of proximal development as the distance between the developmental level by independent problem solving and under adult guidance, while scaffolding is the process by which adults tailor their guidance with the just-right support to enable the child to perform at a higher level. “Help Me Play” presents a unique opportunity for occupational therapists to engage in a collaborative consultative model of service delivery in preschool settings to foster children’s social play by collaborating and providing training to preschool teachers.  REFERENCES Kolb, D. A. (1984). Experiential learning: Experience at the source of learning and development. Upper Saddle River, NJ: Prentice Hall. Vu, J. A., Han, M., & Buell, M. J. (2015). The effects of in-service training on teachers’ beliefs and practices in children’s play. European Early Childhood Education Research Journal, 23(4), 444–460. doi: 10.1080/1350293X.2015.1087144 Vygotsky, L. S. (1978). Mind in society: The development of higher mental processes. Cambridge, MA: Harvard University Press

Exploring Performance Ethnography to illuminate mobile banking Capabilities in Western Kenya: Capability Approach Study

This study is a qualitative examination on the impact of mobile banking, commonly known as MPESA on the lived experiences of the marginalised poor of Bukhalalire sub-location in western Kenya. Using Capability Approach as the guiding theoretical framework, this research project answers Denzin’s (2003) call to performance, a performance which contributes to a more “enlightened and involved citizenship”. It is “revolutionary” in that it “enlightens citizens to the possibilities” of MPESA by staging dramatic texts or performances rewritten from the interviews with the poor. These Performances make sites of oppression visible in the process, affirming an oppositional ‘politics’ that reasserts the value of self-determination and mutual solidarity. Here, the project explores Performance Ethnography to interrogate and evaluate specific, social, educational, economic and political processes as mechanisms that affect the adoption and successful implementation of MPESA as a poverty eradication strategy. The research work conducts focus groups to draw out dimensions of concerns which this research construes as a capability set, then interviews persons in poverty to establish, firstly, what the dimensions of concerns are and the relationship between them, effectively corroborating the findings from the focus group then secondly establish how MPESA is impacting on those dimensions of concern. The research then uses performances to bring to the front the voices of the poor, making visible sites of oppression in one sense and on another, sites of opportunities within MPESA. This exercise answers the research question in evidencing how Performance Ethnography illuminates dimensions of concerns within a Capability Approach study and as research tool it provokes the interviewer and the interviewee to self examination and reflection, seen thus, the performance becomes vehicle for moving persons, subjects, performer, and audience members in new, critical, ‘political’ spaces, a space of hope that transcends the conservative politics of neoliberalism rescuing the radical democracy. As such, it “tells a true and previously untold tale” effectively calling for social transformation

Communication, Affect, & Learning in the Classroom

The purpose of the handbook was to synthesize the first three decades of research in instructional communication into a single volume that could help both researchers and instructors understand the value of communication in the instructional process.Preface1.Teaching As a Communication Process The Instructional Communication Process The Teacher The Content The Instructional Strategy The Student The Feedback/Evaluation The Learning Environment/Instructional Context Kibler’s Model of Instruction The ADDIE Model of Instructional Design2.Communicating With Instructional Objectives Why Some Teachers Resent Objectives The Value of Objectives What Objectives Should Communicate3.Instructional Communication Strategies The Teacher As a Speaker The Teacher As a Moderator The Teacher As a Trainer The Teacher As a Manager The Teacher As a Coordinator & Innovator4.Communication, Affect, and Student Needs Measuring Student Affect Basic Academic Needs of Students Traditional Interpersonal Need Models Outcomes of Meeting Student Needs5.Learning Styles What is Learning Style? Dimensions of Learning Style and Their Assessment Matching, Bridging, and Style-Flexing6.Classroom Anxieties and Fears Communication Apprehension Receiver Apprehension Writing Apprehension Fear of Teacher Evaluation Apprehension Classroom Anxiety Probable Causes of Classroom Anxiety Communication Strategies for Reducing Classroom Anxiety7.Communication And Student Self-Concept Student Self-Concept: Some Definitions Characteristics of the Self Development of Student Self-Concept Dimensions of Student Self-Concept Self-Concept and Academic Achievement Effects of Self-Concept on Achievement Poker Chip Theory of Learning Communication Strategies for Nurturing and Building Realistic Student Self-Concept8.Instructional Assessment:Feedback,Grading, and Affect Defining the Assessment Process Evaluative Feedback Descriptive Feedback Assessment and Affect Competition and Cooperation in Learning Environments9.Traditional and Mastery Learning Systems Traditional Education Systems Mastery Learning Modified Mastery Learning10.Student Misbehavior and Classroom Management Why Students Misbehave Categories of Student Behaviors Students’ Effects on Affect in the Classroom Communication, Affect, and Classroom Management Communication Techniques for Increasing or Decreasing Student Behavior11.Teacher Misbehaviors and Communication Why Teachers Misbehave Common Teacher Misbehaviors Implications for the Educational Systems12.Teacher Self-Concept and Communication Dimensions of Teacher Self-Concept Development of Teacher Self-Concept Strategies for Increasing Teacher Self-Concept13.Increasing Classroom Affect Through Teacher Communication Style Communicator Style Concept Types of Communicator Styles Teacher Communication Style Teacher Communicator Behaviors That Build Affect14.Teacher Temperament in the Classroom Four Personality Types Popular Sanguine Perfect Melancholy Powerful Choleric Peaceful Phlegmatic Personality Blends15.Teacher Communication: Performance and Burnout Teaching: A Multifaceted Job Roles of an Instructional Manager Teacher Burnout Symptoms of Teacher Burnout Causes of Teacher Burnout Methods for Avoiding Burnout Mentoring to Prevent BurnoutAppendix A To Mrs. Russell: Without You This Never Would Have HappenedGlossaryInde

Responsible Environmental Behavior, Energy Conservation, and Compact Fluorescent Bulbs: You Can Lead a Horse to Water, But Can You Make It Drink?

Despite professing to care about the environment and supporting environmental causes, individuals behave in environmentally irresponsible ways like driving when they can take public transportation, littering, or disposing of toxic materials in unsound ways. This is the author\u27s fourth exploration of how to encourage individuals to stop behaving irresponsibly about the environment they allege to care deeply about. The prior three articles all explored how the norm of environmental protection could be enlisted in this effort; this article applies those theoretical conclusions to the very practical task of getting people to switch the type of light bulb they use. To accomplish this, the article synthesizes the previous articles into an assumption about the critical role of norms in changing personal behavior and tests that assumption by exploring how to make individuals more responsible consumers of electricity and adhere to the concrete norm of energy conservation by swapping out their incandescent light bulbs for compact fluorescent lights (“CFLs”). The agreed upon goal behind energy conservation is to reduce the country’s reliance on fossil fuel-based energy production, thus reducing the emission of harmful airborne pollutants and greenhouse gases as well as the related environmental harms associated with coal production. One way to reduce residential energy consumption is to persuade individuals to switch to CFLs. Up to ninety percent of energy produced by incandescent bulbs is lost as heat; switching to CFLs is one way to prevent this energy loss

Mapping design spaces for audience participation in game live streaming

Live streaming sites such as Twitch offer new ways for remote audiences to engage with and affect gameplay. While research has considered how audiences interact with games, HCI lacks clear demarcations of the potential design spaces for audience participation. This paper introduces and validates a theme map of audience participation in game live streaming for student designers. This map is a lens that reveals relationships among themes and sub-themes of Agency, Pacing, and Community-to explore, reflect upon, describe, and make sense of emerging, complex design spaces. We are the first to articulate such a lens, and to provide a reflective tool to support future research and education. To create the map, we perform a thematic analysis of design process documents of a course on audience participation for Twitch, using this analysis to visually coordinate relationships between important themes. To help student designers analyze and reflect on existing experiences, we supplement the theme map with a set of mapping procedures. We validate the applicability of our map with a second set of student designers, who found the map useful as a comparative and reflective tool